Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

Intro kinesiology > Chapter 18- Motor Skills > Flashcards

Chapter 18- Motor Skills Flashcards

1
Q

what 5 factors affect development of movement intelligence?

A

1) starting at young age
2) learning time
3) instructor
4) equipment
5) progression

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

true or false: it is good to start the learning process as early as the preschool years

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

basic skills

A

basis for other activities (walking, throwing, catching)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is needed for skills to be effectively learned and maintained?

A

physical experience

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

a sufficient time must be allotted for participating in physical activities that enhance __________

A

movement skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

true or false: instructors, physical educators, and coaches must be properly trained and have experience with teaching PA

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

effectiveness of teaching movement skills is directly related to the quality of _______

A

equipment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

right progression

A

teaching skills in an organized manner that makes skills easier to grasp and learn

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what are the 3 general stages of motor learning?

A

1) cognitive or acquisition stage
2) associative or stabilization stage
3) autonomous or application stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

each of the 3 stages of motor learning consists of what 2 things?

A
  • changes that occur as motor learning takes place

- important features unique to each stage

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

cognitive/acquisition stage begins when?

A

when task is first introduced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

during cognitive/acquisition stage, the learned cognitively determines what 2 things?

A

1) what the particular skill involves

2) performance goals required to perform the skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

2 things about the instructions for cognitive/acquisition stage?

A

1) are verbally transmitted (verbal stage)

2) serve to convey the general concept of the skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

______ and _______ facilitate learning in cognitive/acquisition stage of motor learning?

A

self-talk and verbal reminders

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what are the 3 performance outcomes of cognitive/acquisition stage?

A

1) slow
2) jerky
3) awkward

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is associative/stabilization stage focused on?

A

performing and refining the skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what is concentration of associative/stabilization stage directed towards?

A

smaller details (e.g., timing)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what is the performance outcome of associative/stabilization stage?

A

controlled and consistent

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

are the performance improvements of stage 2 of motor learning slow or rapid?

A

rapid (though somewhat slower than first stage)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

2 things about the performance of stage 3 (autonomous/application stage)

A

automatic and very proficient

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what are the 2 performance improvements of autonomous/application stage?

A
  • slow

- less obvious (e.g, reduced mental effort, improved style, reduced anxiety)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

information feedback

A

the information that occurs as a result of a movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

true or false: all information is received during the movement

A

FALSE: some information is received during the movement and some is provided as a result of the movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

true or false: feedback is one of the weakest factors that controls the effectiveness of learning

A

FALSE: feedback is one of the strongest factors that controls the effectiveness of learning

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

intrinsic feedback

A

information that is provided as a natural consequence of performing an action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

what are the 2 forms of intrinsic feedback?

A

1) knowledge of performance (arm extension when hitting the tennis ball)
2) knowledge of results (watching the tennis ball land in the opponents court)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

extrinsic feedback

A

informaton that is provided to the learner by somebody else or some artificial means following a performance outcome

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

what kind of information does extrinsic feedback provide?

A

information above and beyond what is naturally available to the learned (augmented feedback)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

true or false: extrinsic feedback can be controlled

A

true

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

knowledge of results

A
  • information about the degree of success
  • not effective when outcome is obvious
  • important when outcome is less obvious
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

knowledge of performance

A
  • information about the execution of a completed movement

- example: “took your eye off the ball,” “swing was a little late,” etc.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

what does extrinsic feedback serve to do?

A

serves to motivate the learned

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

providing feedback continuously for a long period of time can lead to _____

A

dependency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

_______ feedback tends to enhance learning

A

occasional feedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

what are 3 types of feedback that minimize dependency?

A

1) faded feedback
2) bandwidth feedback
3) summary feedback

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

faded feedback benefit?

A

teacher can tailor feedback to respect individual differences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

3 benefits of bandwidth feedback?

A

1) eventually faded feedback occurs
2) lack of feedback = positive reinforcement
3) movement consistency develops because learner is not encouraged to change movement on each trial

38
Q

2 benefits of summary feedback?

A

1) generates movement consistency

2) avoids overloading the learner

39
Q

what point in the learning process is information feedback needed most?

A

during the cognitive stage, feedback is vital

40
Q

during which point in the learning process is there faded, summary or bandwidth feedback

A

during associative stage

41
Q

during which stage in the learning process is there feedback withdrawal

A

autonomous stage

42
Q

how much feedback is necessary during novel tasks?

A
  • processing capacity can be easily overloaded
  • intense but selective instruction
  • one important piece of information feedback at a time
43
Q

what are the 2 precisions of feedback

A

1) descriptive (general) feedback

2) prescriptive (precise) feedback

44
Q

descriptive (general) feedback

A
  • indicates something you did, right or wrong

- e.g., there was no follow through

45
Q

prescriptive (precise) feedback

A
  • provides you with precise correction statements about how to improve your movements
  • e.g., snap your wrist more on the follow through
46
Q

_______ feedback generates far better results

A

precise

47
Q

true or false: generally, the greater the delay of information provision the less effect the given information has

A

true

48
Q

is immediate or postponed feedback more beneficial?

