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Module-1 AMCML

The document is a course module for PED 111, focusing on Applied Motor Control and Learning in Exercise, Sports, and Dance, authored by Maricar C. Tegero. It outlines the structure of the module, including learning objectives, discussions, activities, and assessments, aimed at enhancing students' understanding of motor skills and control. The course is designed for second-year students at Leyte Normal University and emphasizes self-paced learning and practical application of concepts.

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7 views62 pages

Module-1 AMCML

The document is a course module for PED 111, focusing on Applied Motor Control and Learning in Exercise, Sports, and Dance, authored by Maricar C. Tegero. It outlines the structure of the module, including learning objectives, discussions, activities, and assessments, aimed at enhancing students' understanding of motor skills and control. The course is designed for second-year students at Leyte Normal University and emphasizes self-paced learning and practical application of concepts.

Uploaded by

Jay Dimatangal
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© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as PDF or read online on Scribd
Leyte Normal University College of Education Tacloban city PED 111 APPLIED. MOTOR CONTROL AND ARNING ( OF EXERCISE SP! AND DANCE ODULE 1 AUTHOR MARICAR C. TEGERO, MPE THE AUTHOR. Ms. MARICAR C. TEGERO A faculty of the MAPEH and Humanities unit of Leyte Normal University. THE COVER. LNU's iconic College Building speaks about a well-established and noble educational institution approaching its 100 years of service to the people in the region. (Photo by Mark Joshua Tan Photography) LEYTE NORMAL UNIVERSITY PRESS Paterno St., Tacloban City, Philippines 6500 ISBN-01 123-4-567-89012-3 © Leyte Normal University 2020 All rights reserved. No part of this publication may be reproduced, distributed, or trans- mitted in any form or by any means, including photocopying, recording, or other elec- tronic or mechanical methods, without the prior written permission of the publisher, ex- cept in the case of brief quotations embodied in critical reviews and certain other non- commercial uses permitted by copyright law. For permission requests, write to the pub- lisher, addressed “Attention: Permissions Coordinator,” at the address below. lanquagesandiiterature, Inu@[Link] Leyte Normal University has no responsibility for the persistence or accuracy of URLs for external or third-party internet websites referred to in this publication and does not guarantee that any content on such websites is, or will remain, accurate or appropriate. e& Applied Motor Control and Learning of Exercise, Sports and Dance Am 1. This module is recommended for a [Link] study time. 2. This isa self-paced module, you can accomplish this on your on pace but it is suggested that you spend at least one (1) hour everyday working on this module, 3. This module has several salient components: A. Introduction: This contains the overview of the module. B. Leaming Objectives: These are the goals of the module which you need to accomplish. They are packaged into skills and knowledge that you need to acquire in this module. ©. Discussions: This section consists of the topics included in this module that will be dis- cussed and included in this section are the video links that further explains the lessons. D. Leaming Activities: The learning activities in this course will help you to review and practise what you have learned in the lessons. E. Performance Tasks: To evaluate your leaming process, this section will allow you to ex- plore and execute the skills you need to learn on your learning process. F, Additional Resources: This section allows you to access more resources to expand your leaming experience beyond this module G. Bibliography/References: This section contains the resources use to create this module. Forinquiries and concems, you may contact your subject teacher for this subject on the following schedules: + Monday & Thursday 8:00 A.M to 1:00 P.M. * Wednesday 9:00A.M, t01:00 P.M * Thursday & Friday- 10 A.M. to 4PM, Contact deta email address: tegeromaricarl4@gmailcom Mobile #: 09532214710 rminder “Messenger: Maricar Caadan Tegero Format Online Consultation: Always include the following: © Yourname © Course/ Yr Section: Class Schedule © Question/ Inquiry /Concem and Dance Course Description: APPLIED MOTOR CONTROL AND LEARNING OF EXERCISE, SPORTS AND DANCE Course Code: PED 111 Pre-requisite: NONE Course Credit: units Year Level: Second Year Semester Offered: Ist Semester Content Writer BS Lay-out Artist Maricar [Link] e Maricar C. Tegero Evaluators Prof. Hanzel Monika Saborren Prof. Rulf J. Alcober TABLE OF CONTENTS Page Number Cover Page... Learner’s Guide Course Information. Table of Contents. Module Brief... Key Terms Pre- ssessment Test. Lesson 1- Neuromotor basis for motor control... Strolling Down the Memory Lane... Think and Reflect... Engage and Discuss. On the Spotlight.. Let’s Explore More. Think Beyond. Lesson 2- The classification of motor skills... Strolling Down the Memory Lane. Think and Reflect. Engage and Discu: On the Spotlight... Let’s Explore More. Think Beyond... SS Lesson 3— Motor abilities and Measurement of Motor Performance... Strolling Down the Memory Lan Think and Reflect... Engage and Discuss On the Spotlight. Let’s Explore More Think Beyond... Answer Key Suggested Re Welcome to module 1! Module serve as an instructional package dealing with a single conceptual unit of subject matter. These are designed to help the students accomplish a certain well-defined objectives. Moreover, this makes learning easier yet challenging to the learner to become resourceful and independent. This will also provide a various activities that encourage self-reliant and selt guided learning experiences. To ensure that teaching and learning process will be accordingly conveyed, this module in Ap- plied Motor Control and Learning of Exercise, Sports and Dance focuses on two (2) areas, namely: The Classification of Motor Skills and The Neuromotor Basis of Motor Control, and the Motor Abilities and The Measurement of Performance. It is the intention of the author to help the BPED students to be skillful end competent in provid- ing varied teaching-learning experiences according to the needs, interests and levels of the stu- dents, and thus deliver quality education G OBJECTIVES This module aims to strengthen and improve your competence and skills; serve as a motiva- tion tool to develop yourself; provide learning experiences that will broaden your knowledge; and devote your desire to be an effective and efficient physical educator. As you finish the module, you will be able to: 4, analyze the concept of motor control and leaming in the context of their exercise, sports and dance experiences; 2. perform the different classification of motor skills 3. recognize the importance of motor abilities and the neuromotor basis of motor skills; and 4, appreciate the value of the module in enhancing the teaching and coaching skils. ee ee PROCEDURE e The module is structured which plays a vital role in online learning environ- ments, as it provides an aid in the presentation and application of the teaching and leaming process. To add, this is written in a convenient and user-friendly manner. It comprises the definitions, processes and samples as an input knowledge or as a guide. Instructions are made clear and