Learning Versus Performance and Motor Skills - Essay Example

Learning Vs Performance al Affiliation) Motor skill is the ability to perform complicated acts to produce movement usingnerves as well as muscles. They are motions that take place when the brain, the nerves system, and the muscles work concurrently. In addition, there are fine motor skills that allow for increased interdependence and involve movements of the hands like typing and writing. Gross motor skill children to perform daily activities like getting out of bed as well as help involve in large movements like walking and kicking. Research shows that it is important to carry out fine motor activities after some periods of conducting gross motor activities. This helps in the awakening of the larger muscles and the development of baby (Little & Yorke, 2003). Accordingly, the purpose of this paper is to evaluate the feasibility of the research and theories related to motor skill learning particularly in children. When individuals are provided for with instructions, the main goal is usually to equip the learner with the right knowledge of skill that is capable of sustaining longer periods of time as well as the ability to apply in different contexts. Learning is the permanent change in the way an individual is capable to perform a skill. In addition, learning should be distinguished from performance as it is normally observed during instruction or training. Learning is a lifetime process as long as there is the desire to learn. It is the art of mastering new skills and developing a deeper understanding of things. On the other hand, Perfect practice improves performance and is achievable through learning. Performance is results individuals get after learning or the productivity of individuals. Performance is tangible and measurable (Burridge, 2000). Children develop skills in the following areas of development. First, it is the cognitive development where a child is able to learn and solve problems. For example, a baby who is two months trying to explore the environment they are exposed to. They use their hands to touch things as well as use their eyes to look at the surroundings. Secondly, there is the social and emotional development where a child is able to interact with others. It also includes them helping themselves and having self-control. For example, a ten-month-old baby waving goodbye or a four-year-old baby taking turns while playing with friends. Thirdly, there is the development of speech and language, which is the capability of a child the ability of a child to comprehend and use language. For example, when a baby who is thirteen months says their first words and when a four-year-old baby tries to pronounce words properly. Fourthly, there is the fine motor skill development where a child tries to use their muscle especially the hands and fingers to pick up objects. Lastly, there is the gross motor skill development where a child tries to use the large muscle like sitting up with some support, or learning to stand by holding onto furniture (Wickstrom, 1999). The acquisition of motor skill falls under the instructional theory especially where a teacher or an instructor plays a role in the acquisition of a skill. Motor skill learning in childhood takes place in institutional settings like the physical education lessons and training at sports clubs. Normally, the setting of motor skill learning is taught in groups. The teachers or instructors provide feedback to the entire group, involving benchmark examples as well as tackling exemplary errors (Roberton, 2002). Most researchers have come up with new methods of teaching motor skills. It is important for teachers to know the level the implicit learning can be incorporated in physical education classes where motor skill learning normally takes place. Additionally, implicit motor learning, learning takes place without the accumulation of knowledge and students are not told what to do. However, this does not mean that implicit learning is learning without instructions or providing feedback. In addition, implicit learning requires a planned effort to improve the involvement of working memory. On the other hand, explicit motor learning involves children initially learning a new motor skill by obtaining declarative knowledge on how to perform the skill that is to be learned. It involves a teacher or supervisor describing how to perform the skill. An important part of the physical education program is instruction in fundamental motor skills. Some of the fundamental motor skills include running, throwing, and learning more skills that are complicated. Students who have achieved fundamental motor skills are able to participate successfully in a number of sport and movement activities (Brown, 2005). Moreover, the involvement in sport and movement activity helps children gain in health related physical fitness. In additional, it can make students have a positive self over, esteem as they are influenced by their physical skills. Moreover, students found to be engaging in fundamental motor skill gain the art of being competent and are acceptable in the society as well as have a positive attitude towards themselves and physical activity (Corbin, 2000). According to the Victorian Ministry of Education, physical education is defined as an effective program that students have success in the sport and leisure activities. In addition, during the early primary school years students should be given the opportunity to learn the