Pages: 5

This book is about motor behavior, an intriguing field that examines human action and movement, including their acquisition, refinement, and evolution over a lifetime. It is commonly referred to as motor behavior in Anglo-Saxon literature.

Pages: 61

No chapter abstract available.

Pages: 10

This chapter introduces the key issues in the learning process, namely the distinction between learning and performance. The effects of practice on performance are highlighted and the components of acquisition, retention, and transfer are identified. The learning of movements, from the most delicate to the most natural, from the simplest to the most complex, has characteristics that are common to all learning and others that are more specific, namely those related to the nature of the motor response. Therefore, to gain a deeper understanding of motor learning, it is essential to know the biological processes involved in movement, whether they are sensory, perceptual, muscular, or nervous. The unique nature of motor learning is illustrated by a few examples.

Pages: 19

This chapter traces the development of research on the learning process, including the nature of the major scientific problems and issues, and illustrates the genesis and history of a field of knowledge with a distinct identity. Memory and motivation are highlighted as fundamental components of human learning. Forgetting, and its central role in the formation of new memories, is identified as an essential component of any learning process. Some possible explanations of the forgetting process are presented. The concept of the engram is considered as a unifying part of the process of memory formation, depending on experience and practice. In fact, the engram is a very interesting construct for investigating the physical (biological) nature of memory. The concept of the engram is framed historically, and the various current positions on this construct, both in support and rejection, are presented. The chapter concludes with some reflections on human and machine learning.

Pages: 12

Learning curves were created to provide an accurate representation of the change in performance over the course of learning. They have undeniable descriptive virtues, but they are not without limitations. This chapter describes the technical evolution of this descriptive solution to learning and the emergence of interesting effects, such as phases of marked progression or periods of stabilization known as plateaus. We will discuss the limitations of individual and group mean curves. We will also look at the advantages and disadvantages of different alternatives used to get the best possible picture of the learner’s progress. We will also address the issue of performance variability and its possible significance.

Pages: 18

This chapter introduces the concept of complex systems and clearly sets out its defining characteristics. The concept of complexity is not only applied to the processes that govern motor actions but is also extended to activities that involve human interaction. This includes activities in which two or more systems cooperate or compete. The relationship between the components of a system and their interaction with environmental, physical, or human constraints must be explained using fundamental concepts that provide an essential understanding of complex systems. These include the concepts of redundancy, equifinality, coupling, and synergy. The specificity of adaptive processes in highly complex systems is further explored through two modes of control: top-down and bottom-up. This chapter also addresses the issues of stability and variability of a complex system and how to predict its evolution over time. Finally, the emergence of collective behavior is discussed.

Pages: 61

No chapter abstract available.

Pages: 10

This chapter begins with the presentation of movement typologies that frame specific control and learning processes for movements of different types. A first classification distinguishes between discrete, serial, and continuous movements. Next, open and closed skills are distinguished. This distinction is rooted in the use of feedback control processes and is relevant to the organization of motor learning processes. In the same context, the distinction between fast and slow movements is made and the specificity of rhythmic movements is highlighted: Time keeping and the regulation of rhythmic movements are central topics of this chapter. The speed-accuracy trade-off, one of the most studied issues in the organization of movements according to their duration, goals, and precision, is presented in association with one of the oldest laws applicable to the regulation of movements, Fitts’ Law.

Pages: 25

Movement is inextricably linked to the management of information, whether external or internal. The action system integrates the musculoskeletal system as well as the perceptual system that, along with memory, contributes to the decision-making of the performer. The primary evidence for muscular work has for too long obscured the essential role of the perceptual systems responsible for the acquisition of information, its flow, and the central processes of memory formation. This chapter distinguishes between the processes involved in managing information during action and the long-term processes involved in learning. The focus is on visual information, given its complexity and central role in voluntary action, along with the contributions of the vestibular and proprioceptive systems, without neglecting the usefulness of acoustic information.

Pages: 12

The human body is highly lateralized. This asymmetry is structural and functional and manifests itself at multiple levels, from bone structure to muscle structure, from paired sensory systems to the functional organization of the central nervous system. Preferential organization favoring one side of the body is essential for many work activities and especially for athletic performance. This chapter reviews the origin of lateral differentiation and its development during the early stages of motor development. It also focuses on the implications of laterality for athletic practice, while presenting alternative theories to explain laterality. The chapter concludes with a review of current research on bilateral transfer and cross-training, highlighting key findings and potential applications of these findings.

Pages: 12

This chapter introduces the issue of emotion in the different dimensions of motor behavior, with a special focus on its role in motor learning. To address this issue, a psychophysiological perspective has been adopted, with the aim of deepening the philosophical issues associated with the Cartesian dichotomy of body and mind and typifying the emotional effects on human motor behavior. The expression of emotions through somatic, behavioral, and physiological indicators can be of great importance in the management of behavioral aspects in stressful situations, such as competitive official games, or specific moments during training or learning settings. The issue of managing emotions as a means to enhance learning is addressed in this chapter, with particular emphasis on the concept of arousal and emotional management under adverse conditions. Finally, applications related to stress in sports are mentioned.

Pages: 131

No chapter abstract available.