A

immediate

49
Q

true or false: transfer of learning between 2 tasks generally increases as the similarity between them decreases

A

FALSE: transfer of learning between 2 tasks generally increases as the similarity between them increases

50
Q

what are the types of transfer?

A

1) positive vs. negative

2) near vs. far

51
Q

what is an example of positive transfer

A

practicing drills and lead-up games with strong (positive) transfer to the actual game

52
Q

when can learning be positively transferred from practice to game situation?

A

when drills are similar in nature to the criterion task

53
Q

is negative transfer common?

A

not common

54
Q

negative transfer

A

activities that may negatively transfer to the criterion task need to be avoided when performance is critical

55
Q

what is an example of negative transfer

A

playing mini golf before a golf tournament

56
Q

when is near transfer desired

A

when the learning goal is a task taht is relatively similar to the training task

57
Q

near transfer

A

transfer of learning is specific and closely approximates the ultimate situation

58
Q

what is an example of near transfer

A

practicing various plays before a volleyball tournament

59
Q

when is far transfer desired

A

when interested in developing more general capabilities for a variety of skills

60
Q

far transfer

A

occurs from one task to another very different task

61
Q

when does far transfer best apply?

A

when beginning to learn a skill

62
Q

what is an example of far transfer?

A

learning to do an overhand throw to help with: baseball throw, football throw, tennis serve, volleyball spike…

63
Q

what are 4 transfer strategies?

A

1) training machines and simulators
2) whole vs. part practice
3) lead-up activities and drills
4) mental rehearsal

64
Q

training machines and simulators

A

closely mimic features of real-world task

65
Q

what is the goal of training machines and simulators?

A

positive transfer of learning from simulator to the target skill

66
Q

what does the effectiveness of training machines and simulators depend on

A

the ability to simulate motor as well as perceptual, conceptual, and biomotor elements

67
Q

part practice

A
  • practicing independent components of motor skill

- eventually, units of a task should transfer to the task as a whole

68
Q

what is an example of part practice?

A

gymnastics routine

69
Q

whole practice

A

practicing skill as a whole

70
Q

what is an example of whole practice

A

golf swing

71
Q

when is part practice effective

A

for tasks serial in nature and relatively long duration. effective as long as the actions of one part do not interact strongly with the actions of the next part (i.e., independent)

72
Q

when is whole practice used?

A

with discrete tasks of short duration where components interact intensely. practicing individual components would change the essence of the skill

73
Q

progressive part practice

A
  • used to avoid transfer problems due to high levels of interaction among task components
  • effective for any sequential action
  • e.g., tennis serve
74
Q

lead up activities and drills

A

1) transfer to another target sporting activity. e.g., passing, shooting, dribbling, and faking drills for soccer
2) improvement of basic abilities
- quickening, balancing, perceptual exercises, etc.
- e.g., perceptual motor training

75
Q

mental rehearsal

A

the process associated with mentally rehearsing the performance of a skill in the absence of any overt physical movement

76
Q

true or false: evidence has demonstrated that mental rehearsal generates positively transferable motor learning

A

true

77
Q

what does mental rehearsal involve

A

constructing model situations and going through the motions of what you will do later

78
Q

who is mental rehearsal especially beneficial for?

A

injured athletes

79
Q

mental rehearsal is a _______ to physical practice

A

supplement

80
Q

what are the 2 conditions of practice

A

1) blocked practice

2) random practice

81
Q

blocked practice

A
  • a given task is practiced on many consecutive trials before setting about the next task
  • enables the learners to correct specific problems and refine their skills one at a time
  • important early in practice when correct habit should be learned
82
Q

random practice

A
  • ordering of tasks is randomized in a way that tasks from different classes are mixed throughout the practice period
  • random practice is very effective once a skill has become more developed
83
Q

massed practice

A
  • a schedule in which the amount of rest between practice trials is short relative to the trial length
  • e.g., 5 sec of rest for a practice trial lasting 60 secs
84
Q

distributed practice

A
  • practice that allows for more rest between trials relative to the trial length
  • the rest period may last as long as the trial itself
85
Q

what will reducing the amount of rest between trials do?

A

reduce the amount of time the body and central nervous system have to recover from physical and mental fatigue

86
Q

true or false: there is an optimal practice-rest ratio for all learning tasks

A

FALSE: there is no single optimal practice-rest ratio for all learning tasks

87
Q

3 things about grouping for practice

A

1) designed to make learning suitable for everyone involved
2) should be based on the learners skill levels, rather than a subjective determination of their underlying abilities
3) other factors, such as maturity level, previous experience, and level of physical fitness need to be considered

88
Q

true or false: until the learner has been motivated, effective learning is not likely to occur

A

true

89
Q

who plays an important role in motivating students (encouraging learners to set goals, providing excellent demonstrations, or using visual aids)

A

instructor

90
Q

true or false: a person who is motivated makes more of an effort during practice, can practice for longer periods of time, and learns more in the end

A

true

91
Q

the law of effect

A

organisms tend to repeat responses that are rewarded and to avoid responses that are not rewarded or punished

Intro kinesiology (19 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions