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Motor Learning Final > CH 10- CONDITIONS OF PRACTICE > Flashcards

CH 10- CONDITIONS OF PRACTICE Flashcards

1
Q

verbal information

A

teaches the learner about the skill, explaining the mechanical principles underlying the skill
-detailed knowledge could be hindering to learning + sometimes no awareness of learning could be more effective

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2
Q

learning without knowledge- experiments that show some knowledge is helpful

A

-Judd (1908): throwing darts to targets under water
-Hendrickson + Shroeder (1941): shooting an air gun under water

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3
Q

learning without knowedlge- experiments that show all knowledge is not necessary

A

-Polani (1958): bicycle balance
-Wulf + Weigelt (1997): complex ski-simulator tasks (slalom)

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4
Q

Wulf + Weigelt, 1997

A

complex ski-simulator tasks (slalom)

-involved bowed rails in a platform on wheels with elastic rubber belts + the subjects were simulating slalom skiing
-goal was to make oscillatory movements with force against the platform
-1 group was given efficient pattern information ahead of time; other group wasn’t given any information ahead of time + had to do trial/error on their own
-the group with advance information performed less effectively + made less progress than group without prior knowledge, due to TMI

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5
Q

implicit learning

A

learning without awareness

-implicit learning can be better than explicit; information/instructions intended to help learning motor skills isn’t always effective + can be detrimental to learning process

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6
Q

focus of attention

A

-instructed external focus on intended movement effects is vital for optimal learning
-aka, we want to know how we will move overall

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7
Q

external focus leads to …

A

greater automaticity + generally more effective motor coordination + movement outcomes

-aka, paying attention to something outside the body is better than paying attention to something inside

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8
Q

is internal or external focus better

A

-external focus > internal focus; external focus usually has best performance

-external focus is PERMANENT in learning, + doesn’t just affect performance which is temporary; external focus impacts learning, NOT just performance

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9
Q

effects of attentional focus instructions

A

-within-participant designs have compared internal, external, + control conditions for focus
-benefits gained during practice persist, even when external focus isn’t maintained

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10
Q

study done on attentional focus instructions

A

-RMSE: root mean square error (aka, how many mistakes were made); on the y-axis

-in this study, there was a supra-postural task during a balanced practice setup where subjects were standing in a balancing task + holding an object in their hands
-subjects were told either to focus on hand (internal) or on an object they were holding (external); another group wasn’t told anything
-results were consistent in beginning, but after practice, we can see that external focus group produced fewest errors
-during retention + transfer set ups, external focus was STILL the best

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11
Q

**

distance effects

A

-motor skills may have more than 1 movement effects, resulting in a choice of what to focus on (ex: a player can focus on the part of the ball to strike, trajectory of the ball, or hitting a target)
-for this, consider the distance of movement effect from the body; more distal external focal points are more effective than proximal (aka, further away is better)

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12
Q

Banks + colleagues, 2015

A

-looked at kayakers + evaluated whether there was faster race time when focusing on finish line or paddle
-study found that focusing on finish line (further away) was better

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13
Q

Bell + Hardy, 2009

A

-evaluated golfers for focusing on ball trajectory, landing point, or club
-study found that the landing point was most significant impact on accuracy

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14
Q

McKay + Wolf, 2012

A

-looked at dart throwing accuracy; subjects focused on bullseye or trajectory of dart
-study found that focusing on bullseye (furthest away) was better

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15
Q

Porter + colleagues, 2012

A

-looked at distance jumped for long jump
-study found that when athletes paid attention to target further away rather than nearby start lines, they performed better

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16
Q

**

experience level effects

A

-novice performers still acquiring the basic movement patterns may benefit more from external focus that is technique-related (proximal)
-aka, especially when it comes to newbies, focusing on external is better

-ex: pro tennis player Roger Federer is more prone to focus internally to very specific technique than a novice player would be; novice player is so overwhelmed with the basic movement patterns that being told to pay attention to their own technique may be overwhelming + cause detriments to performance

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17
Q

wording of instructions/feedback can impact performance + learning profoundly

A

-optimal focus isn’t always adopted, especially if coaches have instructed based on body movements
-some types of focus depend on the skill + combine foci

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18
Q

ex: dancer doing complete static balance over a long period of time

describe instructions/feedback

A

subject must think about legs, arms, etc. while doing this static task + has longer time to modify her movements

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19
Q

ex: dancer doing dynamic + ballistic skills with little time for conscious control

describe instructions/feedback

A

subject is better if adopting external focus (imagining a glide through the air/jumping over something/reaching for the sky) + analogy from instructor would be beneficial (“reach as if you’re reaching for the sky)

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20
Q

motivational influences

A

motivation has indirect effect on motor learning, may encourage learners to practice more
-social-cognitive-affective influence on human behavior; there is an impact of self-efficacy
-impacts attitude

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21
Q

confidence is reflected in what

A

movement fluidity/automaticity
-success breeds confidence + potentiates further success
-practice that increases self-efficacy facilitates learning + mistakes can lead to further mistakes

22
Q

learning is more effective when…

A

-positive social-comparative information is provided
* if we compare our subjects with others similar to them + say “those people did really well, you can too”, our subjects will do better
-task appears less complex or concerns are limited
-success is defined with less stringent criterion
* if our bullseye is bigger, they will feel as if they were more successful

