C.2.1 + C.2.2

Question 1

what is motor learning

Answer 1

the process of aquiring motor skills, a set of pattern of movements required for skilled action.

Question 2

What is a skill

Answer 2

A skill is a specific action that has been learned through practice, they are more mesaurable, develops through training and learning

Question 2

What is an ability

Answer 2

An ability is something you are born with (inate) and gives you the capacity to perform skills. They are difficult to measure/quantify, and difficult to teach; they are acquired without formal instruction.

Question 3

Perceptual motor abilities

Answer 3

they are awareness of the body during movement, and coordinating sensory info with movement. ex.

Question 4

Motor abilities

Answer 4

are the ability to use muscles in certain ways

Question 5

Learning vs Performance

Answer 5

Performance is a temporary display, it can fluctuate and be influenced depending on stress and is an immediate result. Learning is stable over time and is long term and develops gradually. The relationship between the two is that if someone is performing better, it means they are learning

Question 6

What are individual factors in skill learning

Answer 6

motivation/desire to learn, difficulty of the task, amount of prior training, not everyone learns at the same rate, age, coaches’ teaching style,

Question 7

Linear Pedagogy

Answer 7

Based on information processing model, Progression of increasing difficulty through cognitive stages,
Improving proficiency means a reduction in cognitive processing (you have to think less),
Movement skills should be simplified to make learning more complex skills easier,
Teacher-centered

Question 8

Non linear Pedagogy

Answer 8

Based on the ecological dynamics model,
Exploratory learning, individualized movement solutions,
Learning should take place in contexts that mimic performance (learn by doing and experimenting),
Teachers find ways to support the learner by changing various aspects (individual, task, environmental) to best fit the learner,
Learner-centered

Question 9

what is the information processing model

Answer 9

This model views motor learning as a process of recieving iturpruting and responding to info

Question 10

Key components of the information processing model

Answer 10

• input = sensory info from the environment
  decision making = comparing the incoming information with long term stored memories and decides on an appropriate action.
  output = the execution of a movement
  feedback = the outcome of the movement is evaluated and the info is used to adjust future actions

ex. A tennis player sees an approaching ball (input), decides to perform a forehand stroke (decision-making), executes the stroke (output), and assesses whether the shot was successful (feedback).

Question 10

Ecological model (non traditional)

Answer 10

Emphasizes the relationship and interaction between the individual, task and there environment. It assumes that learning is exploring and adapting to constraints of a task and enviroment, movement isnt preplanned but develops according to the interaction with the indivudal task and environment, the perception of the environment directly influences motor actions.

ex. A soccer player adjusts their dribbling style based on the uneven surface of the field, the position of opponents, and their current energy levels, without pre-planning every movement.

Question 11

Components of the Ecological Model

Answer 11

Individual - The learner’s characteristics (flexebility, strength, experience etc)
task - the specific goal or activity being performed
enviroment - external conditions or constraints (weather etc

Question 12

Implications for coaching and training foe the information processing model

Answer 12

Effective for breaking down complex movements into simpler components, particularly for beginners. Feedback is deliberately given to correct errors.

Question 13

Implication for coaching and training foir the ecological model

Answer 13

Emphasizes variability and real-world scenarios, helping athletes develop skills that are adaptable and robust under changing conditions.

Question 14

Exteroceptors

Answer 14

provides info from outside the body like visual or auditory

Question 15

Interoceptors

Answer 15

provide information about the position of the body and limbs. chemoreceptors, baroreceptors, propreoceptors

Question 16

singna;ls

Answer 16

important sensations

Question 17

Long-Term Memory (LTM)

Answer 17

No limitations. Information must be rehearsed to pass from STM to LTM. Retrieval is sometimes difficult

Question 17

Detection of a signal depends on:

Answer 17

Individual’s sensitivity to the signal or experience (d’, d-prime)
Bias on detection. When arousal is low it can be missed (error of omission) or while arousal is high it can be made up made up (error of commission)

Question 17

Sensory information store

Answer 17

Where temporary sensory info is stored for about 0.5 secs

Question 18

STM

Answer 18

90% lost in 10 seconds.

Question 19

Single-channel theory

Answer 19

there is so much information being presented, we can only deal with one thing at a time.

Question 20

Selective attention

Answer 20

focusing on only important/relevant information. All sensory information enters the short term memory, but only information being focused on passes to long term memory.

Question 21

The cognotive phase of learning

Answer 21

trying to understand instructions. Learner will find (or use) ways to make directions more clear/simple. Takes a lot of cognitive thinking and concious thought

Question 22

The associative phase

Answer 22

uses practice to help develop and perfect a skill. Starting to pit strings togethere and sort of get it but it still doesnt come easy like muscle memoruy. Lots of trial and error starting to gain frequency

Question 23

The autonomous phase

Answer 23

when the learner can perform a skill with little mental effort.

