Skill Center in the Brain The proprioceptive impressions from the muscles, tendons and joints and the senses of touch and pressure are represented in the contralateral postcentral convolution of the cerebral cortex. This area is known as the body-sense, or somesthetic area. Impulses arriving at the body-sense area result in an awareness (1) of the position of the parts of the body which are being moved, (2) of the location and extent of the body area which is being touched, (3) of the weight of an object and (4) of the size and shape of the object in three dimensions. Combining these sensations we are able to perceive the size, shape, weight and texture of the stimulating object and also to recognize the position of the parts of the body which are moving to handle the object. Learning Learning of skills involves a familiarity with the objects to be used and a coordination of the body movements which are required in handling the object. Skills which are unnatural and highly complex are learned more easily if the various elements in the movement can be separated and learned singly. The simplest skill elements are taken up first and as these are learned there is a progression to the more complex elements. The elements may then be combined and the various skill elements added gradually until the whole skill is performed. Natural activities in simple forms can be learned by practicing the whole skill with attention given to improving the form. Specificity There is specificity in learning skills just as there is specificity in muscular training. Although two activities may be similar in that like movements are involved, a difference in the objects employed may impede a transfer of the skills learned in the one activity to those used in the other. Badminton practice does not necessarily improve tennis skill. Baseball batting does not necessarily improve golf skill. Also, the practice of one skill using an object does not necessarily improve another skill using the same object. As an example of this, passing a football will not necessarily improve the ability to kick a football. Thus, during practice those objects and movements which will be employed in the final performance should be used.The method of training to perform a skill event should be related to the dominant feature of the event. If speed is the dominant feature, as in fencing or tennis, the skills should be practiced at a rapid rate. Practice of such events at a slow speed will produce high initial accuracy, but as speed is increased further increases in accuracy will be very slight. Race horses are ridden in early training by light weight jockeys to accustom the horses to the greatest possible speed under the small weight. After this the horses will tend to retain the same speed even while carrying heavier jockeys. When accuracy is the dominant feature, such as in the operation of a telephone switchboard, the new operator should first strive for accuracy at a slow rate and then gradually increase speed.		Home Components of Physical Fitness Clinical Examination Differences Between Fit and Unfit Men Physiological Elements of Fitness The Step Test The Effects of Training on the Physiological Systems Work Output Physical Condition of Muscle Application of Muscular Force Maintaining Optimum Strength Tests of Muscular Strength Strength and appearance Strength as a measure of physical fitness Strength as affected by organic problems Strength as prophylaxis Role of inactivity in production of disease Lack of Sociability in Work Lactic Acid System Muscular Form Capillary Growth Heart Size Heart Rate Training produces physicochemical changes Muscular Strength Nervous Stimulation and Muscular Strength Quality of Champions Factors Which Limit Skill Kinesthesis Balance Reaction Time Muscular Tension Visual Aim Skill Center in the Brain Endurance for Exhaustive and Moderate Work Distribution of Energy