Editing Motor skill (section)

=== Influences on development ===
* Stress and arousal – stress and anxiety are the result of an imbalance between the demand of a task and the capacity of the individual. In this context, arousal defines the amount of interest in the skill. The optimal performance level is moderate stress or arousal.<ref name="Yerkes & Dodson 1908">{{cite journal |doi=10.1002/cne.920180503 |title=The relation of strength of stimulus to rapidity of habit-formation |journal=Journal of Comparative Neurology and Psychology |volume=18 |issue=5 |pages=459–482 |year=1908 |last1=Yerkes |first1=Robert M |last2=Dodson |first2=John D |url=https://zenodo.org/record/1426769 }}</ref>
* Fatigue – the deterioration of performance when a stressful task is continued for a long time, similar to the muscular fatigue experienced when exercising rapidly or over a long period. [[Fatigue (medical)|Fatigue]] is caused by over-arousal. Fatigue impacts an individual in many ways: perceptual changes in which visual acuity or awareness drops, slowing of performance (reaction times or movements speed), irregularity of timing, and disorganization of performance. A study conducted by Meret Branscheidt concluded that fatigue interferes with the learning of new motor skills. In the experiment, participants were split into two different groups. One group worked the muscles in their hands until they were physically fatigued and then had to learn a new motor task, while the second group learned the task without being fatigued. Those that were fatigued had a harder time learning these new motor skills compared to those who were not. Even in the days following, after the fatigue had subsided, they still had difficulty learning those same tasks.<ref>{{Cite journal|last1=Branscheidt|first1=Meret|last2=Kassavetis|first2=Panagiotis|last3=Anaya|first3=Manuel|last4=Rogers|first4=Davis|last5=Huang|first5=Han Debra|last6=Lindquist|first6=Martin A|last7=Celnik|first7=Pablo|title=Fatigue induces long-lasting detrimental changes in motor-skill learning|journal=eLife|year=2019|volume=8|pages=e40578|doi=10.7554/eLife.40578|issn=2050-084X|pmc=6443347|pmid=30832766 |doi-access=free }}</ref>
* Vigilance – the ability to maintain attention over time and respond appropriately to relevant stimuli. When vigilance is lost, it can result in slower responses or the failure to respond to stimuli all together.<ref>{{Cite journal|last1=Ballester|first1=Rafael|last2=Huertas|first2=Florentino|last3=Yuste|first3=Francisco Javier|last4=Llorens|first4=Francesc|last5=Sanabria|first5=Daniel|date=2015-04-07|title=The Relationship between Regular Sports Participation and Vigilance in Male and Female Adolescents|journal=PLOS ONE|language=en|volume=10|issue=4|pages=e0123898|doi=10.1371/journal.pone.0123898|issn=1932-6203|pmc=4388493|pmid=25849873|bibcode=2015PLoSO..1023898B|doi-access=free}}</ref> Some tasks include actions that require little work and high attention.<ref name="Kurt z">{{cite book |author1=Kurt z |author2=Lisa A. |title=Understanding Motor Skills in Children with Dyspepsia, ADHAM, Autism, and Other Learning Disabilities: A Guide to Improving Coordination (KP Essentials Series) (KP Essentials) |publisher=Jessica Kingsley Pub |year=2007 |isbn=978-1-84310-865-8 }}</ref>
* Gender – gender plays an important role in the development of the child. Girls are more likely to be seen performing fine stationary visual motor-skills, whereas boys predominantly exercise object-manipulation skills. While researching motor development in preschool-aged children, girls were more likely to be seen performing skills such as skipping, hopping, or skills with the use of hands only. Boys were seen to perform gross skills such as kicking or throwing a ball or swinging a bat. There are gender-specific differences in qualitative throwing performance, but not necessarily in quantitative throwing performance. Male and female athletes demonstrated similar movement patterns in humerus and forearm actions but differed in trunk, stepping, and backswing actions.