coherent. Your resourcefulness and competence are needed to be able to answer or execute the task respectively. ‘As you begin reading, be mindful that this module will contribute additional information and in- sights to your own experiences. It will enhance your skill that you can apply when you become fitness instructor, sports coaches, dance choreographer. At first, you might think that the module is difficult to comprehend. If you feel that way, relax for a while and when you are ready, read slowly with understanding. Follow the directions and you will be guided as you move on page after page. There are learning activities that you are going to carry out. Keep all the outputs in your AMCLML portfolio as a record of your accomplishments. ASSESSMENT As you move up in the lessons, you are going to track down your progress through your own Online Performance-based Portfolio. This portfolio is a collection of evidences which include documents, pictures, videos and other output evidences that reflect your collective experiences and performances enhancement. Your portfolio may include the following + Answers to the leaming activities at the end of each lesson + Collected videos or pictures of accomplishment and other materials related to the lesson Evidences or proof of your progress should be bound in a clear book or in your google drive. It shall be organized logically with explanation, captions and reflections. Orso tt” a have suggested Module 1 activities are listed below, followed by estimated time allotment for each activity. We specific days when to finish each activity, These guidelines will help you finish all activities by the end of Week 3. Module 1 Dates: October 5— 23, 2020 1. Take thePre-Assessment Test 2. Answer strolling down thememory laneand think and] 30 minutes tober 5 reflect activity of lesson 1 3. Read and discuss the Neuromotor Basis of Mo- | 40 minutes tor Control 4. Answer on the spot, le’s explore and think, and reflect [30 minutes activities of lesson 1 3. Answer strolling down thememory lane and think and] 30minutes reflect activity of lesson 2 6. Read and discuss the Classification of Motor | 40 minutes Skills 7. Answer on the spot, let’s explore and think, and reflect | 20 minutes activities of lesson 2 & Answer strolling down the memory lane and think and! 30minutes: etober 19 reflect activity of lesson 3 9. Read and discuss Motor Abilities and Measure- [40 minutes [October 19 ment of Motor Performance 10, Answer on thespot, lets explore and think,and refled [20 minutes | October 22 activities of lesson 2 11. Watch the learning video about the lessons im_| 40 mins (October 22 Module 1 KEY TERMS As you navigate the module, you will encounter the following terms which will aid your comprehension in the discussion and difierent leaming activities. Acquisition of skill is a type of learning in which repetition results in enduring changes in an individual's capability to perform a specific tesk. With enough repeti- tion, performance of the task eventually may become automatic, with little need for conscious oversight. Closed skill is not affected by the environment, they are habitual. follows a technical model. they are usually self-paced, for example a gymnastic vault Fine-involves intricate movements where there is concern for precision example the wrist and finger action of a spin bowler. Gross-involves large muscle movements where is little concem for precision. for example hammer throwing is a gross skill Motor Control-The process of initiating, directing, and grading purposeful vol- untary movement Motor skills: activities or tasks that require voluntary control of move- ments and body segment to achieve goal Open skill-movements that are affected by: the environment; team mates; oppo- nents; playing surface. lots of decisions t be made. they are usually externally paced, for example, shooting a basketball Skill: capacity to control our bodies — biological necessity. Are you ready to learn more? But first we need to determine and assess your knowledge regarding the Principles of Motor Control and Motor Learning discussed in the previous semester. In the next page, the pre test shall be answered. Don't be anxious, you will net be graded. You may now go to the next page. GOOD LUCK! Let's see how much you know about the topics which we are going to discuss inthis module. You may start answering now. Multiple Choice: Encircle the letter of the correct answer. 1. In motor leaming, sensory feedback from the ongoing movements is compared with the stored memory of the intended movement A. Nonassociative Learning B. Adams Close-loop Theory C. Procedural Learning D. Experience Learning 2, Does NOT require attention, awareness, or other higher cognitive processes. ‘A. Nonassociative Learning B. Adams Close-loop Theory C. Procedural Learning D. Experience Leaming 3. Motor Learning Theory that involves the exploration the perceptual and motor workspace. ‘A. Nonassociative Learning B. Adams Close-loop Theory C. Procedural Leaming D. Ecological theory 4, Its a generalized set of rules for producing movements that can be applied to a variety of contexts A. Schema B. Adams Close-loop Theory C. Procedural Learning D. Experience Learning 5, Information stored in short-term memory after a movement is produced ‘A. Schmidt Schema Theory B. Adams Close-loop Theory C. Schmidt Schema Theory D. Experience Learning 6. It is aset of processes associated with practice leading to a relatively perma- nent change inthe capacity for skilled actions. A. Motor Learning B. Motor Control C. Learning D. Motor Programming 7. itis the temporary change in motor behavior seen curing a practice session. A, Motor Learning B, Motor Performance C. Learning D. Motor Programming 8. What principle of motor learning states that in general short periods of intense practice will result in more leaming than longer, massed practice sessions? A. Principle of Interest B, Principle of Practice C. Principle of Distributed Practice D. Principle of Skill Specificity 9. Principle in motor leaming where the development of motor skills progressing along a continuum from least mature to most mature. The rate of progression and the amount of progression and the amount of progress within an individual depends upon the interaction of nature and nurture. A. Principle of Interest B. Principle of Practice C. Principle of Distributed Practice D. Principle of Skill Improvement 10. A single stimulus is given repeatedly and the nervous system learns about the characteristics of the stimulus. A. Nonassociative Learning B Associative Learning C. Procedural Learning D. Experience Learning 12 Lesson 1: Neuromotor Basis of Motor Control INTRODUCTION The acquisition of fundamental motor skills during childhood are the basis for developing the skills to participate in sports, exercise and dance. The sucess of developing these skills at a young age can have a positive effect on health throughout the lifespan by increasing the participation in physical activity and therefore increasing in motor performance. This module will expose students to the theoretical perspectives and current principles associ- ated with the control and learning of movement skills. Specifically, the neural and mechanical mechanisms underlying motor behavior and the variables influencing motor learning will be ad- dressed. Throughout the parts, application of theoretical concepts to instructional, experiential, and clinical settings will be emphasized In this lesson, you will define and discuss the concept of neuromotor