Read the given passage and answer the questions that follow Research has established that the learning of motor skills is specific. This applies also to perceptual-motor movement since perception is involved in all voluntary movement except reflex action. Visual perception is very important in motor learning but information can be received through the channels of sound, touch, smell, taste and awareness of body position. In complex motor activity, the senses are used in an integrated manner. In the game of basketball, for instance, players use vision to shoot a basket, sound to hear the referees touch to feel the ball and kinesthetic sense to recognise their body position in relation to other players and the basket. Effective control of the visual system depends on Visual acuity - the ability to see the objects clearly; Perceptual constancy - the ability to determine the difference if any, in size, shape and colour of the object; Depth perception - the ability to have awareness of the distance between objects; visual tracking - the ability to perceive a moving object. Auditory, similar to visual perception consists of subskills and there is Awareness - ability to indicate that there is a sound or not; Discrimination - ability to discriminate between different tones and frequencies of sounds; Direction - the ability to determine the direction from which sound is coming and Figure-ground the ability to distinguish a specific sound from other noises occurring at the same time. In the kinesthetic system instead of using an eye or ear to receive information the kinesthetic system utilizes proprioceptors located in joints. Three skills closely related to kinesthetic perception are Balance the ability of the individual to position the body in response to gravity; Body awareness refers to an understanding of the body in space and laterality - the ability to distinguish between the two sides (left and right) of the body.
Throwing a ball to the near basket rather than to the far basket is
Understanding Perceptual-Motor Skills and Depth Perception
The question asks us to identify the specific perceptual skill used when throwing a ball to a near basket compared to a far basket, based on the provided passage. The passage discusses various perceptual-motor skills and breaks down visual perception into several subskills. We need to relate the action described in the question to the definitions given in the text.
Let's examine the relevant part of the passage concerning visual perception:
- Visual acuity: ability to see objects clearly.
- Perceptual constancy: ability to determine differences in size, shape, and color.
- Depth perception: ability to have awareness of the distance between objects.
- Visual tracking: ability to perceive a moving object.
The act of throwing a ball to a basket involves directing the ball to a specific target. The difference between throwing to a "near basket" and a "far basket" is the difference in distance to the target. To successfully throw to either, a player must be able to judge how far away the basket is.
Analyzing the Options based on the Passage
Let's look at how each option relates to the skill required for throwing a ball to a target at a specific distance, based on the definitions provided in the passage:
- Visual tracking: The passage defines visual tracking as "the ability to perceive a moving object." While the ball is moving after it's thrown, the skill needed to differentiate between a near and a far basket before or during the throw is not primarily about tracking a moving object. It's about judging the distance to the stationary target (the basket). Therefore, visual tracking is not the main skill involved in distinguishing between a near and far basket.
- Visual consistency: The passage mentions "Perceptual constancy," which is about determining differences in size, shape, and color. This skill is useful for recognizing the object itself (the basket) but does not help in determining how far away it is. Therefore, visual consistency (or perceptual constancy as per the text) is not the skill needed to differentiate distances.
- Directionability: The passage mentions "Direction" as a subskill of auditory perception, referring to the direction from which sound is coming. It is not listed or defined as a subskill of visual perception in this context. While throwing involves direction, the distinction between near and far is specifically about the magnitude of the distance in that direction, not just the direction itself. This term, as presented or implied in the visual context, doesn't fit the definition of judging distance.
- Depth perception: The passage defines Depth perception as "the ability to have awareness of the distance between objects." This skill is exactly what is required to differentiate between a near basket and a far basket. Knowing the distance allows the player to adjust the force and trajectory of the throw accordingly. Therefore, judging the distance to the basket, whether near or far, is a direct application of Depth perception.
Conclusion
Based on the definitions provided in the passage, the ability to distinguish between a near basket and a far basket, which requires judging the distance to the target, is dependent on Depth perception. This skill allows the individual to perceive the distance between themselves and the object they are targeting.
| Perceptual Skill | Definition (from passage) | Relevance to Near/Far Basket |
|---|---|---|
| Visual acuity | Ability to see objects clearly | Allows seeing the basket, but not judging distance. |
| Perceptual constancy | Ability to determine differences in size, shape, color | Allows recognizing the basket, but not judging distance. |
| Depth perception | Ability to have awareness of the distance between objects | Directly relates to judging distance to the basket. |
| Visual tracking | Ability to perceive a moving object | Relates to following movement, not judging distance to a stationary target. |
Revision Table: Key Perceptual Skills
| Sense | Key Perceptual Skills Mentioned |
|---|---|
| Visual | Visual acuity, Perceptual constancy, Depth perception, Visual tracking |
| Auditory | Awareness, Discrimination, Direction, Figure-ground |
| Kinesthetic | Balance, Body awareness, Laterality |
Additional Information on Perceptual-Motor Learning
Perceptual-motor learning involves the interaction between sensory information (perception) and motor responses. It's not just about moving, but about using sensory input to guide and adjust movements. This integrated process is crucial in many activities, especially sports.
- Proprioception: The passage mentions proprioceptors located in joints being utilized by the kinesthetic system. Proprioception is the body's ability to sense its own position, movement, and orientation in space. It's often called the "sixth sense" and works closely with visual and auditory information for skilled movement and balance.
- Sensory Integration: As highlighted in the basketball example in the passage, effective complex motor activity relies on the integrated use of multiple senses — vision, sound, touch, and kinesthetic sense working together.
- Specificity of Learning: The passage starts by stating that motor skill learning is specific. This means that practicing a skill (like shooting from a specific distance) improves performance primarily for that specific task and conditions, although some transfer to similar tasks can occur.
Important Questions from Miscellaneous
A stone is thrown horizontally from the top of a 20 m high building with a speed of 12 m/s. It hits the ground at a distance R from the building. Taking g = 10 m/s2 and neglecting air resistance will give :
A sphere of volume V is made of a material with lower density than water. While on Earth, it floats on water with its volume f1V (f1 < 1) submerged. On the other hand, on a spaceship accelerating with acceleration a < g (g is the acceleration due to gravity on Earth) in outer space, its submerged volume in water is f2V. Then:
A railway wagon (open at the top) of mass M1 is moving with speed v1 along a straight track. As a result of rain, after some time it gets partially filled with water so that the mass of the wagon becomes M2 and speed becomes v2. Taking the rain to be falling vertically and the water stationery inside the wagon, the relation between the two speeds v1 and v2 is :
Consider the following statements:
1. Distance between the longitudes becomes zero on North Pole and South Pole.
2. Distance between the longitudes is maximum on the Equator.
3. Number of longitudes is more than number of latitudes.
Which of the statements given above is/are correct?
One block of 2⋅0 kg mass is placed on top of another block of 3⋅0 kg mass. The coefficient of static friction between the two blocks is 0⋅2. The bottom block is pulled with a horizontal force F such that both the blocks move together without slipping. Taking acceleration due to gravity as 10 m/s2, the maximum value of the frictional force is :
