Republic of the Philippines

COMMISSION ON HIGHER EDUCATION

Higher Education Regional Office VI (HERO VI)
City Government of Bago
BAGO CITY COLLEGE
Rafael Salas Drive, Brgy. Balingasag, Bago City, Negros Occidental 6101
Tel: [034] 4611-363 | Fax: [034] 4610-546 | E-mail: [email protected]
Course Guide

I. COURSE TITLE:PRINCIPLES OF MOTOR CONTROL AND LEARNING OF EXERCISE,

SPORTS AND DANCE

II. COURSE OVERVIEW

A. INTRODUCTION

This course covers the understanding of motor control and learning concepts and principles of exercise,

sports and dance. The student should be able to skilfully break down various movement skills and devise

relevant to strategies to enhance the acquisition of motor learning for students. The learner of this course should

be able to utilize their potential student’s movement competencies to progress into more complex activities.

B. COURSE LEARNING OUTCOME

Principles of Motor Control and Learning of Exercise, Sports and Dance is a required and major course

for all Bachelor of Secondary Education Major in Physical Education students in the Education Department.

The content of this resource covers the course description for the said course as provided for by the CMO 70

Series of 2017:

In the context of this course, all BPED students are expected to be able to:

1. Acquired and gained knowledge on principles of human skilled performance and principles of skill

learning.

2. Discussed this disciplinal knowledge taking into account the learner, the task and the context to explain

the principles of motor control and learning.

3. Valued these disciplinal knowledge by relating to real-life settings and

4. Appreciated the need for understanding as future movement practitioners.

C. MODULES AND UNIT TOPICS
To ensure that you will demonstrate the above cited course learning outcomes at the end of the semester, these
modules are divided into the following:

MODULE 2: Motor Control: Motor Learning, Its Theories, Stages, factors, characteristics and
Importance.
– this aims to introduce to you the basic concepts, ideas and theories about the course and help you understand
the different stages of motor skill learning. Through this, you will be able to identify and critique movements
that will help you to be an effective coach, trainer and P. E educator someday.

MODULE 3: Types, Stages, Importance of Motor Skills and Principles, Significance of Motor Control
and Learning.
– this aims to provide a comprehensive and useful guide activities for students taking up Bachelor of Physical
Education course. It deals with the types, stages and importance of motor skills and principles. . Through this,
you will be able to identify and critique movements that will help you to be an effective coach, trainer and P. E
educator someday.

III. COURSE STUDY GUIDE

This module will allow you to explore and to think outside the box. In this moment of time when we are
experiencing this COVID-19 Pandemic, where everything is limited only, you students will be measured of how
resourceful and how creative you are in doing the tasks asked of you. This module will help you learn
diligently, intelligently and independently as you will become future educators and catalyst of learning and
change. As 21st century P.E Teachers, so much is being expected of you. One is to be honest in answering your
tasks and activities and giving your best in performing your practical tests. We teachers are role models of our
students. We cannot give what don’t have and we cannot teach what we are not. The following house rules will
help you to finish this module with flying colors and at the end you will pat your right and on your left shoulder
and will say “You did it, great job!”

1. TIME MANAGEMENT. For the whole semester, you will be accomplishing four modules in which you
can work your tasks per term period. This means the in every term period you will accomplish one module and
by the end of the semester the whole module will have an output. 2 modules for prelim,1 for midterm and 1 for
final period.
2. STUDY HABIT. Doing what is required of you in each module can be highlighted and can be presented in
matrix form about the lists of things needed and time schedule by posting it in your schedule log to avoid delay.
Filing of documents per activity and module is highly advised.
3. SETTING GUIDELINES. Set guidelines how you will work your module by logging it in your log book.
Condition yourself to be guided with the criteria and rubrics provided in the module. Provide yourself a
notebook where you will write your draft before finalizing your output for completion. Consider the idea that in
accomplishing all activities required of you in each module means allowing yourself to pass the subject. In
presenting all your output, develop this as your principle:
 * write legibly
* observe cleanliness and neatness on your outputs
* Think before you write
* composed your answer in a complete and grammatically correct sentences
* Do not use abbreviation and ACRONYMs unless these are introduced in the readings, and do not write
in text-speak
* Work your module based on your experience to come up with a good output.
* Be specific and realistic
*Be honest all the time, if caught cheating, certain consequences will be given
* Your family members and friends at home will support you but the activities must be done by you