basis of motor control to improve performance. Intervention strategies that can be used to promote skilled performance. At the end of the lesson, the students are able to 4. to understand the neuromotor basis of motor control 2. to apply the movement disorder that affects motor performance of an individual; and 3. to appreciate the knowledge of the concepts of the neuromotor basis of movements. Are you excited to learn more? Before that, we need to assess your knowledge regarding the Neutomotor basis of motor control discussed in the previous semester. You may now go to the next page and answer the activities You can do it! Strolling down the memory lane (Activity) Inthis task, our personal experiences may have a significantimpact to yourneuromotor basis of motorconirol leaming of sports, exercise and dace, 1. Give the two(2) main parts of the central nervous system. Write your answer in the box provided >. Give the three (3) Nature of Movement 6 Think andreflect (Analysis) From your own experience. reflect on the question below. In no more than 50 words, write your ‘answers on the discussion board, 1. Asa future physical educator, what is the importance of learning the neuromotor basis of motor control? The Neuromotor Basis for Motor Control ‘Applied Mator Control and Motor Learning of Exercise, Sports and Dance with this lesson. Write down im Physiologic foundations portant ideas, Sharing of thoughts in our Facebook groupis highly appreciated. One of the biggest challenges for motor physiology is to explain how we can move and do certain activities without too much exertion of efforts and in a modified manner. Basic knowledge is needed to comprehend and appreciate the complexity, capabilities, and limi- tations of our neuromotor system. In general, when you encounter an accident or when an illness strikes, there would be a change in your movement or you feel doing no complex action of your body Neurons Teldegit \ The general structure Gell body: Tries to regulate and main- tain homeostasis. Synaptic torinals rN Dendrites: Attached to the cell body, get {4 info from other neurons. esa / nasal an SS sent ‘Axons: Every neuron has only one axon which relates information to next neuron. ZX cwerne nenes ‘Types of neurons Sensory (Afferent): We have least of; everything that comes in is picked up by sensory neuron and sent somewhere else Motor (Efferent): Makes it so we can do things; come down from the brain and the spinal cord Interneuron: The most abundant in our system; they relay info from sensory neuron to motor neuron ary Muscle > Muscles produce force by contracting Cannot make themselves longer Force-length relationship like rubberband, if you 3 MOTOR NEURON stretch it all the way out, not much force left in rubber band. Also if you just leave it scrunched together it does not have optimal force. For it to have maximum force must be a certain piace eS i ppasses signals Neuromuscular Motor unit jeaction It can be a few muscle fibers or a large amount of Myelin - fibers. The numbers of them in units are different, = _ Isthe motor neuron and the muscle fibers that it innervates. = Numbers of muscle fibers in a motor unit are different In general the more muscle fibers in a motor unit the less precise. collect signals Motor unit recruitment The Motor Unit The size principle: Recruitment of smallest first Motor nejanchos of | Myofibrils: and systematically progress to the largest last. This order reduced the degree of freedom to recruit. ‘Spinal Gord A complex system thatis critically involved with a variety of systems. The two major parts of the spinal cord Gray matter(in picture white) White matter(in picture gray) ry Sensory neural pathways SPINAL CORD Ascending tracts Connect with cerebral cortex and cerebellum erent sensory Dorsal column: proprioception, touch, pressure information <0 > Anterolateral system: pain, temperature, some touch, some pressure of \Y Spinocerebellar tracts: proprioception _— Motor neural pathways eey mater, mmedan fsure Descending tracts iacnais Grey mater ramidal tracts ena Very much involved in fine motorskilis x2 Trunk rotation (very small number) < Extrapyramidal tracts Heavily involved in postural control- Inhibition of flex and extend muscles of hands and fingers Anterior median sure ‘we need both to do stuff Brain- no images of brain on test 10" to 10" neurons with each having up to 104 synaptic connections Has functional distinct centers 4 main areas: Cerebrum, diencepha- frontal tebe lon, cerebellum, and the brainstem | pinrg snnnnn = _Cerebrum trgansing nd There are two cerebral hemispheres _Frotiem song Eman ana The corpus callosum keeps them to- behavioural contol, | gether. sersonaty Corpus Callosum Connects the two hemispheres Cerebral cortex Actually what we see Frontal lobe Voluntary movement Parietal lobe Sectional sensory of info and a little ‘Motor cortex 15 | | Movernent a integration Occipital lobe this has to do with visual perception [Temporal lobe Memory, understanding, language Temporal lobe Control of movement Primary motor cortex Movement initiation FRONT Anterior Coote Coordination Ex. picking something up Premotor cortex (area) Organization Mimicking Difficult for people who have had strokes Supplementary motor cortex _Dowsolaeral Pretonial (area) (usually called SMA) (executive & logical) \ Sequential movements Preparation and organization of Olfactory Bulb maveMmens Lateral Orbiotontal (appropriate social’ Parietal cortex (lobe) ‘emotional response) Voluntary moverrent (basic emotans) Integration between preparation 7 Higpocemy and execution Ertotinel Cortex Tromoy) (memory) Diencephalon Second component of the fore- LIMBIC SYSTEM brain Thalamus Receiving, integrating attention, mood, pain Hypothalamus Homeostasis regulation Endocrine system Cerebellum Eye-hand coordination, Movement timin, FRONTAL LOBE (planning) ‘Hypothalamus Posture contro, Involved in motor skill learnin: [Parietal lobe ‘Percpton, maxing | sense ofthe word anthmet selina Occipital lobe) Vision BACK PARIETAL ‘OCCIPITAL LOBE (vision) TEMPORAL LOBE (language) CEREBELLUM (Coordinate ‘movernent) BRAIN STEM (ody basics) 7 ‘A midsagittal view showing the inner boundaries of the lobes of the cerebral cortex (Structures outside of the cerebrum are labeled in italics.) Precentral gyrus Central sulcus —_— Postentral gyrus Parieto-occipital sulcus Occipital lobe Pines! gland Brainstem Pons Chewing, Swallowing, Salivating, Breathing, Control of balance Medulta Respiration, heartbeat Looked at as an extension of the spinal cord Reticular formation Integrator of sensory and motor neural activity Limbic system Learning Motor skills Governs motions and regulates what gets into long term memory Control of Emotions Long-term Memory Basal Ganglia Subcortical structure ‘You cannot see it Caudate nucleus Putamen Substantia nigra Important in Parkinson's disease, cells look very black normally Globus pallidus BRAIN DISORDERS/DISEASES Parkinson’s disease Neurological disorder Disorders that affect the nervous system Central nervous system (brain and spinal cord) Parkinson's disease affects the central nervous system Peripheral nervous system Autonomic nervous system James Parkinson (1817). Essay on the Shaking Palsy. Neurodegenerative disease PD is a slowly progressive disease Calls in the Basal Ganglia gradually degenerate and die Results in the reduction of the neurotransmitter dopamine Decreased levels of dopamine results in the motor deficits associated with Park- inson's disease (We have some medications for the symptoms however there are no medicines that actually stop the disease. 