23
Q

**

social-comparative information

A

-when learners believe they are performing a certain way, their learning is impacted
-using positive vs negative vs no feedback (control) does have an impact

24
Q

perceptions of task difficulty

A

facilitate learning by enhancing performer expectations or alleviating concerns

25
Wulf. Chivacowsky, + Lewthwaite, 2012
-age-based study where older adults learned a novel + challenging balance task -enhanced expectancy group was told people perform well on task; this made task less daunting + alleviated concerns related to reduced neuromuscular abilities -we care about retention because it is a way to measure permanent motor learning
26
# ** observational learning
-learning from a model; demonstrates skill so learners can observe the action directly -can be done in person or via videos/photos of skilled performers -information can be represented spatially + can be modeled if the spatial attributes are presented in static, discrete ways (start + finish to each movement); ex: sign language -even very fine spatial information can successfully be learned through demonstration; ex: difficult suture in surgery
27
# ** mirror neurons
neuron that fires BOTH when animal acts + when animal observes the same action -neuron mirrors the behavior of the other; monkey see, monkey do
28
# ** mental practice
mental rehearsal of the performance of a task, using imagery techniques in the absence of overt physical practice
29
Hird et al., 1991
-compared mental vs physical practice using 12 experimental groups; 6 groups pegboard test + 6 groups pursuit rotor task, control group performed unrelated task on stabilometer for same time -pretest -> 7 sessions of training -> posttest -pegboard results- there was reduced practice improvement with the mental group compared to the physical; mental was much better for the control group -pursuit rotor results- reduction in how well subjects performed, the fewer physical sessions they had; we see having some sort of mental practice is better than NO mental or physical at all
30
when not possible, ____ is better than nothing
mental practice -it is important to recognize in patients with disorders that don’t allow them to move at all (or as well as healthy individuals), visualization is SO impactful -we can see that brain regions are turned on even when picturing movements
31
work periods
time spent actually practicing
32
rest periods
time not practicing
33
# ** distribution of practice
scheduling work periods + rest periods; imperative for working within constraints of shorter time frames + longer time scales
34
massing
putting things together, running work periods close together with no or limited rest intervals
35
distributing
spacing work periods with longer rest intervals
36
# ** main points of distribution of practice
-short rest periods degrade performance; longer rest periods result in more effective performances -fatigue -temporary performance + relatively permanent learning
37
Badly + Longman, 1978
-looked at massed vs distributed practice for training postal workers using a keyboard under different practice distribution schedules -found that shorter rest periods degrade performance + longer rest periods resulted in more effective performance -SO, give your athlete some rest -recognized fatigue plays significant role on when rest periods are too short -recognized that temporary performance + relatively permanent learning was more enhanced for permanent learning when practice was distributed (split up)
38
# ** variability of practice
-learning is influenced by variability- this is recognized by the fact that some tasks have inherent variability -acquiring capability to cope with novel situations is vital in open skills * ex: steering a car down an unfamiliar road * constant, unvarying situations wouldn’t be appropriate -variable practice is not obvious during closed skills, where environmental conditions are always similar * ex: bowling * constant settings are preferred
39
# ** retention + transfer are ways we measure ____
permanent learning
40
# ** practicing the same or similar tasks facilitates retention/transfer
retention
41
# ** variable practice increases generalizability during retention/transfer
transfer
42
43
other factors that influence the effects of variability
-subject characteristics (age, nature of task, etc.) -contextual interference (due to context in which skills are practiced)
44
# ** guidance
-learner is physically assisted through the task being learned -variety of procedures (physical pushing + pulling through movement sequences, preventing incorrect movements by physical limitations or a verbal talk-through of the actions) -recognize that performance will be better DURING guidance, so transfer is imperative
45
Armstrong, 1970
-looked at 3 day practice with transfer test on 3rd day when no augmented information was provided to any of the subjects -groups: * terminal knowledge of performance- got feedback about how they performed AT END * concurrent knowledge of performance- got feedback about how they performed WHILE they were doing the movements * guidance- had physical guidance that kept their elbow movements in specific location -during blocks of trials (practice/acquisition phase): guidance group had little error, concurrent KP did reasonable + improved, terminal KP didn’t do as well as other groups but still improved -in the transfer: guidance group didn’t do well, concurrent KP didn’t do well either, best group was terminal KP -this means guidance is fine but won't do subjects well in terms of learning (transfer test) because they won't be able to perform without the device -feedback (knowledge of power) is useful; the best time to give feedback is after a set of trials (terminal KP), after subjects made changes on their own
46
# ** instances where guidance may be beneficial
-when interspersed with active practice trials -when used with complex tasks -when it is less physically restrictive + allows subjects to manipulate some aspects of the apparatus involved
47
# ** generalizations on guidance
-may be effective in early practice when task is unfamiliar (but should be removed later on) -may be most effective for slow tasks; rapid or ballistic tasks not benefitted -prevention of injury or reduction of fear (manual assistance, harnesses, spotting belts)
48
# summary attention can be ____ + have impact during practice
redirected
49
# summary ____ is a strong influencer of practice
motivation
50
# summary learning by observation is possible, as is mental practice; nothing is as impactful as ____
physical practice
51
# summary guidance can have useful influence over practice, depending on ____
scenario

Motor Learning Final (13 decks)

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