Question 24

Positive learning curve

Answer 24

The more you do it the faster u improve

Question 25

linear learning curve

Answer 25

Rate of improvement remains constant

Question 26

Negatvie learning curve

Answer 26

Rate of increase will eventually plateu it will start fast as you learn but then as learning slows the skill level will just plateu

Question 27

S shape learning curve

Answer 27

Combination of all little improvement rapid improvement then plateu

Question 28

Motor Program

Answer 28

A motor program is a set of muscle commands that result in movement - Multiple motor programs cans be combined to make an executive motor program (such as a triple jump)

Question 29

generalized Motor Patterns

Answer 29

Generalized motor patterns – fundamental movements (running, jumping, striking)

Question 30

Subordinate motor patterns

Answer 30

variations of generalized motor patterns. More fine-tuned and specific, often requiring timing and precision (hitting a baseball, throwing a knuckleball, . Learning progresses from generalized to subordinate for sport or skill specific purposes.

Question 31

Open-Loop control

Answer 31

a skill being performed that isn’t affected by feedback (feeling of the body). Takes place when the movement happens very quickly and it cannot be changed once it starts due to the speed of the movement. Swinging a baseball bat for example, once you have done it uve done it. Generally used for fast movements

Question 32

Closed-Loop control

Answer 32

A skill that adjusts itself to varying conditions by feeding output information back as an input and can be altered mid-movement. These are slower movements like being on a balance beam. Triggered by perceptual trace where the memory of past performances triggers a response to a stimulus. Can be gathered through kinesthesis, proprioception and external feedback.

Question 33

Recall Schema

Answer 33

- initiates movement - slecting and executing motor commands - based on prior experince and knoweldge ex. a basketball play deciding how much power to use in a free throw

Question 34

Recognition Schema –

Answer 34

- evaluates the movement - detecting erros and refining technique - realtime sensory and outcome feedback ex. adgjusting shooting technquee after missing a shot in basketball

Question 35

Reaction time

Answer 35

- the time taken for the introduction of a stimulus to the completion of the action required (reaction time + movement time)

Question 36

what is a fgacotr in reaction time

Answer 36

the main factor affecting the speed of reaction is the number of choices the individual has to make

Question 37

Intrinsic Feedback

Answer 37

- Comes from the athlete’s own senses (proprioception, vision, touch, balance). - Occurs naturally during or after the movement. Example: A gymnast feels their body position during a flip and adjusts mid-air.

Question 38

Extrinsic Feedback

Answer 38

- Provided by an external source (coach, teammates, video analysis, equipment). - Helps athletes refine their technique beyond what they can feel themselves. - Example: A coach tells a swimmer they need to extend their stroke for better efficiency.

Question 39

Ecological Dynamics Theory

Answer 39

-movement is continually reorganized (dynamic) due to surrounding events of the objects of environment, rules, and others (ecological). - Movements happen as a result of interaction between the athlete and their environment Involves quick decision making rather than explicit directions from a coach. (same thing as eco model just the theory thats behind it)

Question 39

Dynamical Systems Theory

Answer 39

Motion doesn’t arise through simple commands, but as a complex interaction of many muscles/bones.

Question 39

Self-Organization

Answer 39

- organisation of components according to environment and constraints. You don’t need to think about giving specific commands to your body (like move your eyes to the left), they typically do it on their own when necessary.

Question 39

degrees of freedom

Answer 39

The interacting parts of the body are degrees of freedom. Meaning they are parts that can act on their own in different ways within the body.

Question 40

Adaptation

Answer 40

- Continuous reorganization of degrees of freedom to adjust to changing situations. - This could be changing which skill you are using due to changes in competition in an athletic event; it could be changing to new environmental factors. - Adaptations are the ability to make new decisions on more relevant perceptions. e.g decision making in a team like switching from offense to defense and vice versa as the game moves between having the ball and not

Question 41

Perception-action coupling

Answer 41

- the connection between information an athlete observes happening and how to respond to it. - This is fast processing that an athlete doesn’t really need to think about. - Helps athletes identify the most relevant information to their current actions and how to respond to it. E.g: intercepting balls in games, surfaces (icy conditions), crosswinds, positional changes by team mates or opposition players

Question 42

AFFORDANCES

Answer 42

opportunities or possibilities for action offered by the environment and based on past experiences, learning and development.

Question 43

Constraints-Led Approach

Answer 43

- New behaviors resulting in the body, mind, and environment all interacting. - Learning is generally non-linear, and should be considered when performance is assessed, practice is structured, instructions are delivered, and feedback is provided. - Various aspects of learning cause more rapid increases or breakthroughs, while others may cause momentary setbacks (like injury or learning new skills).

Question 44

Postives to non linear

Answer 44

Non-linear pedagogy can help foster intrinsic motivation to learn and achieve and can provide specifically designed learning. Non-linear learning and performing is intertwined rather than separate in linear learning THEN performing.

