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Chapter 01

This chapter discusses different ways to classify motor skills. It introduces one-dimensional classification systems that categorize skills based on factors like the size of musculature required, how distinct movements are, and the stability of the environment. Gentile's two-dimensional taxonomy is presented, which categorizes skills based on environmental context (open vs closed) and the function of actions (body stability, object manipulation, body transport). The chapter provides examples of how skills can be classified in these different systems and discusses the practical applications of classification in rehabilitative and teaching contexts.

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Abd Aziz Muhaimin
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© Attribution Non-Commercial (BY-NC)
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Download as PDF, TXT or read online on Scribd
145 views

Chapter 01

This chapter discusses different ways to classify motor skills. It introduces one-dimensional classification systems that categorize skills based on factors like the size of musculature required, how distinct movements are, and the stability of the environment. Gentile's two-dimensional taxonomy is presented, which categorizes skills based on environmental context (open vs closed) and the function of actions (body stability, object manipulation, body transport). The chapter provides examples of how skills can be classified in these different systems and discusses the practical applications of classification in rehabilitative and teaching contexts.

Uploaded by

Abd Aziz Muhaimin
Copyright
© Attribution Non-Commercial (BY-NC)
Available Formats
Download as PDF, TXT or read online on Scribd
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CHAPTER 1 THE CLASSIFICATION OF MOTOR SKILLS

Chapter 1

Motor Skill: Definition

A goal to achieve or action goal. Performed voluntarily Requires body, head, and/or limb movement. Must be learned or relearned
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MOVEMENTS

Behavioral characteristics of the body, the head, and/or a specific limb or combination of limbs. Grouped by category
Throwing

(side arm, underhand, overhead) Catching (one hand, two hand, underhand) Jumping (one foot, two foot, high jump)
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ONE-DIMENSION CLASSIFICATION SYSTEMS


Used to identify skill characteristics that are similar. Divided into two categories, which represent extreme ends of a continuum. One dimensional systems
Size

of primary musculature required Specificity of where actions begin or end Stability of the environment

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SIZE OF PRIMARY MUSCULATURE

Gross ...to....Fine

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CLASSIFY THE FOLLOWING MOTOR SKILLS


Gross..TOFine MOTOR SKILLS Writing Pitching a baseball Keyboarding Running Knitting Why is it important to classify skills based upon degree of musculature?

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DISTINCTIVENESS OF THE MOVEMENTS

Discrete.Serial....Continuous

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CLASSIFY THE FOLLOWING SKILLS


DISCRETE.SERIAL...CONTINUOUS MOTOR SKILLS Shooting a freethrow Walking Catching a ball Triple Jump Dance Routine Why is it important to classify skills based upon degree of distinctiveness?

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STABILITY OF THE ENVIRONMENT

Closed skill..Open Skill Environment refers to the object the person is acting on or to the characteristics of the context in which the person performs the skill.

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OPEN/CLOSED CLASSIFICATION SYSTEM

Closed skill
Performer

initiates the action Environmental context is stable (does not change from trial to trial)

Open Skill
Performer

skill Performer must act according to the actions of the changing environment
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must act according to the actions of

CLASSIFY THE FOLLOWING MOTOR SKILLS


CLOSED.TO.OPEN MOTOR SKILLS IN THE GAME OF TENNIS Tennis serve Hitting a baseball off a batting tee Jump shot in the game of basketball Extra point (kicking) in football Walking to class
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Why is it important to classify motor skills in degree of stability?

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Walking Rehab

Develop a closed practice for re-training one to walk in rehab? Develop a open practice for re-training one to walk in rehab?

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Gentiles 2-Dimensions Taxonomy


The two dimensions are: Environmental context (Open or Close) Function of actions

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Environmental Context

Inter-trial variability the conditions during the performance are the same or different from one trial to another.
Examples
Balls

path and speed is same each trial Balls path and speed is different for each trial

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Function of Action

1.

2.

Does the movement involve moving the body or no i.e., standing still when shooting an arrow i.e., Moving while shooting Does the movement involve manipulating an object or not?
i.e., Movement requires a ball, puck, stick, bat, racquet, paddle, tool, or another persons i.e., Movement does not an object.

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Gentiles Model
Body Stability Environmental Context Stationary with no intertrial Stationary with intertrial In-motion with no intertrial In-motion with intertrial No object manipulation Body stability/ no object Body stability/ no object Body stability/ no object Body stability/ no object Object Manipulation Body stability/ object Body stability/ object Body stability/ object Body stability/ object Body Transport No object Manipulation Body transport/ no object Body transport/ no object Body transport/ no object Body transport/ no object Object Manipulation Body transport/ object Body transport/ object Body transport/ object Body transport/ object

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Developmentally Appropriate Activity

2. Hitting off a batting tee from the same height where hitter strikes the ball with a bat. 6. Hitting off a batting tee but from a different height with each strike. 8. Hitting off a pitching machine where the ball comes at the same height and speed. The hitter stands in the same area and strikes the ball with a bat. 14. Hitting a ball from a pitcher who is pitching different types of speeds every throw.
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PRACTICAL APPLICATION OF GENTILES MODEL


Closed Skill 1 Stationary No intertrial 2 Stationary Intertrial 3 In Motion No Intertrial Open Skill 4 In Motion Intertrial

In rehab or teaching, we start with 1 and progress to 4.

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PRACTICAL APPLICATION OF THE TAXONOMY


1 2 3

Evaluation of movement capabilities and limitations. Select functionally appropriate activities. Chart an individuals progress through rehab or skill development.

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