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Schema Theory
1) GMP - recall schema
2) Motor response schema - recognition schema

How did we improve?
With every practice,the recall schema updates the instruction passed down to the muscle involved in skipping based on the recognition schema, which leads to improvements in each of our performances from pre to post

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Cognitive

- Thinking while performing the double skips

- Less dependent on environmental cues (did not follow the rhythm generated by the skipping rope)
- Many errors (less successful attempts in pre-analysis)

Associative

- Less dependent on mental processes

- Dependent on environmental cues (listening to the whipping sound of the skipping rope)
- Less errors (more successful attempts in post-analysis)

Autonomous
- We believe that our group had not reach this stage of learning yet.

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There was insufficient data to evaluate our performance curves because we only did a pre and post-analysis session.

Retention test- the skill is retained within us as even after two weeks of practice sessions, we could still perform the same skill.

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1.     Improvement

- The bar graph has reflected our improvement in the number of double skips succeeded

2.     Consistency
- The movements over repeated trials has been relatively consistent

3.     Stability
- We did not change the environmental demands to maintain consistency of our project, hence this factor did not come into play.

4.     Persistence
- We were still able to perform double skips even though there was some time gap (about one week) within each practice session

5.     Adaptability
- Not applicable (we did not translate the skill learnt into anywhere)

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The preferred movement pattern of 1 teammate who tends to do single skips (in the video shown below),

His neuromuscular aspects of motor control has to be “tweaked”. One of the solutions we came up with is the idea of conducting more practice sessions. With increased practice sessions, the activation within the neuromuscular system can become more efficient.

Fitts's Law
When attempting to doing it fast, the coordination of muscle and joints (neuromuscular system) is affected.
Increase in speed = Decrease in successful attempts

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-Involves coordination of hips, legs (quadriceps, gastrocnemius), arms (wrist)

-Coordinating all the different muscles is an issue (degrees of freedom problem)

-Solve it with more practices (to minimize the degrees of freedom problem)

-Observed localized area for improvement in the videos

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- Performance outcome measure (the number of successful double skip attempts)

- Performance variable measure (e.g jump height, flight time, joint torque)

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Two Dimensional Classification of Skills (Gentile's Taxonomy)

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Two Dimensional Classification of Skills (Gentile's Taxonomy)

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Our skill of double skips falls under the 1B category as
- Environmental Demands (stationary regulatory conditions with no intertrial variability)

- Action Requirements [there is body stability (body is not transported) with object manipulation (use of skipping rope)]

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In this assignment, we have learnt the skill of double skipping in the forms motor control and motor learning.

-       Motor control (knowing how to co-ordinate neuromuscular system, by activating the muscles and limbs to perform double skip)

-       Motor learning (to study how we acquired the skill of double skip)

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One Dimensional Classification of Skills

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One Dimensional Classification of Skills

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- Gross or fine motor skill? Gross because the skill involves large muscles (eg. quadriceps, hamstrings and gastrocnemius)

- Continuous or discrete motor skill? Continuous because it involves repetitive movement

- Open or closed motor skill? Closed because the individual decides when to start and it is not stimulated by surroundings or any other environmental changes