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Motor Behavior > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Perceptual and physical motor abilities

A

Fleishman’s Taxonomy

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2
Q

Problems with predicting future performance success based on early abilities (Written)

A

-There’s no guarantee that we will become skillful; we have only the potential to be skilled – need practice and experience to realize that potential
-Early burnout – children should be provided with a variety of movement experiences

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3
Q

4 learning styles (VARK)

A

-Visual (seeing)
-Auditory (listening)
-Read/Write
-Kinesthetic (movement)

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4
Q

Strategies to improve motivation (Written)

A
  1. Creating a justification
  2. Providing success
  3. Building in enjoyment
  4. Instituting a goal setting
    program (challenge)
  5. Positive reinforcement
  6. Offering choices and
    opportunities for self-
    direction
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5
Q

Understand types of transfer (Written)

A

Postive, Negative, Zero/No

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6
Q

Understand elements of transfer (Written)

A

Movement elements - motor patterns

Perceptual elements - interpretation of stimuli

Conceptual elements - principles, strategies

Temporal & Spatial elements

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7
Q

Teaching for transfer

A

-Analyze the task
-Provide adequate experience with original task
-Label or identify important features of a task
-Know the learner - past experience, skill level
-Teach lead-up skills or organize curriculum for transfer
-Use analogies
-Maximize similarity between teaching and ultimate performance situation

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8
Q

Types of goals

A

outcome, performance, process

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9
Q

SMART acronym

A

Specific, Measurable, Attainable, Realistic, Timely

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10
Q

Social Learning Theory

A

-Basic Principle: Modeling operates principally through its informative function + Observers acquire mainly mental and symbolic representations of modeled events. + These symbolic representations are then used to guide performance.

-Four Component Subprocesses* Attention* Retention* Motor Reproduction (Practice)* Motivation

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11
Q

Six steps of demonstration

A

Step 1: Tell the students what they will do in practice and why
Step 2: Tell them what elements of the skill to attend to
Step 3: Say each of the steps to the students
Step 4: Do each of the steps in front of the students
Step 5: Ask students to memorize the steps
Step 6: Have students practice the skill

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12
Q

Understand the different segmentation part-practice methods (Written)

A

part-whole= step, step, step, all together

Progressive-part= step, step, both, step, all three, step, all four

Repetitive-part= step, add next step, add next step…

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13
Q

Know when to use part vs whole practice

A

Whole - high organization, low complexity

Part - low organization, high complexity

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14
Q

Understand organization and complexity (Written)

A

Organization= How much does the performance of each part of the skill depend on the component that precedes it?

Complexity= How many subcomponents? How many information-processing demands?

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15
Q

Imagery guidelines

A
  • Practice imagery every day
  • Avoid distractions
  • Focus on familiar situations/skills
  • Create positive, vivid, and controllable images
  • Focus on success and goal attainment
  • Incorporate all senses in the imagery, to replicate an actual situation or environment
    -Image timing
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16
Q

Understand contextual interference

A

Interference that results from switching from one skill to another or changing the context of the task

17
Q

Massed vs distributed practice

A

Massed practice-
* Learning discrete skills
* Highly skilled learner
* In good physical condition

Distributed practice-
* Learning continuous skills
* High energy demands
* Young children
* Tasks with degree of risk

18
Q

Blocked vs random practice

A

Blocked Practice - practice one skill for a certain practice period

Random Practice - equal amount of time devoted to each task but it is randomly presented for practice during each practice period

19
Q

Theory for why random practice is effective

A

Slows learning but improves retention and transfer.

20
Q

Constant vs varied practice (Written)

A

Constant - rehearse only one variation of the task during a set period

Varied - rehearse several variations of the task during a set period

21
Q

Schema development (Written)

A

Schema is a rule or relationship that directs decision making when a learner is faced with a movement problem
*Schema is built on past experience
*Strengthened with more varied practice

22
Q

KP and KR (Written)

A
  • Knowledge of Results (KR) - provides information about the
    outcome
  • Knowledge of Performance (KP) - provides information about the
    quality of the movement
23
Q

Descriptive vs prescriptive (Written)

A
  • Prescriptive = suggestion for
    how to correct an error
  • Descriptive = describes
    nature of error
24
Q

Error vs correct feedback

A
  • Error-based for learning, especially when it augments relatively
    obscure sensory FB
  • Correct-based for motivation
25
Q

Functions of feedback

A

Functions of Feedback
* Informational (i.e., error correction)
Information provided about skill performance (patterns of
actions or quality of movement) will direct a learner’s
attention to that aspect of the skill.

  • Reinforcement
    Information provided will increase the probability that the
    action will be repeated again.
  • Motivational
    Information provided will encourage goal achievement.
26
Q

Feedback sandwich (Written)

A
  • Reinforce the positive aspects of the performance
  • Inform - Be SPECIFIC about what needs to be changed (correct one
    error at a time) and HOW to change it. (Prescriptive KP)
  • Encourage
27
Q

Type of feedback based on stage of learner

A

Depends on:
* the precision of the skill
* the stage of learning
* Early stage = more general
* Later stage = more precise
and specific

28
Q

Skill

A

proficiency in performing a task* Depends upon innate ability as well as quantity and quality of practice

29
Q

Ability

A

inherited, stable traits (differ among individuals)that is a prerequisite to the development of skill proficiency –are specific

30
Q

Perceptual Motor Abilities

A

Control precision, multi-limb coordination, response orientation, reaction time, speed of limb movement, rate control, manual dexterity, arm-hand steadiness, wrist-finger speed, aiming

31
Q

Physical Proficiency Abilities

A

static strength, dynamic strength, explosive strength, trunk strength, extent flexibility, dynamic flexibility, gross body coordination, gross body equilibrium, stamina

32
Q

Postive transfer

A

prior learning promotes present learning

33
Q

Negative transfer

A

Prior learning impedes the learning of a new task

34
Q

No/zero transfer

A

former learning has no effect on the learning of a new task

35
Q

Outcome goals

A

Standard based on results of performance

36
Q

Performance goals

A

standard based on personal past performance

37
Q

Process goals

A

aspects of skill execution that will help reach standard

Motor Behavior (2 decks)

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