KINE3P05: Evidenced-Based Application Paper on Weightlifting Skills

This report provides an in-depth analysis of weightlifting as a motor task, examining the cognitive and motor skills essential for successful performance. The report identifies and classifies weightlifting as the specific motor task, targeting athletes and practitioners. It highlights attention and learning as ...Read More

MOTOR LEARNING
MOTOR LEARNING
Name of Student
Name of University
Author note

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MOTOR LEARNING
RESPONSE TO COMPONENT 1
Weightlifting is a motor task that is performed both in the resistance training being
undertaken in the gyms and in the outdoors as well and it is important to note that the
weightlifting is also professional sport that is being pursued by various athletes and sport
persons as a full time or a per time career as well. It is critical to note that the motor task of
weightlifting requires various sets of cognitive and motor skill parameters that are to be
present properly and in normal state in the subjects in order to achieve the motor task of
weightlifting in a more effective manner (Paay et al., 2019). The integration and application
of fine motor skills along with the various type of gross motor skills are required to achieve
the weightlifting task within the required time and space. Environment is another critical
parameter that is critical to the proper performance of the athlete with the motor task and the
constraints present in the environment has been also reported to play a huge role in the
shaping of the cognitive parameters related to the facets of motor control and motor learning.
It is very critical to know and understand that the transition from one environment to another
of the athlete affects the various aspects of the cognitive skills and motor skills that are
required to achieve the completion of this motor task.
RESPONSE TO COMPONENT 2
The athletes who are involved in the weightlifting profession need adequate fitness and health
well-being along the skill development in relation to agility, speed, coordination, reaction
time, balance and power that are important and very much vital to achieve the completion of
the motor task. It is critical to note that the motor skills and the cognitive skills are both
required in order to achieve and also better the performance outcomes. It is important to note
that motor control and motor learning play a huge role in the development of right motor
actions which is weightlifting in this case. Prior to the match-day – the various forms of
training session focus to improve the motor skills and the cognitive skills in pertinence to the

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MOTOR LEARNING
weightlifting sport and performance by the athlete. The reaction time and the self-efficacy of
the athlete are improved.
RESPONSE TO COMPONENT 3
The cognitive skills are very critical to the accomplishment of these motor tasks and it is very
important to note that with respect to this motor task or action of weightlifting – the most
primary but the most important and vital cognitive skills are attention (also with selective
attention) and learning. Motor learning is a very critical aspect learning the various minute
sequences of motor actions that finally sum up to produce a desired motor action. The timing,
the reaction time and the muscle memory as well the right functions of the executional loop is
finely related to the various aspects of motor learning (Woods 2019). The learning of the
right sequence and avoidance of any trick movements are very much critical to the learning
of motor action and thus, this cognitive skill is very much important to the performance of the
practioners with relation to weightlifting. The learning of the right movements, movement
sequences and motion arcs, energy saving or rather energy conserving postures and the
avoidance of trick movements in the producing of the right action required the learning of
right pattern which is a core aspect of the motor learning as cognitive skill. Attention is a
critical and the most imperative cognitive skills that is required to better the motor actions
and performances by fine tuning the practitioner to the practice that finally lead to the
improvement of his functional and sport outcomes. Attention helps to filter the unwanted
stimulus in the environment that can reduce the performance of the practioners and it is
highly important that the selective attention is also recruited by the practioners to enhance the
neuromuscular facilitation required to produce a more effective and a well-coordinated
sequence of motor actions in a well summated movement.

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MOTOR LEARNING
RESPONSE TO COMPONENT 4
The two motor skills that are important to the achievement of this motor task of weightlifting
by the practitioner are standing and balance. Standing is a gross motor skill whereas balance
is a gross motor skill. It is important to understand that to lift the weight gradually upwards
and across the various levels of the body is very challenging and it consumes a lot of energy
and effort as in strength of the muscles, power and endurance of the muscles in the upper
extremities and in the lower extremities to achieve the completion of this motor task (Firdaus,
Kuan & Krasilshchikov 2018) The arms and the forearms as well as the chest muscles
performs the motor task of weightlifting chiefly and it is very important to understand that the
muscles in the lower extremities have to bear the weight of the object and the weight of the
body trying to generate the muscular force adequate and enough to overcome the weight of
the object (Pichardo 2019). Hence, standing on the right place without any accessory
movement and keeping the body posture firm and straight in order to biomechanically
support the effective motor action is important and that is why standing as a gross motor skill
becomes very important. Not just standing but standing properly with conserving energy and
to facilitate the right sequence of motor components to facilitate the achievement of the motor
task – a proper control over the swaying of the body (that is postural sway) is required and
this is accomplished by the fine motor skill of balance. Thus, the gross motor skill that is
standing along with the fine motor skills of balance are very closely interrelated as standing
requires balance and standing properly with a heavy weight overhead needs more finely
tuned balanced. Stability again depends on the base of support and as coordination between
the base of support with the center of gravity of the body has to be constantly balanced in the
upright standing position.

