Chapter 10 - Structuring Practice Flashcards
what are 5 things you need to consider when trying to structure a practice
-how long
-how many rests
-how many diff. activities
-how much time between practices
-how much structure
what are 4 off-task practice aspects
motivation, instructions, demonstrations, mental practice
-can occur in absence of any PA
-BUT more effective if are interspersed with physical practice
why does motivation affect a learners practice
they devote greater effort to the task, with more serious rpactice and longer practice periods, leading to more effective learning
what are three basic needs taht determine an individuals intrinsic motivation
-autonomy
-competence
-relatedness (being accepted within a social context)
what are 3 specific facotrs that influence motivation that may afftect motor learning
-goal setting
-augmented feedback
-self-regulation of practice
what group would perform better, one that has a goal or one that was told to do their best
one with the goal
-maintain in retention test
positive augmented feedback can provide what to motor learning
a boost, even if the feedback is not entirely true (false-positive-normative feedback)
what is self-regulation of practice
providing some control over the learning environment
when self-regulaiton is used for practicing a skill, learners are typically told what
-can control how much practice to undertake, when augmented feedback will be provided
or
-how to organize the practice schedule
in self-regulation practice studies, what are the yoked groups
control groups that are provided the same schedule of feedback delivery as the self-selected group, however they did not get to select it
effective instructors often begin a demonstration by simply saying what
do this
instructions have been determined to play a strong role in what 2 forms concerning motor learning
verbal
-directing attentional focus
nonverbal
-demonstrations and mdoeling
through verbal instructions, for most performers, instructing them to pay attention to what produces more skilled performance compared to what
intended result of an action (external focus) compared to pay attention to aspects of the movement itself (internal focus)
-perhaps with exception of beginners
does mental practice procedures actually generate motor learning
not as much as physical practice but it does result in far more improvement than in no-practice control groups
What should you limit your verbal instructions to
1 or 2 points
demonstrations are also known as what
modeling
demonstration increases what in relation to a neural basis
mirror neurons
-thye respond to actions that we observe
-create direct link between send of a message and its receiver
an fMRI found mirror neurons primarily in what part of the human brain
-premotor cortex
-supplementary motor area
-inferior frontal gyrus
what is the cognitive view of how mental practice generates new task learning
-facilitates the learning of what to do (only really present in early stages of learning)
mental practice is not just what
cognitive or symbolic learning
what is the neural explanation of how mental practice works
-during mental practice, the motor system produces minute contractions of the participating musculature (mushc smaller than what is actually needed) - movement is carried out in the CNS, providing practice even without moving body - emgs show evidence of weak activities during mental practice (does not resemble pattern of actual movement tho)
what are the 2 roles for mental practice
-skill aquisition
-performance preparation
practicing 4h a day leads to what 2 things
-least effective in schedule in terms of learning
-most efficient in terms of total practice time
what is massed practice
provides relatively little rest between trials
what is distributed practiced
lots of rest
-perhaps with a rest period between etrials that is as long as the trial itself
for a given number of practice trials, decreasing the amount of rest between trials reduces what
the time available for dissipation of fatigue, degrading performance on the next practice trial and perhaps interfefering with learning
what effect does reducing the rest time through massed practice affect learning for discrete tasks
no evidence that it affects learning
-trials are so short, it is very difficult to make rest periods short enough to affect performance
what are the effects of distributed practice on continuous tasks
-longer rest periods lead to more skilled performance during practice and on retention test
what is the costs of longer rest periods even if they lead to positive effects on performance and learning
-lost time
however, costs of rest periods in training might outweigh the benefits of learning
how can you have rest periods in practice but still make time between physical practice trials both effect and efficient
mental practice and observation