4, Tremor at rest - shaking + Eating > Dressing 2. Rigidity — stiffness + Walking 3. Bradykinesia — slow movernent => Reaching 4, Akinesia — slowness in initiating movement (used interchangeably with bradyki- nesia) + Walking 5. Postural dysfunction — imbalance « Any standing activi- ty If the person has two out of three of the first three symptoms they are diag- nosed with Parkinson's. 90% are correct Soft speech Difficulty to swallow ‘Can become very dangerous; suffocate Decreased facial expression Ex: Mohammed Ali Loss of sense of smell Depression 19 MOTOR DEFINITION: Nervous system disorders DISORDERS J siesisicssy movemenes Children with motor disorders experience an abnormal flow of ion from the brain to the nerves to the muscles. message transi © *>@ This can cause involuntary muscle contractions, as well as an inability to control voluntary muscle contractions, which can make the child struggle with movement and balance Micrographia: writing very small Locomotion Low walking velocity Bradykinesia ‘Small stride length Shuffing stegs - postural instability Reduced or absent arm swing Rigidity in trunk movements Problems in gait initiation Akinesia Freezing of gait Etozen in comer, cannot move any more Problems in gait switching Before, After Brain stimulation Approximately 1.5 million Americans About 1 out of every 100 people over the age of 60 ‘About 60,000 new cases are diagnosed each year in the US Young-onset Parkinson disease (onset at age 40 or younger) is estimated to occur in 5— 10% of patients with PD. Have a faster progression then patients with Parkinson's Family history of Parkinson disease in 5-10% of patients Otten enimtentnt nt tt” Common types of movement disorders include: © Ataxia. This movement disorder affects the part of the brain that controls coordinated movement (cerebellum). Ataxia may cause uncoordinated or clumsy balance, speech or limb movernents, and other symptoms. * Cervical dystonia. This condition causes long-lasting contractions (spasms) or intermit- tent contractions of the neck muscles, causing the neck to turn in different ways, * Chorea. Chorea is characterized by repetitive, brief, irregular, somewhat rapid, involuntary movements that typically involve the face, mouth, trunk and limbs. * Dystonia. This condition involves sustained involuntary muscle contractions with twisting, repetitive movements. Dystonia may affect the entire body (generalized dystonia) or one part of the body (focal dystonia). * Functional movement disorder. This condition may resemble any of the movement dis- orders, but is not due to neurological disease. + Huntington's disease. This is an inherited progressive, neurodegenerative disorder that causes uncontrolled movements (chorea), impaired cognitive abilities and psychiatric con- ditions. © Multiple system atrophy. This uncommon, progressive neurological disorder affects many brain systems. Multiple system atrophy causes a movement disorder, such as ataxia ‘or parkinsonism, It can also cause low blood pressure and impaired blacider function. * Myoclonus. This condition causes lightning-quick jerks of a muscle or a group of muscles. * Parkinson’s disease. This siowty progressive, neurodegenerative disorder causes trem- or, stiffness (rigidity), slow decreased movement (bradykinesia) of imbalance. It may also cause other nonmovement symptoms. * Parkinsonism. Parkinsonism describes a group of conditions that hes symptoms sitrilar to those of Parkinson's disease Carisma a” * Progressive supranuclear palsy. This is a rare neurological disorder that causes problems with walking, balance and eye movements. It may resemble Parkinson's disease butis a distinct condition «Restless legs syndrome. This movement disorder causes unpleasant, abnormal feelings in the legs while relaxing or lying down, often relieved by movement © Tardive dyskinesia. This neurological condition is caused by long-term use of certain drugs used to treat psychiatric conditions (neuroleptic drugs). Tardive dyskinesia causes repetitive ard involuntary movements such as grimacing, eye blinking and other movements, * Tourette syndrome. This is a neurological condition that starts between childhood and teenage years and is associated with repetitive movements (motor tics) and vocal sounds (vocal tics). * Tremor. This movement disorder causes involuntary rhythmic shaking of parts of the body, such as the hands, head or other parts of the body. The most common type is essential ‘tremor. * Wilson's disease. This is a rare inherited disorder that causes excessive amounts of cop- per to build up in the body, causing neurological problems. On the spotlight (Application) #1 From the previous discussion, choose at least five paits of the brain located in the picture below. Briefly discuss each parts stat- 1 ing its function in the worksheet provided. A Cerebral Cortex Central Frontal Sucus Lobe Porietal Corpus isos Callosum Lateral Thalamus Ventricles Occipital Hypothalamus lobe Temporal Cerebellar Lobe Cortex Pons Cerebellum Medulla Brain Stam oy Let's Explore More #2 oe From the categorization of movement disorders shown in the A preceding table, choose at least three (3) movement disorders. Search additional information about the chosen movement disorders Categorization of Movement Disorders Movement Disorders Pyramidal ‘ cooing Syndromes ord Pinar Spasticity os ees — THINK BEYOND This would be your last task for this lesson. Horaaay! n You are tasked to watch a movie about a person who had a physical injury or a movement disorder that affects his/her daily activities. Write in no less than 50 words your observation about the movie applying the neuromotor basis of mo- tor control in the space provided below. Enjoy watching! ‘Yourobservation willberatedusingtherubricbelow. Useitas yourguide in obtaining the highest possible score. Exceeds Standards Meets Standards Approaching Standards Below Standards 20 pts. ASpts. 10 pts. Spt. Points Format ; Follows the directions | Follows most of the Paper barely follows the Does not follow the provided by the professor | directions provided by the directions provided by the | directions provided by for this assignment, professor fortis, professor for this the professor for this assignment. assignment, assignment, Support ‘ ; ‘ Discussion is thorough. | Discussion is adequate. _Discussionis basic, iscussion is incomplete, Many specific details ere | Some details are present. | Few details are present, | No specific details are resent, present, UANGUBEE | uses vocabulary thats | Uses vocabulary tats Uses basic vocabulary for | uses vocabulary that i precise fortope, appropriate for topic. the topic. ‘unsuitable tothe topic. Conventic TNeNNONS ting evidences Writing contains one or Many sentences Writing does not use understanding of proper | two consistent characterized by proper grammar or grammar and use of grammatical erors or grammatical errors or | punctuation and contains Punctuation throughout. | incorrect uses of incorrect uses of ‘humerous errors. punctuation, punctuation. Spelling “ All words are spelled Most words are spelled | There are numerous ‘The number of spelling correctly correctly, spelling errors. errors significantly detracts from the teadabilty ofthe piece, Total Score ee Lesson 2: Classification of Motor Skills INTRODUCTION In this lesson, we will discuss different kinds of movements known as motor skills. We will look at how we classify each into different categories depending on the type of movement and the environment in which the movement happens. In this stage, you will reflect on how well you understand the concept of motor control and motor learning. You are encouraged to ask questions for further clarifications. The follow- ing activities will assess your knowledge about the classification of motor skills. This will give you opportunities to identify and clarify misconceptions you may have about the lesson As a future movement educator, you will be involved in teaching other persons motor skills of some sort, whether you are going to be a teacher, coach, therapist, fitness instructor, of personal trainer. This lesson will help you learn how motor skills research can help you be- come an effective instructor. Moreover, it will help you lear how you can help students to learn motor skills more quickly, and understand the changes in performance and control that occur as your students get better. At the end of the lesson, the students are able to: 4. _ identify the classification of motor skills; 2. execute properly the classification of motor skills ; 3. _ value the importance of incorporating classification of motor skills concepts in the preparation and delivery of learning experiences Ready for the next lesson? Check this out! Cr Ly Take a deep breath and do this. Oe Completely write your responses in the activity after this page. You can do it! Q Strolling down the memory lane (Activity) Remember the last movement you did before answering this activity. Write the movement in the space provided and identify if it belongs to a fine motor or a gross motor skill. oO Think andreflect (Analysis) Lets play a brain teasing fun game called “Word Scramble.” Find at least three (3) words from the jumbled letters that refer to components associated with motor skills. The words are inter- connected and placed either vertically, horizontally, or diagonally. Write these words in the space provide and try to define each. CLASSIFICATION OF MOTOR SKILLS Motor skills: activities or tasks that require voluntary head, body, and/or limb movernent to achieve a goal. Motor Control and motor learning share a focus on the performance of motor skills. Motor Control |s about functions The coordination and activation of muscular, skeletal, and neurological func tions to produce movements. Motor Control: the study of how our neuromuscular system func- tions to activate and coordinate the muscles and limos involves in the perfor- mance of a motor skill Motor Learning Is about changes The process of changes due to practice or experience leading to improvements in motor skills in terms of accuracy, speed, and movement smoothness. Motor learning: The study of the acquisition of motor skills, the performance enhancement of learned or highly experienced motor skills, or the reacquisition of skills that are difficult to perform or cannot be performed because of injury, disease, and the like Motor Development Is about age related changes and functions Human developmental issues related to either Motor Control or Motor Learning Motor Development: the study of human development from infancy to old age with specific interest in issues related to either motor learning or motor con- trol The aim is to reduce the cognitive demand during a skill or task i.e. learning to drive and talk at the same time. (a The Classification of Motor skills What are the differences? i.e. difference btwn walking and throwing or throwing and catching What are the similarities? i.e, between catching and throwing What factors affect performance? Motor Skill Performance is influenced by the: (1) Motor Skill (2) Performance Environment (3) Physical and cognitive characteristics of the person performing the skills indicator of quality of performance Movements: behavioral characteristics of specific limbs or a combination of limbs that are component parts of an action or motor skill Classification systems ‘One- and two-dimensions Task and Performance perspective Skill: an activity or task that has a specific purpose or goal to achieve; an Qne dimensional systems 1.) Execution oriented Gross motor skills vs. Fine motor skills 1.) Gross motor skill: predominately large muscles (may use a few small muscles) Basic movements Require less movement precision Many fundamental motor skills Ex: walking, jumping, throwing, leaping 2.) Fine motor skill: predominately small mus- cles — ie. When your writing or typing- but you might se a little bit of larger muscles in arm Refined movements Require greater control of smaller muscles, hand- eye coordination, and require a high degree of precision in hand and finger movement Ex: handwriting, typing, sewing, drawing, talk- ing,and buttoning We ask dose skill require gross or fine motor skill? (clicker) i.e. pianoafine motor skill —_— se 2.) Task organization Discrete vs. Continuous. 1.) Discrete: defined beginning and end -specified Typically one movement skills Ex: Flipping a light switch; depressing the clutch of an auto; hitting a piano key, pointingatypically more simple movemetns 2) Continuous: no defined beginning or end ‘Sometimes contain repetitive movements Ex: Steering a car; tracking a moving cursor; swim- ming; and walking, just saying “start’aits arbitrary typically more complex movements 3.) Serial skill: a group of discrete skills strung together, order is oritical Sometimes called sequential motor skills, Ex: gear shifting, of picking up a ball then throwing it (2 discrete skills with an order) Clicker -discrete vs serial vs cont nuous i.e. figure skatinga continuous i.e. switching on the lightsa discrete i.e. shifting gears in a manuala serial 3) Importance of Motor and Cognitive elements Motor vs, Cognitive 1.) Motor: The determinant of success is the quality of the movement! action. How to do it 2.) Cognitive: The decisions about which movement/action to make are critical ‘What to do Clicker Motor vs Cognitive i.e. High jumpamore Motor elements (the quality of movement was deciding factor) i.@. moving piece in a chest gamea more Cognitive (more important what you do, not how you do it, just matters howt gets there) i.e. throwing the football in a football gamea Motor AND Cognitive Elements (both quality of movement, and the right decision to make the movement are essential) ° ; 4.) Stability of the environment Closed vs. Open 4.) Closed: Relevant environmental context features are stable Environmental Factors : 1. supporting surface, 2. Objects , or 3. other people involved in the performance of a skill. Relevant means relevant for the task you are trying to achieve. Ex: in bowling; the pins are relevant to you; shooting an arrow -you can decide when to start your action -fixedistable -internally based 2.) Open: Relevant environmental context features change/are not stable Relevant contextual features change or are not stable Ex: defender trying to steal the ball from you -you cant really choose when to make that action -change/not stable -extemally based Clicker- Closed vs Open Motor Skills i.e, bowling: Closed Motor Skill (the pins are not running away, they are sta- tionary. Also, you pick your moment) i.e. passing the ball in soccer—Qpen Motor Skill i.e. shooting a gun- Closed if target is stationary, Open if target is moving around both, SKILL ACQUISITION MOTOR SKILLS CLASSIFICATION OF SKILLS4-~s Classification of motor skills. | > Muscular involvement — GROSS — FINE » Environmental influence OPEN - CLOSED > Continuity wore SERIAL — CONTINUOUS > Pacing EXTERNALLY PACED — SELF PACED > Difficulty SIMPLE — COMPLEX * Organisation LOW - HIGH Q On the spotlight (Application) From the succeeding Physical Activity Pyramid, classify the different activities and write as many as you can in the table below if itis an example of fine motor or gross motor skill Criteria Ratings Answers to the questions Response is related to the top- ic using own ideas, opinions, and ref lection; opinions and ideas are expressed in clear and concise manner. Response is related to the discussion content, but short and irrele- vant; vaguely expresses opinions, ideas, and reflection. Response is not related to the dis- cussion content and has no clear expression of ide- as and opinions. (3) (2) (1) Followup posts to class- mates TWO responses are posted in the discussion board which contain additional infor- mation about the content or topic. The reply extends the dialogue on the content. ‘One response is posted Which contains addl- tional information about the content or topic, The replyex- tends the dialog on the content. ‘Only 4 response is posted, but it is brief (one sen- tence). It does not extend the dialog. (3) (2) Think beyond (Performance Task) In lesson 1, we explored the Classification of Motor Skills and Neuromotor basis of mo- tor control. You looked over the important concepts and principles of motor control conferred in the previous semester. In this part, you will be doing your first performance task Forthis assignment, you are tasked to create a Video clip or Tiktok classifying household chores as fine or gross motor move- ment and open/ closed motor skills. Choose as many household chores as you can to illus- trate examples of such movements. Pleasenotethat inthis performance task, youare expectedto be creative as well as to use andideas andto acknowledge any sources you use to gather ideas. 36 Criteria Ratings Answers to the questions Response is related to the top- ic using own ideas, opinions, and ref lection; opinions and ideas are expressed in clear and concise manner. Response is related to the discussion content, but short and irrele- vant; vaguely expresses opinions, ideas, and reflection. Response is not related to the dis- cussion content and has no clear expression of ide- as and opinions. (3) (2) (1) Followup posts to class- mates TWO responses are posted in the discussion board which contain additional infor- mation about the content or topic. The reply extends the dialogue on the content. ‘One response is posted Which contains addl- tional information about the content or topic, The replyex- tends the dialog on the content. ‘Only 4 response is posted, but it is brief (one sen- tence). It does not extend the dialog. (3) (2) Think beyond (Performance Task) In lesson 1, we explored the Classification of Motor Skills and Neuromotor basis of mo- tor control. You looked over the important concepts and principles of motor control conferred in the previous semester. In this part, you will be doing your first performance task Forthis assignment, you are tasked to create a Video clip or Tiktok classifying household chores as fine or gross motor move- ment and open/ closed motor skills. Choose as many household chores as you can to illus- trate examples of such movements. Pleasenotethat inthis performance task, youare expectedto be creative as well as to use andideas andto acknowledge any sources you use to gather ideas. 36 Yourperformance task willbegradedusing therubricbclow. Uscitasyourguideinobtainingthe highest possible QERESIEESET | needsmuchimprovement Can improve Very well executed Cee EREEESSEETET veccsmuchimprovement Can improve Very much relevant to the topic RTRSY Needs muchimprovement Can improve Very appropiate movement eee applied —_—- Can improve Proficently done 37 Lesson 3: MOTOR ABILITIES AND MEASUREMENT OF MOTOR PERFORMANCE ‘As sports, exercise and dance evolve and become more complex, knowledge of motor behav- ior is foundational in helping the athletes, fitness enthusiasts, and dancers learn and master new skills and become more efficient in integrating the skills. Motor abilities and measurement of motor performance serve as a helpful concepts towards competence in movement. Educators and students preparing to teach will leam practical ways to connect the science be- hind sports, exercise and dance to pedagogy in order to prepare learners for performance. Individu- al interested in performance from the recreational to professional levels will leam ways to enhance their technical and artistic progress. Toadd, these performance assessment, shall address important concern as an educator t is using a performance measure, or measures, to make as assessment. As a first step in adcressing this problem, you must determine which aspects of performance you should measure to make a valid performance assessment. Then, you must determine how to measure those aspects of perfor- mance After completing this lesson, the students are able to: 1. Identity the motor abilities and measurement of motor performance; 2. analyze the difference between skills and motor abilities; and 3. appreciate the knowedge of how motor performance is assess and what motor abilities to develop. Are you excited for the last topic of this module? IfYes, do this. 2 If No, do this. a Don't forget to smile while ready the topic. May you be motivated while doing the tasks. Best of luck! 38 Strolling down the memory lane (Activity) Every one of us possesses skills and abilities. List down at least three (3) motor abilities or skis you have and identify strengthis and weaknesses of each ability or skill in the table provided. Motor Abilities! Skill Strengthis Weakness/es eo Think andreflect (Analysis) Do you know Manjit Singh and Bobby Badfingers? \Write below brief description of the abovementioned name. Give a short analysis why the two famous person have those motor abilities, Manjit Singh Bobby Badfingers Motor Abilities Every athlete must find the sport for which he or she is best suited — Billie Jean Kings She won in 1973- people took women’s tennis seriously Motor Performance and abilities “is a study of people's differences What are our individual differences? We want to separate abilities and look at what every individual is doing different. Stable, enduring tendencies for individuals to be different from each other in performance Trying to predict the level of performance after practice Individual differences Personal Age and Maturit background Previous experience Physical Fitness Motivation a Abilities The performance of a particular skill is strongly affected by the ability of the performer. All individuals have abilities; Just the patter of strength and weaknesses on these abili- ties differ. The only time when you lose an ability is through injury of some sort. Everyday motor tasks require a combination of abilities. Indi yal Motor Abilities Depends on the motor abilities of the individual as related to the demands of the task Implications: -It implies that specific motor abilities underlie specific motor skills, -It implies that two individuals with the same training experiences will only differin perfor- mance due to their motor abilities Valuable for predicting future performance success; Debated in research Proficiency at a particular task Developed with practice Modified by practice Countless in number. everything that you do is a motor skill or movement Depend on several abilities Ex serving (manual dexterity, explosive strength, speed, hand eye coordination), kicking (dexterity, balance, movement speed, explosive strength), skating (endurance agility, balance, speed, coordination, strength). Without the fundamental abilities for a particular task, high performance levels can never be reached Abilities vs. Skills 1. Stable vs. Modified -abilities are stable; skills are modifiable, you can modify them. -abilities are traits, while skills can be developed 2. Trait vs. Developed 3. Fewvs. Many -thete are few abilities, and many skills 4, Underlie person’s skill vs. Depends on different subsets of abilities -abilites underiie a person's sill while Oa eee ee) Somer eee nents endurance, and flexblity Cee ee poe eet ad Dee ene cts perenne DN era Gea Ce ere ee ceed pes oe Pe ener ere ee + UC Berkley Professor of Physical Education Education aera ere eee] mee eee gy panne pir ipesenbcnpn fff iinianentar a ete re ente e tare are pe Os T peer tae prvi - Brace Scale of motor Abily Tests peered eereernr (rteoeeepea vest te Motor Control and Learning of Exercise, Sports and Dance Views about Motor Ability 4, General Motor Ability: All motor abilities are highly related, there is a single glob- alability For a decathlon, the participants usually have good general motor ability. ‘Someone who is very good at playing ball will also be a temtific soccer player, golfer etc. Ex. Soccer players become good golfers 2. Specificity Hypothesis: There are many specific, independent motor abilities Franklin Henry did many tests showing that there are all kinds of dif- ferent motor abilities. Ex. Some soccer players are bad golfers- some of the abilities that you do not use as a good soccer player you will need in golfi.e. hands General Specific Abilities There are specific Motor Abilities How general or specific are abilities?- Strength: Variations of ability or difference of abilities, Le. explosive strength, dynamic strength are they the same or different? Weightlifting: explosive, repetitive Experiments: General Method: People performed different tasks that are assumed to measure variations ofa single motor ability Results: High performance on one task should result in high performance on all other tasks and vice verse. = high correlation between tasks Performance on the tasks are not related to each other= low or zero correlation between tasks STORK BALANCE STAND TEST Experiment- Drowatsky & Zuccato (1967) = Method: 6 balance tests Stork stand Dover's stand Bass stick stand Sideward leap Bass stepping stone leap Balance beam walk Results: Highest correlation= 31 (9.6% shared); what does it mean? These are all different balance tests Fundamental Abilities There are fundamental abilities that can be shared between different motor tasks Example: Timing (Robertson et al., 1999; Spencer & Zelaznik, 2003) Tapping different rates (400 and 800ms) Tapping and Drawing lines at the same rate Onn « Why is it important to distinguish Motor Abilities? Foundation for skills Measurement of Motor Abilities Prediction Evaluation How Many Abilities Are There? 26 identified by laboratoryresearch + those yet to be Movement Abilities ee . . General a Perceptual mown Physical Prohciency, iCoordiantion Abilities Abilities Abiines Controlled precision Explosive strength +Movement rate *Multi-limb coordination _*Static strength *Motor timing *Response orientation Dynamic strength *Perceptual timing +Reaction time *Trunk strength +Force control *Speed of arm movement —*Extent flexibility Rate control +Dynamic flexibility +Manual dexterity *Gross body equilibrium - +Finger dexterity “Balance with visual cues +Arm-hand steadiness *Speed of limb movement +Wrist-finger speed *Gross body coordination +Aiming *Stamina Sport Books Publisher w How is it dono? Estimate strengths of abilities — battery of tests Based on importance to task - correlations. Practical Implications In a group setting expect different abilities and know that performance will be affected Use task analysis to determine abilities necessary Identify strong and weak abilities to tailor instruction Remember We all have these abilities. Some are strong and others are weak. We tend to gravitate to skills that involve abilities in which we have (a) strength(s) @ z The Measurement of Motor Performance ‘Suppose that you are a physical educator teaching your stu- dents a table tennis serve. What characteristic of performance ? will you measure to assess students’ progress? Consider 2 few possibililies. You could count the number of serves that land in and out of the proper service court. Or you could mark the service court in some way so that the "better" serves, in terms of where they land, are scored higher than others. Or = you could develop a measure that is concerned with the stu- ah ak dents’ serving form. Why study the measurement of motor performance? The measurement of performance is essential for: = Performance assessment/evaluation = — Motor control and learning research = Tracking progress (deterioration) how much of the function did this person lose? How much do they regain? -How to assess performance -[Link] which aspects of performance should be measured to make (a) valid performance as- sessment(s).- ie. if you want to know how high someone jumps, you don't time them. [Link] how to measure the identified aspects of performance: Tracking Progress Patient What will determine his/her progress during rehabilitation/deterioration? There are many measures we can look at such as their reactions. i. he can now walk 20ft instead of 5ft Performance outcome measures: Measures of the result of performing a skill Action relation measures Ex: The time it takes you to welk to the door or pick up a cup Ex: hitting or missing a target Performance production measures: Measures related to specific performance characteristics that produced the performance outcome Movement related measures. nat kind of cadence | have while walking to the door. he stretching of the fingers while trying to hit target Reaction Time One of the most used measures Reaction time is the interval between the onset of a stimulus and the onset. (initiation) of the action Ex: When | shoot a pistol the runner needs time to ear the pistol going off then the runner needs time to push them self to start running and the mo- ment the person moves is the reaction and the shot is the stimulus Reaction time and relative difficulty How much info do we need to consider having the appropriate response?-a more com- plex task will have siower reaction time Reaction time and anticipation We can use que’s to make reaction time smaller. Movement time begins when the reaction time ends When the movement time starts it is actually the first fraction of a millisecond that ob- servable movement actually occurs and it ends when the movement itself actually stops Response Time is Reaction Time + Movement Time Types of RT (reaction time) Situations ‘Simple RT: 1 stimulus; 1 action; If there is no other option; when you hear it you start moving: i.e. sprinting Choice RT: you have at least 2 choices, If there is more than one option x: turn on the lights, there are two switches- Le. a yellow light either press gas pedal or break pedal Discrimination RT: You have 2 or more stimuli; but only ONE stimuli requires an action; Three or four different signals but there is only one signal you have to responds to. i.e. tuning lakes and lots of debris on and off sidewalk only jumping over debris on side- walk RT Interval components Premotor time: Muscles are at res; Activation in your muscles before you start to move Motor time: The inertia that you need to overcome Basic considerations for measures -1, Objectivity sTwo or more observers arrive at the same measurements -2, Reliability »Measurement is repeatable under similar conditions 3, Validity >Does the method of measurement measure what the researcher intends to measure Error Measures Performance accuracy: Accuracy is important in most activities Causes of performance problems 1. Consistency — how good you are at something Ex: How consistently am | at hitting the same spot while throwing darts? 