EXAM #2 Flashcards
practice and feedback!
positive transfer
Previous practice in one
skill assists learning of a
new skill
why do we practice?
To increase our capability of performing a skill in
future situations (retention and/or transfer).
what may occur when varying the variety of movement or context charcterisitcs experienced during practice of a skill?
poor performance in practice’
better performance in retention and transfer
how does the nervous system learn the relationship between descending motor commands and movement outcomes?
via sensory feedback
are results improved from retention and transfer of learned motor skills
YES
T OR F: would you want low variability for early learners?
YES variability produces greater error
what is stage 1?
Getting the idea of the movement -
Variability in practice may interfere with this stage
what is stage 2?
Fixation and diversification – requires
variability in practice
what can vary in practice?
context (environment): regulatory conditions and non-regulatory conditions
skill (task): movement patterns and movement parameters
does variability in the environment require variability in the skill (diversification)?
YES
closed (stationary) environment
When regulatory or non-regulatory conditions vary in ‘real’ performance, they should also vary in practice
regulatory conditions of inter-trial variability
practice should vary distances, snow characteristics, slope
non-regulatory conditions of inter-trial variability
distant rock formations, crowd
regulatory conditions of (no inter-trial variability)
Practice should not vary regulatory
conditions (e.g., height, width)
non-regulatory conditions of (no inter-trial variability)
Should vary crowd noise, game
‘situations’, etc.
If there is always inter-trial variability …
regulatory and non
-regulatory conditions should vary in practice
T OR F: Early learners need low variability
TRUE
Fractionization
Practice parts
separately. Put
together when each
part is learned
Segmentation
Practice part A, then
B, then AB, then C,
then ABC =
Progressive chaining
Simplification
A variation on
whole practice;
reduces difficulty
of the entire skill
random practice
putting parts together in a different order
blocked practice
learn each part seperately
serial practice
connect the parts in the same order each time
T OR F = Random practice results in better learning and retention compared to blocked practice
TRUE
blocked practice results in ….?
better practice performance
random practice results in ….?
better learning = retention
does learning benefit from high contextual interference?
yes it increases retention and transfer
what is most apparent in more skilled performers?
expectation
what is least apparent in less skilled performers?
- blocked practice no different from random practice
- no expectation
massed practice
rest between sessions are short
distributed practice
rest between sessions are longer than practice
what does distributed practice lead to better performance in?
practice and retention
disadvantages of massed practice
Increased fatigue in massed practice
Decreased cognitive processing/effort in massed Decreased opportunities for memory consolidation in massed
T OR F: Expert-level performance is primarily the result of expert-level practice… NOT due to innate ability.
TRUE
what is deliberate practice?
Deliberate practice is a highly structured activity
with the specific goal of improving performance.
what does training in deliberate practice look like?
- not leisure
- performer is motivated
- task design takes into account pre-existing knowledge (best with tutor/coach)
- immediate informative feedback (KP)
- lots of repetition
practice variability
the variety of movement and context
characteristics a person experiences while practicing a skill
contextual interference
the memory and performance
disruption (i.e., interference) that results from performing multiple skills or variations of a skill during practice