IV. STUDY SCHEDULE

WEEK TOPIC LEARNING OUTCOMES ACTIVITIES Learning Resources

MODULE 2 Unit 2: Motor Control: Motor

MID-TERM Learning, Its Theories, Stages,
Period factors, characteristics and
(4 weeks) Importance.

MODULE
FINAL TERM MODULE 3: Types, Stages,
Period Importance of Motor Skills and
(4 weeks) Principles, Significance of Motor
Control and Learning.

V. EVALUATION
To pass this course, you must:
1. Comply what is asked in each procedure of the module.
2. Present all outputs in a short-bond paper either in hand or typed-written by following the prescribed
format of a project paper.
3. Submit all required outputs in each module on time
4. Submit the final output using technology as required by informing your subject facilitator through
text message or messenger
5. Accomplish the final evaluation through online examination based on time schedule set by your
facilitator.

Basis of Grade Computation

Online Examination on the Final Period
Performance Output in each Procedure of the Module
Portfolio required in each Term-Period
Reflection Paper
 Note: See Attached Grading System, Criteria and Scoring Rubrics Appended in your Module in the
Appendices.
VI. TECHNOLOGICAL TOOLS

For you to be able to accomplish the activities, you will need the following software Application, MS Word,
MS Powerpoint, and VLC Media Player, Cellphone with Camera.

VII. CONTACT INFORMATION OF THE FACILITATOR

You can contact me through my email add ([email protected]); messenger (Anna Marie Delos
Santos); and cellphone no. (09173081009)
Module 2. Motor Control: Motor Learning, Its Theories, Stages, factors, characteristics and Importance.
: At the end of this module, the students must have:
1. Defined and described motor learning through concept mapping.
2. Analyzed the different stages of motor learning through picture analysis.
3. Identified and discussed the differences for each type of Motor Learning through picture analysis.
4. Classified and described the stages of motor learning using graphic organizer.
5. Created a self - audio-video performance illustrating types and theories of motor learning exercises.

B. ACTIVITIES
Learning Activity No. 1 (CONCEPT MAPPING)
Directions: Copy the diagram below and supply words that can be associated with the following terms:

MOVEMENT KNOWLEDGE

LEARNED
UNDERSTANDING EXPERIENCING
MO LEA
PRACTICE

TOR RNI
NG

SKILSS BEHAVIOR
INTERACTIONS

STUDY
ABILITY
LEARNER

Guide Questions:
Using all the words associated with each term make a definition of the following:
1. What is MOTOR?

 Motor helps us understand how we learn skills so that the skill becomes automatic.
 2. LEARNING?
 Learning is a relatively permanent change in behavior or knowledge that results from
experience. In contrast to the innate behaviors discussed above, learning involves
acquiring knowledge and skills through experience

3. What is MOTOR LEARNING?

 Motor learning has occurred when a performance of a motor behavior has permanently
changed as a result of practice. The process of motor learning occurs over time and
individuals progress through stages of learning, from the stiff, awkward cognitive stage
through the expert stage where fluid movement seems to occur automatically.

Learning Activity No. 2. (PICTURE ANALYSIS)

A. Directions: Identify the following pictures below if it is NOVICE STAGE, ADVANCED STAGE or
EXPERT STAGE.

1. NOVICE STAGE 2. ADVANCED STAGE 3. EXPERT STAGE.

B.

1. What have you observed in the pictures?

 What I have observed in the pictures were the picture number one (1) it is a novice stage, while the
picture number two (2) is a expert stage. In other words, experts tend to allocate more of their time
to the early or preparatory stages of problem solving, whereas the novice stage is the first level of
skill acquisition, where you are just getting started in the skill and have little familiarity with it.