2. Bias- keep hitting a certain side; you can always be consistent and never hit target (bias); basically difficulty to adapt to a certain situation 4. One dimension movement goals: you can only be long or short; undershoot or over shoot. 1. Absolute error. Absolute difference between performance on each trial and goal- How big is this error?; 2. Constant error: Signed difference between performance on each trial and goal Trying to see what bias we have or if there are any biases at all Is it always an undershoot? Or always an overshoot? 3. Variable error: Standard deviation of the person's mean score for the series of trials — talks about someone's consistency, you need more than one trial here be you need a mean 2. Two dimension movement goals. Radial error (similar to AE) : most of time just look at the scatter Qualitative assessment of bias and consistency => Look at scatter; not really a bias, its all over Continuous skills Root-mean-squared-error (RMSE) General index for performance accuracy Comparison between the profile of the performance and criterion Look for deviation at every step 9 : Kinematic Measures Kinematics: Motion without regard to force or mass 4. Displacement: Moving from one position to the next 2. Velocity: Change in displacement over time 3. Acceleration: Change in velocity over time 4, Jerk: Change of rate of acceleration, how smooth the motion is 5. Linear motion: Help get you from A to B 6. Angular motion: Help me describe how my leg around my knee is moving Kinetics: the study of the role of force as a cause of motion Kinetic Measures: Measures that reveal the forces that (could) cause motion Important because our muscles don't produce kinematic movements they produce forc- es which are translated in kin. movements External: (hitting you in jaw) and internal- (pulling and pushing of muscles) sources of force Ex: person standing there to tackle you) Newton's laws of motion 1.) Force is necessary to start, change, stop motion 2) Force influences the rate of change in the momentum of an object 3.) Force is involved in the action and reaction that occurs between to ob- jects Measuring Coordination Angle-angle diagrams Look at what coordination is doing; often used in rehab settings Cioss-correlation technique Correlate each joint with a point. If you look at rotation over time you and correlate with each other which gives you a cross-corrslation Normalized root mean-squared error technique The lower the score the better the coordination Relative phrase The pattems that you are doing you are doing over and over again. You need to have much data to see phase relationship. Ex: Between your left and right; between two fingers 41 Kinematic Measures Kinematics: Motion without regard to force or mass 4. Displacement: Moving from one position to the next 2. Velocity: Change in displacement over time 3. Acceleration: Change in velocity over time 4, Jerk: Change of rate of acceleration, how smooth the motion is 5. Linear motion: Help get you from A to B 6. Angular motion: Help me describe how my leg around my knee is moving Kinetics: the study of the role of force as a cause of motion Kinetic Measures: Measures that reveal the forces that (could) cause motion Important because our muscles don't produce kinematic movements they produce forc- es which are translated in kin. movements External: (hitting you in jaw) and internal- (pulling and pushing of muscles) sources of force Ex: person standing there to tackle you) Newton's laws of motion 1.) Force is necessary to start, change, stop motion 2) Force influences the rate of change in the momentum of an object 3.) Force is involved in the action and reaction that occurs between to ob- jects Measuring Coordination Angle-angle diagrams Look at what coordination is doing; often used in rehab settings Cioss-correlation technique Correlate each joint with a point. If you look at rotation over time you and correlate with each other which gives you a cross-corrslation Normalized root mean-squared error technique The lower the score the better the coordination Relative phrase The pattems that you are doing you are doing over and over again. You need to have much data to see phase relationship. Ex: Between your left and right; between two fingers 41 Indicates the outcome/result of Performing a motor skit performance outcome measures How far a person walks how fast a person rana certain distance indicates the performance of specific aspects of the motor contrel system r>r>uo®w A i, Central Nervous System 2. Peripheral Nervous System B 1. Task 2. Individual 3. Environment ANSwers LESSON 2: CLASSIFICATION OF MOTOR SKILLS @ Think andreflect (Analysis) FINE MOTOR GROSS MOTOR SERIAL SKILL NEURON DISCRETE MOTOR, | LESSON s: MOTOR ABILITIES AND MEASUREMENT OF MOTOR PERFORMAI oe Think andreflect (Analysis) Manjit Singh Bobby Badfingers Called the "Ironman," Manjit holds over The world's fast- thirty world records including pulling a est snapper Bobby Badfingers is @ profes- double decker bus with his hair and pull- | | Sional snappist who holds the work's record ing a Jet with his ears! for snapping 30 snaps a second, and also for having the world's most ridiculous last name ise, Sports and Dance oh Suggested Readings McMorris, (2005). Acquisition and Performance of Sports Skills. Hoboken, NJ: Wiley Magil, R.A. (2001). Activity During the Post-Knowledge of Result Intervals can Benefit Motor Skill Learning. Complex Motor Behavior: The Motor-Action Contro- versy (pp 241-246). Amsterdam: Elsevier Latash, L.M and Zatsiorky, V.M. (2016). Biomechanics and Motor Control: Defin- ing Central Concepts, Elsevier: Amsterdam Schmidt, R.A., and Wrisberg, C.A. (2000). Motor learning and Performance (2"! ed). Human Kinetics: Chmpaign, IL hits: (www. academia edu/23042830) Chapter 1 The Classification of Motor Skills https:/www. mayoclinic. org/diseases-conditions‘movement-disorders/symptoms- causes/syc-20363893 VISION leading university of education and diverse disciplines attuned to local and global development needs MISSION To produce top performing professionals equipped to engage on knowledge and technology production, so necessary to develop sustainable society Approved as per BOR no. 864 s. 20¥4 ‘CORE VALUES Integrity, Excellence, and Service Approved as per BOR no, 705, s. 2015 ‘QUALITY POLICY LEYTE NORMAL UNIVERSITY (LNU} is committed to Continuously improve its Quality Management System in providing quality education of diverse disciplines to develop competent professionals attuned to local and global needs. Approved as per BOR no. 189, s. 2019 JUDE A. DUARTE, OPA University President LEYTE NORMAL UNIVERSITY HYMN Music: Dr. Virginio V. Fuentes Lyrics: Mrs Rosario [Link] Beloved Leyte Normal We sing thee hymns of praise Loyalty and honor To thy name embrace Thy teachings we shall treasure ‘Thy words of wisdom true So precious beyond measure To guide our whole life through ‘As we sail to voyage Life's uncertain seas ‘The haven of thy harbor safe ‘There we shall be Beloved Leyte Normal Thy name we shall adore Thine honor ever shining Well keep forevermore Leyte Normal University

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