Chap 7 - Preparing the learning experience Flashcards
Define motor learning
relatively permanent changes associated with practice or experience, in internal processes that determine a person’s capability for producing a motor skill
What is performance?
- how an individual moves on any given day
- always observable
- temporary change or fluctuation
What is learning?
- performance over time
- not directly observable
- relatively permanent changes
- stable over time
- indicates change in function
What is an outcome goal?
target performance improvements that focus on the result of the activity
Performance goals
focus on improving on a previous performance
process goals
target the quality of movement and skill execution
Target skills
- skills to be performed
target behaviors
- actions needed to accomplish target skills
target context
- environment in which the person will produce the target skill
What is Locus of control?
- a person’s perception of who or what controls what happens to her or him
- internal vs external
- stable vs unstable
Generalization
type of learning that transfers from practice to target context
near transfer
type of learning that transfers from one task to another under very similar tasks or situations
- adapts target skill to meet the demands of another situation
far transfer
from one task to another VERY DIFFERENT
Achievement motivation
effort used to reach a goal for mastery - must see personal relevance
past experience
tasks that share many similar elements are expected to transfer to a greater extent than those that don’t
perceptual elements
task related stimuli that people interpret for successful performance
conceptual elements
similar strategies, rules critical to performance
specificity of learning
the more similar the movement components and environment to the target skill, the better the learning experience
What are the three stages of learning?
- verbal-cognitive
- motor
- autonomous
Characteristics of verbal-cognitive stage
- lots of talk time
- lots of thinking time
- self-talk
- verbal guidance
- large, rapid gains
Characteristics of the motor stage
- solved cognitive problem
- refining skill
- more effective movement
- more consistency
- strategies
- need precise feedback
Characteristics of autonomous stage
- some people never get there
- little or no attention needed
- longer motor programs established
- higher-order cognition
What are the 3 stages of Fitts and Posner
- Cognitive
- Associative
- Autonomous
Stage 1 of F&P
Cognitive
- understanding nature of task
- developing strategies
- eval of success
- HIGH cognition
- Attention
Stage 2 of F&P
Associative
- refines optimal strategy
- variability declines
- can last a while
Stage 3 of F&P
Autonomous
- Attention is free for other aspects
- too much attention to an autonomous skill can decline the skill
Gentile 2 stage
- getting idea of movement
- understanding dynamics - goals - sensory
- Fixation / Diversification
Fixation - decreased variability - consistent performance
Diversification - increased variability - adaptable to changes
3 stages of GMP formation
- Early - movement controlled by individual MP
- Middle - behaviors grouped/controlled together
- Late - single GMP controls movement
What are outcome measures for skills assessment?
performance observations that indicate some aspect of the result as it relates to time, distance, frequency, and accuracy
Process measures
indicate something about the quality of movement
Constant error
measure of person’s deviation from a target with respect to amount and direction
Variable error
inconsistency of results of several movements with respect to the average constant error of the movement