2. What do the pictures illustrate in terms of skill acquisitions? Do you think the picture illustrate stages of
motor learning?
 The pictures illustrates novice stage and expert stage. Yes I think the picture illustrate stages of
motor learning.

Using the picture, describe

comprehensively the stages of motor
learning in terms of practice time.

Cognitive Stage- learners expand

cognitive energy to understand
how they are supposed to move.
Associative Stage- learners have
mastered the basic form of
Learning Activity No. 3
Directions: Copy the chart below and complete it by writing and categorizing the different key characteristics of the
stages of motor learning. Choose your answer from the box.
X
MINIMAL COGNITIVE EFFORT REQUIREDMOVEMENTS COMPLETED STEP BY STEP
GREATER ABILITY TO DETECT ERRORS IN SKILL CONSCIOUS CONTROL
MOVEMENT BROKEN INTO CONSEQUENCES REQUIRES DELIBERATE PRACTICE.
IMPROVED ANTICIPATION AND DECISION MAKING
LARGE AMOUNT OF VARIATION AND ERROR IN SKILL
MOVEMENTS BECOMES MORE FLUENTDECREASED RELIANCE ON WORKING MEMORY

LEARNING
COGNITIVE STAGE
1. DECREASED RELIANCE AUTONOMOUS STAGE
ON WORKING MEMORY ASSOCIATIVE STAGE 1. GREATER ABILITY TO
2. LARGE AMOUNT OF 1. REQUIRES DETECT ERRORS IN
VARIATION AND ERROR DELIBERATE PRACTICE. SKILL
IN SKILL 2. MOVEMENTS 2. MOVEMENTS
3. CONSCIOUS CONTROL COMPLETED STEP BY BECOMES MORE FLUENT
STEP 3. IMPROVED
3. MOVEMENT BROKEN ANTICIPATION AND
INTO CONSEQUENCES DECISION MAKING

A. Answer the following questions:

Cognitive Stage
1. The expert was once a beginner. Learning new skills for the first time is difficult and can lead to acquisition of many
mistakes. How will you motivate athletes in learning new skills despite making lots of errors?
 Every one wants to feel skilled and valued. The best way to motivate them is to make them feel
skilled and valued. This is especially important for young athletes who are just learning new skills
and sometimes they make an errors. Be confident by themselves is one of the best way to motivate
your athletes. My definition of self-confidence is how firmly athletes believe in their ability to
execute a physical skill or perform a task. That’s right confidence is how strongly an athlete
believes in his ability to execute a play. Confidence is derived from a baseline assessment of past
performances, training, and preparation. As your athletes’ competency or skill mastery grows,
their confidence becomes proportionately stronger.
The key to motivating athletes is to point out their successes, encourage them to improve, and teach
them needed skills.
 3. Why do external feedback is very important in the initial stage of learning new skills? Is the presence of coach
considered to be vital in learning new skills?
 External feedback is very important in the initial stage of learning new skills because it receives any
information by the learner before, during, and after an attempt to perform a task is information
about the quality or quantity of the performance which generally believed to be one of the most
important factors in guiding the process of learning new skills. Yes the presence of coach
considered to be vital in learning new skills because coaches need to be able to show empathy and
be good at building relationships, including building rapport. Good coaches also have strong
communication skills.

3. Why do visualizing the execution of skills or creating mental pictures of skills is needed in the cognitive stage?
 Visualization is simply a mental practice of imagining or meditating, with a particular focus on
imagery. It is important because it helps to prepare and to teach you how to respond to a situation
before it happens. It also helps you achieve your goals by conditioning your brain to see, hear, and
feel the success in your mind.
Associative Stage
1. Why does repetition of skills should be done consistently?
 Repetition is a key learning aid because it helps transition a skill from the conscious to the
subconscious. Through repetition, a skill is practiced and rehearsed over time and gradually
becomes easier. Another important factor in learning is the ability to make connections to
previously learned knowledge.
2. What will happen if athletes failed to undergo training before joining a competition in sports?
 The athletes will have a big problems as you tire your performance suffers. Your body becomes less
capable of doing what your mind tells it so, and you have a much harder time executing plays. Your
reaction time vital in almost any sport also suffers. Also, if you are not properly conditioned, your
body will not be prepared for the stresses of competition. They would tire more quickly, which can
cause injuries and frequently do.
3. Is training/ regular practices relevant? If YES, justify your answer.
 Training allows the body to gradually build up strength and endurance, improve skill levels and
build motivation, ambition and confidence. Training also allows athletes to gain more knowledge of
their sport as well as enabling them to learn about the importance of having a healthy mind and
body.

Autonomous Stage

1. What are the characteristics of an athlete if he reaches the autonomous stage?

 The autonomous stage means that the athlete does not have to think about the skill he or she is
performing, allowing their mind to focus on other events or processes around them. It means they
can focus on reading the play and selecting the perfect pass rather than thinking about the pass
itself. The performer is consistent and effective, and they perform skills with consistency and
accuracy without any effort. They are able to concentrate on complex tasks and information and
able to adapt their performance.
2. What are the reasons why athletes at this stage need to detect or correct their errors in performing the skills?
 When correcting learning errors, there is no substitute for the coach knowing the skills well. The
better you understand a skill not only how it is performed correctly but also what causes learning
errors the more helpful you will be in correcting mistakes.
3. If you mastered the skills, do you think athletes on this stage needs the guidance or assistance from the coach?
 Yes I think athletes on this stage needs the guidance or assistance from the coach because coaches
should be passionate about teaching sport skills to their athletes. Coaches must be life long learners
 of sport in order to properly train their athletes for peak performance. As the profession of sport
coaching has evolved and sport has become a multi-billion dollar industry, many coaches have
discovered sport incorporates both physical and mental training. Therefore, in today’s sports
world, several disciplines have been integrated into the science and art of training athletes.

Learning Activity No. 4 SCRAMBBLED WORDS

DIRECTIONS: Arrange the scrambled letters to get the exact word/s.

FORCEREMENTIN

REINFORCEMENT

Factors
NESSDIREA INFLUENCING
VATIONTIMO

READINESS MOTOR MOTIVATION

LEARNING

DIVIDUAL RENCESDIFFE

INDIVIDUAL
DIFFERENCES

Answer the following:

1. Is physiological and psychological factors influence an individual’s ability and willingness to learn? If YES,
How?
 In many ways being ready means you are equipped with skills to deal with what lies ahead and to
learn from as well as contribute to what is happening. This combination of preparedness and
openness to learning is ideal for development.

2. What will happen if athletes have no motivation for themselves? Does it affect learning new skills?
 When the athletes have no motivation for themselves it can cause stress or anxiety and it does not
perform well and in some sports it can increase the chance of injury. Athletes can lose motivation,
focus, determination, and more. In fact stress and anxiety can cause physical changes in the body.
Motivation should be seen as a very important factor in the learning process. The motivated athlete
has the inner strength to learn, to discover and capitalize on capabilities. If you are highly
motivated to improve your performances, then you will put in the time and effort necessary.
 3. How do differences in individuals’ influence their ability to learn motor skills?
 Humans vary considerably in their ability to perform and learn new motor skills. In addition, they
respond to different performance and practice conditions in varying ways.

4. What is the influence of the factors above on the learning of motor skills?
 There are several factors that influence the development of gross and fine motor skills. These
factors include growth of the child, environment, genetics, muscle tone, and gender. By
understanding and analyzing these factors, you can help children enhance their skills and develop
at an appropriate rate.

5. Is it necessary to provide reinforcement? Briefly cite situations where positive and negative reinforcement can be
applied.
 Reinforcement does not require an individual to consciously perceive an effect elicited by the
stimulus. Thus, reinforcement occurs only if there is an observable strengthening in behavior.
However, there is also negative reinforcement, which is characterized by taking away an
undesirable stimulus.