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MOTOR LEARNING
RESPONSE TO COMPONENT 5
The practice and the training conditions for the practioners to improve their skills needs to be
proper and the most importantly, the unwanted stimuluses in the practice environment, the
unwanted hazards in the practice environment needs to checked by the internal and the
external factors in order to gain the pertinent skills in a more better manner (Wikander &
Gahreman 2019). Proper lighting, ambient coloration in the surrounding is critical as
psychological factors to develop attention and focus with the skill acquisition process. The
trainer should always be guiding the practitioner to improve his motor and cognitive skills in
the right way. Motivation – both intrinsic and extrinsic is very important.
RESPONSE TO COMPONENT 6
The transition through practice sessions is through evaluations that are done daily and some
are done on a weekly basis as well. It is highly important that the practioners and his trainer
sets some short term goals for each session and only achievement of these goals, the
practitioner can transition to the next stage of skills training (Mang et al. 2019). The setting
up of long term goals is most critical and the body’s adaptations in terms of physical,
psychological and the gross and the fine skills has to be recorded and evaluated as well.
RESPONSE TO COMPONENT 7
The article ‘Development of motor skills applied to basketball in the developmental age’ by
Montella et al., (2019) focuses to understand the various fine and gross motor skills in the
improvement of the sport activities performance and the various implications with the
unwanted stimuluses affecting the cognition and the cognitive parameters of the subject are
also discussed well.
Peper & Aita (2017) aims to study ‘Winning the Gold in Weightlifting Using Biofeedback,
Imagery, and Cognitive Change’ and finds out various correlations between the impacts of

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biofeedback technology, the use of imagery in bringing about a cognitive change in the
athlete.
These two articles are recommended for reading.

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MOTOR LEARNING
REFERENCES
Firdaus, W., Kuan, G., & Krasilshchikov, O. (2018). The effects of using complex training
method on muscular strength among male weightlifters. Jurnal Sains Sukan &
Pendidikan Jasmani, 7(1), 1-12. Retrieved from
http://202.45.132.61/index.php/JSSPJ/article/view/695
Mang, C. S., Borich, M. R., Wadden, K. P., Boyd, L. A., & Siengsukon, C. F. (2019). 16
Motor skill learning and its neurophysiology. Skill Acquisition in Sport: Research,
Theory and Practice. Retrieved from https://books.google.co.in/books?
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Paay, J., Kjeldskov, J., Sorensen, F., Jensen, T., & Tirosh, O. (2019, December). Weight-
Mate: Adaptive Training Support for Weight Lifting. In Proceedings of the 31st
Australian Conference on Human-Computer-Interaction (pp. 95-105).
Peper, E., & Aita, J. (2017). Winning the Gold in Weightlifting Using Biofeedback,
Imagery, and Cognitive Change. Biofeedback, 45(4), 77-82.
doi/abs/10.1145/3369457.3369466
Pichardo, A. (2019). The Benefits of Resistance Training with and Without Weightlifting for
Athletic Performance in Adolescent Males (Doctoral dissertation, Auckland
University of Technology) retrieved from
http://openrepository.aut.ac.nz/handle/10292/12732

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Wikander, L., & Gahreman, D. (2019). The prevalence of urinary incontinence in competitive
female Olympic style Weightlifters. Journal of Science and Medicine in Sport, 22,
S113. DOI:10.1016/j.jsams.2019.08.159
Woods, B. A. (2019). YOUTH WEIGHTLIFTING-A REVIEW ON THE RISKS,
BENEFITS, AND LONG-TERM ATHLETE DEVELOPMENT ASSOCIATED
WITH WEIGHTLIFTING AMONGST YOUTH ATHLETES. Journal of Australian
Strength & Conditioning, 27(03), 53-68. Retrieved from
https://www.iscaustralia.edu.au/wp-content/uploads/woods-b-jasc-2703.pdf