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More often than not, when teaching someone a new skill, they demonstrate it to the learner. By observation, a person is able to learn a skill by watching a person perform it. In this method of teaching, the learner receives the greatest amount of information in the shortest amount of time. It is typically a successful way to quickly catch onto a skill. Studies have shown that learners are most successful when they view a novice and an expert perform the skill. This allows them to see what common errors are made and to inadvertently attempt to problem solve so they don’t do the same, and also to see an expert perform what it should look and fee like. When a person watches a demonstration, he or she is using the invariant relative motion that characterizes the coordinated movement pattern to create his or her own pattern in order to perform the skill. Visual perception of motion and the influence of demonstration both contribute to the success of learning a motor skill by demonstration. The beginning of this video shows a successful bicycle kick during a soccer game. It would be much easier to learn this skill if you watched someone do it rather than if they solely told you how to do it through words. This is an example of how demonstration is an efficient and a better tool for learning a motor skill than verbal explanation.

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Xherdan Shaqiri Bicycle Kick Goal - Switzerland Vs Poland, Euro 2016

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Xherdan Shaqiri Amazing Bicycle Kick Goal - Switzerland vs Poland 1-1 Euro 2016

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In many motor skills we partake in, there is a speed and accuracy component to perform them successfully. This requires the performer to monitor the environment and choose when to generate a movement so that it reaches the target at the right exact time. An example of this is serving a volleyball. For temporal accuracy, as the speed of a movement increases, accuracy increases as well. There are two parts to the anticipation of the action. First, the receptor anticipation. Continuing with the volleyball example, this would be being able to accurately anticipate how long it will take the volleyball rise and drop from your toss in order to meet your extended hand at the precise location to make contact. The second part is the effector anticipation. This would be accurately anticipating how long it will take to extend and swing your serving arm around and up above your head to hit the ball. Errors in either of these anticipations will cause for early or late arrival and missed contact with the volleyball and a non-accurate serve. The speed of the ball and your arms are pertinent to an accurate serve. I played volleyball when I was growing up and this skill took a long time to accomplish. Practice makes this phenomenon less complex and smoother concluding a better performance.

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The first 10 seconds of this video shows a Cruyff turn- a soccer move. Bilateral transfer is the transfer of learning and performance from one side of the body after practice to the other. Bilateral transfer could transfer learning of soccer moves from one leg to the other which would lead to an increase in performance of both legs. Practicing a set of moves, for example the scissors, step over, jump cut, and Cruyff, with your non-preferred foot would lead to an increase in performance when performing the same moves with your preferred foot. The repetitive practice of the moves using the non-preferred foot would increase the skill level of that foot and consequently increase the performance of the other, preferred, foot too. (The transfer skill would increase the other foot as compared to where it started as the baseline).   The transfer of these moves and skills would help someone learn them and increase the performance on both legs. I play soccer and my coach had me focus on my non-dominant foot for a practice where we were focusing on learning and improving on moves. The next practice we re-visited the moves we learned the day before and I found that I felt more comfortable and performed them better on both feet after the practice with my non-dominant foot.

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This picture depicts a male squatting a large amount of weight, more weight than a typical woman would be able to lift. This depicts the differences between motor task abilities of males and females. It has been researched that males can outperform females in many motor tasks such as lifting. This is caused by many factors. First, males tend to be larger than females making it easier for them to lift a heavier amount of weight. Males manage spatial information better, have hormones more specific to motor performance, and simply the social expectations that males will be stronger than females. I experienced this phenomenon when going to the gym with my guy friends. When I can max out dumbbell curls with 20 pounds, my guy friends can lift more towards 40 pounds. That discrepancy is a prime example of males being genetically stronger than females, usually.

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This video of a football receiver catching the football with one hand induces each limb to partake in different actions at the same time. One of his hand is pushing off the safety and keeping his balance while the other is extended upward to catch the football. The combination of these two separate actions of each limb moving at the same time allowing for success of the task is considered asymmetric bimanual coordination. Naturally, it is preferred for our bodies limbs to partake in symmetric bimanual coordination (two limbs doing the same motion at the same time). Asymmetric bimanual coordination can take some practice. This relates to my life because football is one of my favorite sports to watch. During football season, I watch games every Sunday. Also, in high school during powder puff (a girls football game), I ran some routes as wide receiver.

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Broncos WR Jordan Taylor Makes Amazing One-Handed Catch! | NFL

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Denver Broncos wide receiver Jordan "Sunshine" Taylor makes an amazing, Odell Beckham Jr.- like one-handed catch during day two of training camp. Visit http://www.denverbroncos.com for more exclusive Denver Broncos content!

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Tau is explained as the size of the retinal image divided by the image’s rate of expansion on the retina. It gives us an indication of the time we have until contact will be made by the object and our body. An example of this phenomenon is present in catching a baseball. I used to play catch in our front yard with a baseball and glove with my dad and brother when I was growing up. I didn’t realize that when the ball was approaching me and my glove, my retina was perceiving the image of the ball getting closer and getting larger. At a discrete value of Tau, we can trigger events. In this case, the triggered event would be to begin contracting my hand to start closing the glove so the ball doesn’t fall out. Previously knowing the size and weight of the object allows for a threshold value and smoother action. Tau assists in triggering an action due to the perceived objects expansion rate in the retina. It is useful in situations that come at you quickly.

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This picture shows a person stepping on a pin, which induce them to very quickly lift their foot and leg up because of the pain inflicted by the pin on the bottom of this person’s foot. From the moment the pin penetrates the foot to the moment the person picks up his or her foot, there are three steps that occur between the stimulus (stepping on the pin) and the output of movement (lifting your foot). The first is the stimulus identification stage. Here, the person senses that a stimulus has occurred and identifies what it is (feel the pin poke into the foot). The next stage is called the response selection, where the person will decide an appropriate response to the stimulus- stepping on the pin. He or she could continue walking with it on their foot or they could lift their foot up and not put pressure on it. The last stage is the response programming stage because the person prepares and initiates his or her response. He or she organizes and sends the needed commands down to the muscles to produce the movement. In this example, the command would be telling the leg and foot to lift up. This will produce the output of movement. Each of these stages are independent and the environment can have variable effects on each stage of information processing. The reaction time in this example would likely be fast because of the pain caused by the sharp pin. This is relevant to my life because I just stepped on a piece of glass the other day and immediately picked up my leg because of the pain. My reaction time to that stimulus was very fast.

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This is a video of US Women's soccer player Abby Wambach shooting and scoring a penalty kick. This is a representation of the concept we learned in lecture, motor skills, because it exemplifies the movements she performs are of paramount importance to success at the activity (scoring the goal). Furthermore, this is an example of a gross motor skill because this whole body movement includes effort and coordination of the arms and legs. Motor skills stand apart because someone may know what to do or how to do a task (cognitive skill), have the ability to distinguish the important sensory stimuli from many (perceptual skill), but a motor skill focuses on the quality of physical movements someone executes to successfully accomplish a task. To me, that is a very important aspect of performing. I play soccer on the UW Women’s Club team so this example is very relevant to my life. I take part in motor skills every time I step onto the soccer field to run, dribble, or shoot the ball.

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WNT vs. Canada: Abby Wambach Goal - Sept. 17, 2011

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U.S. forward Abby Wambach gives the WNT the lead from the penalty spot in their match vs. Canada on Sept. 17, 2011 at LivesSTRONG Sporting Park in Kansas City.