MOTOR BEHAVIOR 2
Running Head: MOTOR BEHAVIOR 1
Motor Behavior
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Motor behavior
According to ( Wulf et al.,2002), posit that enhancement in the learning of sport skills can get induced through the external-focus feedback aspect. The authors further support the effectiveness of feedback that is related to the learning of various complexity in motor skills that is affected by the attention focus which gets induced. It is a fact that the feedback usually refers to body movements which are considered as internal focus or through the external center of movement effects. Through various experiments, the authors contend that different types of feedback do not affect the movement quality of volleyball players, but it caused by external-focus feedback which further results to particular greater accuracy in volleyball serving rather than internal-focus feedback experienced in practicing, retention, and also the level of expertise independence.
Another experiment where the scholars try to show the effects of relative feedback frequency about functional attentional- focus which is imperative to the study. However, in motor behavior, it is a fact that external-focus feedback usually results in higher accuracy compared to internal-focus feedback. Nevertheless, reduction in feedback frequency is more beneficial on the context of internal-focus feedback conditions. The conclusive results of the experiments demonstrate the degree of effectiveness of movement feedback and the critical role of feedback in motor learning that includes analyzing of information quality and quantity in visual, cognitive forms of motor behavior. In conclusion, motor learning and behavior depend on the feedback response before, during and after the task. The sports activities have various body movement response that is performed. Feedback is essential in our daily lives whether responsibilities or sports.
Reference
Wulf, G., McConnel, N., Gärtner, M., & Schwarz, A. (2002). Enhancing the learning of sport skills through external-focus feedback. Journal of motor behavior, 34(2), 171-182.