What are the three elements affecting motor skill performance according to Chapter 4?


This discussion forum consists of three different sections. You must complete the requirements in each section. (Do both parts).Section 1(Post by Day 3):Read Section 4.1, Three Elements Affecting Motor Skill Performance, in Chapter 4 of your text. Next, use Table 3.2, Typical gross motor milestones, from Chapter 3 as a guide, and the skills outlined in Chapter 5 and 6 to complete the following chart*:Age of ChildFundamental motor skill(Choose one locomotor (moving), non-locomotor (stationary) or manipulative skill that would be developmentally appropriate to teach each age group.)Explain what game or activity that you would use to teach this skill(Example: To teach balance, you might use a low balance beam and instructions on how to hold their arms out straight.)2 yrs3 yrs4 yrs5 yrs6 yrsDownload an editable version of this charthere.Section 2 – Guided Response(Post by Day 5):Respond to two classmates. Review the activities and skills included on their charts. Use one of the activities listed on their charts to create a situational example in story form, such as a case study. Within your story, include a complication in which they would need to adapt the lesson. This complication can be an environmental, individual, or task-related constraint. Environmental constraints are faulty/missing equipment, weather, space, time, etc. Individual constraints include any difficulty or disability that the student might encounter. A task related constraint includes complications incorporating the activity or lesson to be taught.Conclude with a question as to how this lesson could be adapted in the given situation.For example: They might have chosen to teach a 6-year-old (individual) to hit a ball (task) off a tee and provide them with a light weight, fat barreled bat (environment). You can create an individual constraint such as When you are teaching a class of 6-year-olds how to hit a ball off of a tee, you notice a child is having difficulty holding the bat. If the bat is too large for the child, how could you adapt the activity for this individual? You could also create a situation in which a child has already mastered this activity and is ready to advance or even create an example with inclement weather or faulty/missing equipment, etc. Be creative!Section 3(Post by Day 7):Required classmate response: By Day 7, select at least one classmate who asked a question about your initial post of skills and activities. Answer their question and include how your adaptation would continue to be developmentally appropriate for that age. If classmates did not respond to your initial post, choose response questions from another classmates post to answer concerning an adaptation of an activity.~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~~According to the textbook, skill learning takes place through a predictable and consistent sequence. It is also similar to that of growth and development by how the rate of learning a skill is different across people and depends on a persons environment as well as their previous experiences (Hastie, 2012).Select a complex motor skill that you are proficient at (such as bowling, riding a bike, driving a car, jumping rope, etc.). Explain when you first learned it and your early experiences with this skill. Try to describe how you acquired this skill in terms of the phases discussed in Chapter 4. Then describe the progress a learner might take as they begin to master this same skill.

This discussion forum focuses on the development of fundamental motor skills among children of different ages. In section 1, the participants are required to read and use the information provided in the textbook to complete a chart that outlines developmentally appropriate skills for each age group. In section 2, participants will respond to their peers by creating situational examples related to the skills mentioned in their charts, along with individual, environmental, or task-related constraints. Finally, in section 3, participants will answer questions related to their initial post, including adaptations that would be developmentally appropriate for that particular skill or activity.

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Section 1 of this discussion forum requires participants to read Section 4.1 in Chapter 4 of the textbook, which outlines Three Elements Affecting Motor Skill Performance. They must then use Table 3.2 in Chapter 3 as a guide to identify the fundamental motor skills developmentally appropriate for different age groups listed in the chart. Additionally, they must explain what game or activity they would use to teach each skill. In section 2, participants will respond to their peers by creating situational examples in which they must adapt the lesson due to environmental, individual, or task-related constraints. Finally, in section three, participants will answer questions related to their initial post and provide adaptations that would be developmentally appropriate for a particular skill or activity. Overall, this discussion forum focuses on understanding the development of fundamental motor skills among children and providing adaptations that are suitable for their different development stages and needs.

Suggested Resources/Books:
1. Motor Learning and Control: Concepts and Applications by Richard A. Magill and David I. Anderson
2. Human Motor Development: A Lifespan Approach by V. Gregory Payne and Larry D. Isaacs
3. Introduction to Motor Behavior: A Neuropsychological Approach by Jeffrey Lewthwaite and Richard Swaab
4. Developing Youth Football Players by Horst Wein
5. The Science of Gymnastics by Monèm Jemni

Similar Asked Questions:
1. What are the stages of motor skill learning?
2. How can environmental factors affect motor skill development?
3. What is the difference between a locomotor and manipulative skill?
4. Can adults still learn and improve their motor skills?
5. How can teachers or coaches enhance their students’ motor skill learning?

Complex Motor Skills:
As a professional content writer, I am not an expert in motor skill performance. However, I can provide information based on research. A complex motor skill can involve a series of sub-skills that are required to complete a task. For example, riding a bike involves balancing, steering, pedaling, starting and stopping. The learning process of a complex motor skill is broken down into different stages: cognitive, associative, and autonomous. The cognitive stage requires a lot of attention, concentration, and feedback to understand the task requirements. The associative stage involves more fine-tuning of the skill through practice, while the autonomous stage involves automatic and efficient performance (Magill & Anderson, 2013).

To learn a complex motor skill, one needs to practice consistently, use feedback effectively, and apply different strategies to improve their performance. Different types of feedback include knowledge of results, knowledge of performance, and intrinsic feedback. Knowledge of results refers to feedback of what the outcome was, whereas knowledge of performance refers to feedback on the technique used in task performance. Intrinsic feedback is feedback that comes from within the performer, such as the feeling they get when they accomplish the task (Hastie, 2012).

Adaptation of a complex motor skill lesson can be done by breaking down the skill into sub-skills and focusing on one sub-skill at a time. For example, teaching someone to ride a bike can be started with balance exercises and then lead into pedaling exercises. If a constraint such as environmental constraint is encountered, indoor biking or reducing the size of the bike can be considered to enhance the learning experience. Finally, for individual constraints, instructors/teachers can provide additional support, specially designed equipment, or simplifying the task requirement to help the performers with disabilities.

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