C.ANALYSIS
A. PICTURE ANALYSIS
Illustration A.
Diagram of Adam Closed Loop Theory

MEMORY TRACE PERCEPTUAL

STIMULUS TRACE MOTOR ACTION
(INPUT) (INITIATES
MOVEMENT)
(CONTROL MOVEMENT)
(OUTPUT)

FEEDBACK FEEDBACK
(CLOSES THE LOOP) (DETECT ERROR)

PRACTICE DRILLS:
1. Practice throwing a tennis ball into a bin.
2. Then put blindfold and repeat the exercise.
3. Get a partner to tell you how successful you are being in terms of direction and length.
4. Your partner should only provide you with feedback about the shot.

Answer the following:

a. Can you identify the perceptual and memory trace?
 The theory, proposed by J. A. Adams in 1971, has two key neural components: a memory trace,
which selects and initiates an appropriate response or initiates movements; and a perceptual trace,
which acts as a record of the movement made over many practices or control movements.

b. How were they developed?

 Adams’ (1971) closed-loop theory holds that memory and perceptual trace development is a
function of the amount of practice with knowledge of results. If knowledge of results is withdrawn
before these two memory states are strong performance will worsen, but after substantial practice
performance can be maintained and evaluated in the absence of knowledge of results.

c. How were they used?

  Memory and perceptual trace performance (as reflected in mean absolute and mean absolute
estimated error, respectively) were dependent on the amount of knowledge of results practice, and
the memory and perceptual trace remained reasonably strong during late knowledge of results
withdrawal.

Illustration B.
SCHMIDT’S SCHEMA THEORY (OPEN LOOP CONTROL)

Answer the following:

SHOOTING a ball into the ring requires intensive practice to improve the shooting skills in basketball;
1. Using schema theory, Are there any rules to follow in shooting?
 Yes there is any rules to follow in shitting when using schema theory.

2. Is consistent practice improved shooting skills in basketball? Agree or Disagree?

 I agree because shooting is the most important skill in basketball. The fundamental skills of
passing, dribbling, defense, and rebounding may enable you to get a high percentage shot,
but you must still be able to make the shot. A large part of shooting is mental attitude.

3. Why there is a need for updating the recognition and recall schemas for every movement made?
 The schema theory provides a solution to the storage problem for motor skills by
postulating that the subject stores the relationship between actual outcomes, sensory
consequences, and initial conditions for the recognition schema, and the relationship
between actual outcomes, response specifications and initial conditions for the recall
schema.p6

Illustration C.
ECOLOGICAL THEORY
Answer the following:
1. Using system and ecological motor learning theory, why are perceptual cues relevant to the performance of
task?
 Incorporate the relevant perceptual cues and optimal movement strategies for a specific task
Patients learn to identify relevant perceptual cues that are important for developing appropriate
motor responses.

2. Why do athletes need to distinguish relevant perceptual cues important to action?

 The distinction between these categories of affordances is important because it suggests that
accurate perception of the action-scaled affordances of another person requires perceptual
information about forces (or the other person’s capacity to produce them), and these affordances
may be specified by information in the other’s movement patterns.

D. Abstraction
Direction: Using the matrix below, make a summary of the learning’s you have obtained from this module.
Supply the needed information in each of the boxes below.
Definition of Motor Theories Stages Importance of
Learning Motor learning

