Classify the following skills, usin

Classify the following skills, using each of the tree cat egorization schemes. In the three blanks, label each skill as discret (D) continuous (C) or serial (S) as open (O) or closed (C) and as Type I, II, III or IV.
------- 1. Touch-typing on a keyboard.
------- 2. Ice-skating.
------- 3. Returning a serve in tennis.
------- 4. Shooting a clay pigeon.
------- 5. Writing the letter in cursive script.
------- 6. Playing kettle drums in an orchestra.
------- 7. Grabbing the bass ring on a carousel ride.
CRITICAL ELEMENTS OF PSYCHOMOTOR SKILLS
The two components of a psychomotor skills, as characterized in the research literature on human skilled behavior, provide a foundation for prescribing the instructional strategy for this type of learning. Two primary characteristics distinguish skilled behavior frm other activities. First, the act employs executive subroutines to control decisions and supply subordinate skills in a hierarchical organization or plan (Miller, Galanter & Pribram 1960; see Robb, 1972), second the act employs temporal pattering of skills to integrate the sequence of performance over time in which the skilled performer employs pacing and anticipation to enable the act to be performed with ease and smoothness (Robb, 1972).
Competing line of theory in the specialty of motor learning indude the “closed loop” theory (Adams, 1971) and a shema theory (schmidt, 1982). Both theories attempt to describe the cognitive component of skills, often called motor programs, the role of internal fedback, and knowledge of results or KR (“information about the correctness of response from an external source such as ... a teacher or coach’ (Magil, 1985, p. 68}).
Much of what we do in providing instruction for psychomotor skills involves (1) a demonstration and explanation that leads to the verbal information and procedural rule learning that from the basis for the executive subroutines, and (2) practice with fedback that leads to temporal patterning. (Chapter 10 describe instructionl strategies for learning procedural rules, and more about the cognitive component of psychomotor learning will be provided later in this chapter). The other critical factor is practice. Two issues deserve attention here: ditribution of practice (massed versus spaced) and chunking of skill elements (whole versus part).