Question 45

positives to linear

Answer 45

- Linear learning separates major movements into smaller pieces to be mastered then reassembled while nonlinear has larger movements learned at once. Practice should look and feel like competition

Question 46

Positive transfer

Answer 46

prior training improves performance ex. training squats to be able to jump higher

Question 46

Zero transfer

Answer 46

prior Training has no effect or correlation on the new skill ex. training hoe to spot in open water swimming as opposed to pool swimming neither helps eachother

Question 46

The Psychological Refractory Period

Answer 46

- When a second stimulus is initiated, reaction time (to the second stimulus) is significantly slower. The additional time required is known as the psychological refractory period. The second stimulus isn’t processed until the end of the first reaction time. Has applications for sports where decision making depends on another period (such as a basketball defender responding to the movements of an offensive player).

Question 47

Negatvie trasnfer

Answer 47

prior training harms performance ex. training tennis but the same hit would hit the back or side wall in squat

Question 48

Skill to skill transfer

Answer 48

When an existing skill helps master a similar skill Throwing a ball to throwing a javelin; typing on a keyboard to playing a piano

Question 49

Practice to performance

Answer 49

Transfer skills from training to a competitive environment Any practice to competition; running on a treadmill to a running race.

Question 49

Abilities to skills

Answer 49

Using an ability to help master a skill Using innate sense of balance to train for a balance beam performance

Question 50

bilateral

Answer 50

Transferring a skill from one side of the body to the other Learning to breathe to a less preferred side in freestyle swimming

Question 50

principles to skills

Answer 50

Using knowledge to apply to physical movement Watching videos of more advanced athletes or plays to apply to ones own performance

Question 51

stage to stage

Answer 51

A progression of learning a larger skill or more complex version of a sport Learning different strokes after learning to swim; 3-on-3 basketball to full basketball

Question 51

Concentration

Answer 51

the intentional direction of mental effort to current situation

Question 51

Selective attention

Answer 51

ignoring distractions while focusing on important information

Question 52

Divided attention

Answer 52

the ability to multitask, do more than one action at the same time

Question 53

Focus

Answer 53

is the central point of your attention e.g where a ball is at a certain point in time

Question 54

Concentration

Answer 54

is the ability to perform with a clear and present focus e.g keeping your mind on the game and not other thoughts

Question 55

Internal distractors

Answer 55

distractions that result from within the self e.g daydreaming, feelings of anger or frustration.

Question 56

External distractors

Answer 56

irrelevant information that results from outside the self such as sounds, sights, or other sensations that diverts attention e.g crowd noise, flash photography, officiating decision, weather. Tend to be auditory or visual.

Question 57

Controlled Distraction

Answer 57

Identifying distraction sources helps focus on an individual task Adjusting performance so that distractions are controlled (as best they can be)

Question 57

Controlled Distraction Techniques

Answer 57

Deliberate Decisions - intentionally making the decision to be focused on specific, controllable aspects of the movement e.g a sprinter focusing on an explosive start out of the blocks instead of the final placing in the race Performance Goals - behavioural outcomes that direct attention to task-relevant information around desirable outcomes e.g golfer might select a target on the fairway, plan the first shot considering the second, visualize the ball in flight. Trigger Words - words that help direct focus to singular task, e.g. “balance” when performing a somersault on the beam Routines - doing the same actions prior to every task to help combat negative thoughts and reduce cognitive load Mental Practice – Visualizing/imagining a task being done to help identify possible distractions or other events

Question 57

Broad External

Answer 57

used to rapidly assess a situation e.g ice hockey player assessing the defensive positioning of the opposition

Question 58

Broad Internal

Answer 58

used to analyse and plan e.g developing game plans, tactics

Question 59

Narrow External

Answer 59

Focuses exclusively on one or two external cues e.g a table tennis player tracking the position of the opposition

Question 60

Narrow Internal

Answer 60

used to mentally rehearse upcoming performance or control psychological state e.g a gymnast mentally rehearsing a routine

Question 61

Level of arousal

Answer 61

is the amount of physical and psychological activation ranging from relaxed to intense. High arousal increases heart rate, breathing rate, and muscle tension. Associated with excitement, anxiety, and stress Different levels of arousal are required for different competition types. High for fast paced and strength, low for slow and relaxed where fine motor control is necessary.

Question 62

Attentional narrowing

Answer 62

is an involuntary focus of attention caused by high arousal. Often noise (irrelevant signals) gets ignored. Can be beneficial to filter out unnecessary information but can be detrimental if too much is filtered out.

Question 63

Low Arousal

Answer 63

At low levels of arousal, performance is typically poor because the individual may be under-engaged or not focused enough.

Question 64

Optimal Arousal:

Answer 64

As arousal increases, performance improves, reaching an optimal point where the individual is fully engaged and performing at their best.

Question 65

High Arousal:

Answer 65

Beyond this optimal point, if arousal continues to increase (e.g., anxiety or stress), performance begins to deteriorate due to reduced focus, coordination, or cognitive functioning.