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exr 301: motor learning > chapter 1: perspective in motor behavior > Flashcards

chapter 1: perspective in motor behavior Flashcards

1
Q

motor behavior

A

umbrella term for motor control, motor learning, and motor development

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2
Q

describe motor control

A

-neural, physical, and behavioral aspects of movement

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3
Q

examples of motor control

A

studying reaction time and processing speed

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4
Q

the three core issues in motor control

A

degrees of freedom problem
serial order problem
perceptual motor integration problem

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5
Q

explain degrees of freedom problem

A

-independent elements that must be constrained to produce coordinated motion

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6
Q

explain the importance of coordination in the degrees of freedom problem

A

-minimizes the degrees of freedom to produce a less complex movement and achieve a goal

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7
Q

explain the serial order problem

A
  • sequencing and timing of movement behaviors

- the plan to prepare for an action (coarticulation)

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8
Q

what are spoonerisms

A

errors in speech due to exchanging letters in words

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9
Q

action slip

A
  • thinking about action rather than task resulting in the wrong action
  • prepare for subsequent movements rather than completing one before moving to next
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10
Q

explain the perceptual motor integration problem

A
  • how perception and actions are incorporated (we often can feel ourselves doing something when we watch someone else do it)
  • we make inferences based on sizes and weight of objects
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11
Q

what is motor learning

A
  • capacity of skilled actions due to practice or experience that is relatively permanent, cannot be due to maturation, and cannot be directly observed
  • process is required to induce change
  • direct result of practice
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12
Q

how are performance and motor learning different

A

-motor learning should be permanent while performance can change and is a result of a motor skill

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13
Q

what are the four ways motor skills can be classified

A
  • skills are learned ability to bring about predetermined results with maximal certainty
  • sport skills, developmental taxonomies, single dimensional classification, and multidimensional classification
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14
Q

three ways of classifying sport skills

A

cognitive, perceptual, and fundamental

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15
Q

cognitive skills (sport skills)

A

require decision making and solving problems (such as a quarterback deciding where to throw a football)

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16
Q

perceptual skills (sport skills)

A

interpreting sensory information (such as speed or direction)

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17
Q

fundamental motor skills (sport skills)

A

basic skills that provide foundation for more complex sport skills (overhand throwing, jumping, catching)

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18
Q

nonlocomotor stability

A

stability against gravity

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19
Q

three developmental taxonomies

A

nonlocomotor stabilty
locomotor skills
manipulative skills

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20
Q

locomotor skills

A

body transport

body must be stabilized for these skills

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21
Q

nonlocomotory stability

A

-stability is ability to maintain body temp against forces of gravity

22
Q

manipulative skills

A

use smaller muscle groups and allow for feelings of object to identify them (slight adjustment can compromise the outcome)

23
Q

four single dimensional classifications

A

movement precision
environmental predictability
time constraint taxonomy
nature of the skill

24
Q

movement precision (what it is and types)

A
  • based on size of muscle groups used
  • gross motor skills: require large movements:; less precise
  • fine motor skills: require small movements, more precise
25
Q

environmental predictability (what it is and types)

A
  • used to classify predictability of environment
  • open skills : environment is changing
  • closed skills: stable environment with greater predictability
  • interatrial variability : change between trials
26
Q

time constraint taxonomy (what it is and types)

A
  • classified by time constraints
  • self paced : initiated by mover
  • externally paced: response to action
27
Q

nature of the skill

A
  • discrete: clearly defined beginning and end (shorter duration)
  • continuous: no clearly defined beginning or end (longer duration and repetitive motion)
  • serial: include series of discrete skills that must occur in specific sequence
28
Q

multidimensional classification

A
  • environmental context (regulatory conditions: stationary or moving and intertrial variability)
  • action requirements (body orientation and manipulation)
29
Q

gentiles taxonomy

A

-allows for individualization of motor skill progress

30
Q

what does gentiles taxonomy use

A

environmental context and action requirements

-also classified skills as moving or stationary

31
Q

environmental context

A
  • regulatory conditions : environmental conditions specific to skill or sport (field size, goal height; moving or stationary)
  • interatrial variability
32
Q

action requirements

A
  • body orientation: body transport of stability

- manipulation: more complex

33
Q

what are skills and what are abilities?

A
  • skills: learned actions ; task requires level of proficiency
  • abilities: product of learning and genetics
34
Q

what is a general motor ability

A

hypothesis that some athletes can adapt to manty things and quickly learn new motor skills

35
Q

what is a specific hypothesis

A

every motor skill requires very specific abilities for skillful performance and each person has many independent abilities

36
Q

what is the purpose of Fleishman’s taxonomy of motor abilities

A

categorizes abilities into perceptual motor abilities or physical proficiencies

37
Q

perceptual motor abilities

A

control precision, aiming, rate control, response orientation, manual dexterity, finger dexterity, arm hand steadiness, wrist and finger speed

38
Q

physical proficiencies

A
  • strength (explosive, static, trunk)
  • flexibility and speed (extent, dynamic, speed of movements)
  • balance (static, dynamic, balancing)
  • coordination (multi-limb and gross body)
  • endurance (stamina and dynamic strength)
39
Q

motor development

A

looks at age related changes that occur over life and what affects these changes

40
Q

how is motor development assessed as a product and as a process

A
  • as product : outcome
  • as process : mechanisms of change
  • must be organized and successive changes over time
41
Q

precursor period

A
  • focus on product development
  • nature vs. nurture
  • argument of if humans are molded by heredity or environment
42
Q

maturational period

A
  • focus on maturation

- transitions from one stage to the next are controlled by nature and exclude external transitions

43
Q

normative period

A

-focus on movement skills in school age children
During which period of the field’s history did motor learning researchers focus on the processes underlying performance changes during the learning of new simple motor skills and the evaluation of performances?

44
Q

process oriented period

A
  • hypothesis driven research

- emergence of information processing theory, ecological approach, and dynamic systems approach

45
Q

4 periods of motor development

A
  1. precursor period
  2. maturational period
  3. normative period
  4. process oriented period
46
Q

grip depending on placement of object

A
  • if people grasp object high, they place it low

- if people grasp object low, they place it high

47
Q

capability

A

-skilled behavior may occur if conditions are favorable

48
Q

intertrial variability

A
  • any change between trials

- golf has high

49
Q

serial motor skill example

A

chopping cucumbers and tomato for salad

50
Q

physical growth vs maturation

A
  • increase in body size or in individual parts throughout body
  • maturation is fixed transitions or order of progressions that enable a person to progress to higher levels of function

exr 301: motor learning (4 decks)

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