Pages: 42

This chapter presents a detailed analysis of the key variables that influence motor learning processes. Demonstration, defined as the presentation of a model for the learner to replicate, is one of the most extensively studied variables in the field of motor learning. The question of who should demonstrate and to what extent is a critical one. It is important to consider how close the demonstration is to the learner’s skill level. These are important questions, along with more contemporary ones such as the use of video models, with all the associated questions about the timing of the presentation, the rate of information dissemination, or the specific type of video information. The second variable presented in this chapter is feedback, which has been the subject of extensive research in sports and physical education. What form of feedback should be used? And at what point in the action is feedback more effective? Feedback effects also depend on the appropriate choice of the most appropriate mode of perception and the ideal level of detail. These and other questions about the use of feedback are addressed with empirical evidence, with the goal of conceptualizing the full range of feedback management in motor learning according to the most relevant theoretical hypotheses. Furthermore, this chapter addresses the question of how verbal information is managed and how it relates to other sources of information during the learning process, with a particular focus on attention.

Pages: 23

The concept of a schema has its roots in the field of cognitive psychology. In 1975, Richard A. Schmidt proposed the schema theory of discrete skill learning, which was subsequently supported by a substantial body of experimental evidence. The success of the theory in turn prompted a great deal of research into the process of forming generic motor programs, with a particular focus on program storage and response to novel conditions – the novelty problem. Schema theory has accorded significant attention to the matter of variability in practice, understood as a means of enhancing the retention and transfer of learning. This chapter presents the theoretical assumptions, the experimental basis of the theory, the considerations of an applied nature, and also the theoretical limitations that have emerged over time. The following brief biographical sketch of Richard A. Schmidt is provided in order to illustrate his original contribution to the field of motor control and learning, as well as his importance in the history of motor control and learning.

Pages: 18

The concept of a schema has its roots in the field of cognitive psychology. In 1975, Richard A. Schmidt proposed the schema theory of discrete skill learning, which was subsequently supported by a substantial body of experimental evidence. The success of the theory in turn prompted a great deal of research into the process of forming generic motor programs, with a particular focus on program storage and response to novel conditions – the novelty problem. Schema theory has accorded significant attention to the matter of variability in practice, understood as a means of enhancing the retention and transfer of learning. This chapter presents the theoretical assumptions, the experimental basis of the theory, the considerations of an applied nature, and also the theoretical limitations that have emerged over time. The following brief biographical sketch of Richard A. Schmidt is provided in order to illustrate his original contribution to the field of motor control and learning, as well as his importance in the history of motor control and learning.

Pages: 20

The concept of a schema has its roots in cognitive psychology. In 1975, Richard A. Schmidt proposed the schema theory of discrete skill learning, which was subsequently supported by a substantial body of experimental evidence. The success of the theory, in turn, prompted a great deal of research into the process of forming generic motor programs, with a particular focus on program storage and response to novel conditions – the novelty problem. Schema theory has paid considerable attention to the issue of variability in practice, understood as a means of enhancing the retention and transfer of learning. This chapter presents the theoretical assumptions, the experimental basis of the theory, the considerations of an applied nature, and also the theoretical limitations that have emerged over time. The following brief biographical sketch of Richard A. Schmidt is provided to illustrate his original contribution to the field of motor control and learning, as well as his importance in the history of motor control and learning.

Pages: 14

This chapter has been developed under the influence of Karl Newell’s model of constraints. All learning is a management of internal and external constraints that constantly interact to create specific conditions for any action. The constraints of the individual can be further categorized into physical, energetic, morphological, perceptual, and psychological constraints. On the other hand, the task itself can be described by the constraints it imposes, be they physical or relational, spatial or temporal, instrumental or regulatory, and, of course, the goals of the action or activity itself. The organization of learning processes must take constraints into account, not only to help minimize their impact on the body but also to deliberately create more stimulating learning conditions that are better suited to the learner’s level of ability.

Pages: 12

In the field of sport, there is a deep appreciation for creative actions and behaviors. However, there is a paucity of knowledge about the origins of creative competence. This chapter examines the origins of creativity, seeking evidence to support the hypothesis that creative personalities flourish in activities traditionally valued for their ability to “do things differently,” such as music. In addition to presenting a range of conceptualizations of creativity, the chapter also considers theoretical contributions to our understanding of the structure of this ability. The concept of motor creativity deserves particular attention because of its implications for several domains, including high performance sports. The chapter concludes with a discussion of the crucial open question of how creativity in motor learning can be fostered.

Pages: 61

No chapter abstract available.

Pages: 32

This chapter presents a broad conceptualization of human development, which in turn leads to an equally broad vision of motor development across the lifespan. The concept of development is presented as a space of conflict between possibilities and limiting factors, forming an epigenetic landscape where biological principles, social rules, family dynamics, and cultural patterns intermingle. The peculiarities of the maturation process contribute to the inherent complexity of motor development. The discussion of maturational changes and the complementarity of stimulation and discussion is informed by the findings of the classical studies that have contributed to our understanding of the nature of motor development. The major developmental changes that occur during childhood are outlined in this section, with particular emphasis on postural control, locomotor movements, and basic manipulative movements. Special emphasis is placed on the development of coordination and the emergence of new skills.

Pages: 27

Several countries have demonstrated the ability to effectively regulate mortality factors at all stages of the life cycle. It seems reasonable to assume that the phenomenon of aging societies will become a common (and decisive) feature of the future, affecting both individuals and groups. In light of these developments, the study of changes due to aging has become a priority area of knowledge, given that longevity has reached unprecedented levels for the human species. This chapter outlines the most relevant trends in this process, identifying the biosocial factors responsible for aging and the most significant behavioral effects, namely psychomotor slowing, progressive limitation of all perceptual processes, limitations in locomotion, loss of postural functionality, and loss of competence in performing hand movements. In addition, the impact of aging on the perception–action cycle is addressed from the perspective of the call for active aging.