"The process of Adam Closed Loop Cognitive Stage- Teaching motor

acquiring a skill by Theory- is based on
The performer is learning concepts
which the learner, basic motor learning
inconsistent and means helping
through practice research that focused
makes many students
on slow, graded,
and assimilation, mistakes. The understand what
linear positioning
refines and makes performer requires
tasks, which involved
it takes to move
automatic the support from the
error detection and and control their
desired movement". correction to meetcoach to show and bodies in
goal demands. tell them what they different ways.
"An internal need to do. This is an
neurologic process SCHMIDT’S Demonstration and important part of
that results in the SCHEMA THEORY repetition is key to any physical
ability to produce a (OPEN LOOP development at this education
new motor task". CONTROL)- Schmidt stage. program. Motor
argued, partly against learning usually
“A set of internal J.A. Adams' (1971) Associative Stage- happens in three
processes associated closed loop theory, The performer stages.
that people don't
with practice or begins to Cognitive stage,
learn specific
experience leading movements. Instead, understand the in which students
to relatively they construct requirements of learn about what
permanent changes "generalized motor the skills and the skill they are
in the capability for programs." They do becomes more developing
skilled behavior”. this by exploring consistent. Within means, how it
programming rules, their performance works, and why
 learning the ways in there are fewer it might matter.
which certain classes mistakes and the Associative stage,
of movement are performer can students practice
related. concentrate for the movement
longer. More again and again
ECOLOGICAL
complex with the help of
THEORY- Ecological
theory is a global information can be someone else.
perspective or meta- processed and the Autonomous
theory, because the performer can use stage, where
broad heading internal feedback students continue
represents several to further improve. to practice the
scientific approaches Part practice movement, but
that view human would support this they no longer
behavior as the result stage as it supports need the close
of the relationship motivation and guidance of a
between individuals focuses on specific coach.
and their
skills.
environments.

Autonomous Stage-
The performer is
consistent and
effective, and they
perform skills with
consistency and
accuracy without
any effort. They
are able to
concentrate on
complex tasks and
information and
able to adapt their
performance.

APPLICATION
Watch this link on youtube: (youtube.com/watch?=n7ucobScnck)
Create an audio-video performance illustrating the stages of motor learning and have it posted it in our close group
messenger.
1. Choose a specific skill in different sports. Emphasized on the video the phases of the development of skills from
cognitive-associative to autonomous stage.
2. See attached rubric.
EVALUATION:

A. IDENTIFICATION

Directions: Identify the following statements below. Write your answers on the space provided. Choose answers form the
box.

MOTOR LEARNING PERCEPTUAL TRACE SCHEMA THEORY

CLOSED LOPP THEORY MEMORY TRACE LEARNING
COGNITIVE STAGE ASSOCIATIVE STAGE AUTONOMOUS STAGE
ADAMS CLOSED LOOP THEORY SCHMIDT’S SCHEMA THEORY
ECOLOGICAL THEORY MOTOR SKILL

1. The process of acquiring a skill by which the learner, through practice and assimilation, refines and makes
automatic the desired movement. MOTOR LEARNING
2. An internal neurologic process that results in the ability to produce a new motor task. MOTOR LEARNING
3. A set of internal processes associated with practice or experience leading to relatively permanent changes in the
capability for skilled behavior. MOTOR LEARNING
4. A motor learning stage which refers to initial learning of a new skills. COGNITIVE STAGE
5. Learning a high degree of accuracy and consistency is in what stage of motor learning? AUTONOMOUS
STAGE
6. Developing technique and skill acquisition is on what stage? ASSOCIATIVE STAGE
7. This theory believed that sensory feedback is used for the on-going production of skilled movement. CLOSED
LOOP THEORY
8. This theory was given by Jack Adams in 1971. ADAMS CLOSED LOOP THEORY
9. It is referred to abstract representation of things stored in memory. MEMORY TRACE
10. This theory uses perceptual cues that are most relevant to the performance of specific task. PERCEPTUAL
TRACE

B. IDETIFY WHETER COGNITIVE STAGE, ASSOCIATIVE STAGE OR AUTONOMOUS STAGE.

1. MISTAKES COGNITIVE STAGE

2. EXTERNAL FEEDBACK ASSOCIATIVE STAGE

3. REDIRECT AUTONOMOUS STAGE

4. FOCUS AUTONOMOUS STAGE

5. PRACTICE MENTAL PICTURE COGNITIVE STAGE

6. FOCUS AUTONOMOUS STAGE

7. INTERNAL FEEDBACK ASSOCIATIVE STAGE

8. KINAESTHETIC SENSE COGNITIVE STAGE

9. FEEDBACK ASSOCIATIVE STAGE

10. LESS ERROR ASSOCIATIVE STAGE