essential motor skills which later turns to be dependent. It is important for children to master these skills if optimum development of high-level skills is to occur. The children who are not able to master these skills often find they are less willing to persist with the difficult task of learning complex motor skills and find themselves avoiding activities that expose them to public failure. According to a survey conducted for infant development, research shows that 60% of children who are two months have the ability to explore and reach out for objects for play or discovery, In addition, 40 % have the proficiency in early communication skills and can pronounce words like “mama”, 20% have the ability to balance themselves and change positions. At the later primary years of the ages of four to five, students should be taught a wide range of transitional motor skills and activities. Some of the examples of the skill that should be involved in these children include playing modified netball, basketball dribble among others (Walkley & Baldock, 1992). In addition, these activities can be combined in other ways, can be practiced with or without equipment, and are taught trough individual practice or incorporating them with game structures. It is important for teachers to know the components of fundamental skills as well as plan and provide feedback to students, they should also evaluate student learning and report the progress of the students in a clear and understandable way. Moreover, it is responsibility of teachers for teachers to provide progressive feedback, as this is how students learn best. Feedback is useful when it is useful and should be provided soon after learning a new activity. Teachers should also compare performance of each student against their knowledge of the fundamental motor skill. Teachers should tell children on areas they are good as well as areas that need improvement (McGraw-Hill, 2004). Child development is important as it ensures children meet their developmental milestones. Constant checking that children are in the right track while growing is helpful in detecting early development problems that may arise. Normally, this is carried out through child/mother services, pediatricians, and infants, then later through lower primary school term skill assessments. Teachers and guardians use the development charts as a guide to what is normal for a certain age and can be used to highlight areas that a child has delayed. Problems associated with child development arise due to genes, prenatal circumstances, and the lack of exposure to helpful stimuli. It might be helpful to consult different professionals as the process of child development involves multiple skills developing at the same time. Early detection of the any development problems is important to maximizing the speed and ease of child development (Winnick, 2001). Lastly, parents ought to give their children time, space, and the resources needed for them to develop, move, and observe closely. If a parent notices that some movements are not okay then they should try to work with them so they master the skill. However, a parent should visit a pediatrician or therapists for assistance if they notice some persistent challenges. It is not automatic for children to acquire motor skills like running, jumping, and throwing, as some people believe. This natural process sometimes needs assistance as the bodies develop. There are many ways to encourage a child to develop. This includes moving the body in different ways and direction as well as all the body parts. Moreover, it involves leaning forward and backward and stretching the legs and hands. In addition, they can be involved in activities like riding of bikes and other wheeled toys as well as those activities that involve pushing, pulling and lifting objects (Arnheim & Sinclair, 2010). In conclusion, it is important for children to be involved in motor activities as these help them grow and develop in a normal way. Parents should be keen at how their children grow and should support them while developing. If a parent notices that a child is struggling with the motor skills then they should make them practice more to make them become strong and develop. It is also important to promote these activities by providing a wide range of resources and activities needed to challenge the thinking level of a child. For example, the provision of puzzles, brick games, blocks among others. References Arnheim, D.D. & Sinclair, W.A. (2010). The Clumsy Child. (2nd Ed.) St Louis: C V Mosby Brown. Gallahue, D.L. (2005). Motor Development and Movement Experiences for Young Children. New York: J. Wiley & Sons. Company. Corbin, C.B. (ed.) (2000). A Textbook of Motor Development. Dubuque, IA: Landy, J.M., & K. Burridge. (2000). Ready to use fundamental motor skills & movement activities for young children. West Nyack, NY: Center for Applied Research in Education. Little, T.L., & L. Yorke. (2003).Movement activities for young children. New York: McGraw-Hill. Pica, R.(2004). Experiences in movement: Birth to age eight. Clifton Park, NY: Delmar Learning. Roberton, M. (2002). Developing Children–Their Changing Movement. Lea & Febiger, Philadelphia. Walkley, J. & Baldock, R.(1992). Sport It! Teacher Resource Manual. Australian Sports Commission. Wickstrom, R. (1999). Fundamental Motor Patterns. (2nd Ed.) Lea & Febiger, Philadelphia. Winnick, J.P. (2001). Early Movement Experiences and Development. Philadelphia: W.B. Saunders Co. Read More