(F) L2: Psychomotor Learning Flashcards
This refers to the ff.:
- action-oriented
- requires neuromuscular coordination
- deals with manual skills
- learned through manual manipulation
- involves coordinated muscular movements accompanied by intention and precise timing
Psychomotor Skill
Psychomotor Teaching Principles:
- understanding the cognitive elements of the skill
- asks why, when, when not, etc.
- involves knowing the precautions and instruments to use
- full comprehension of the theoretical aspect, importance, and materials required
Conceptualization
Psychomotor Teaching Principles:
- seeing the entire demonstration from beginning to end
- see the model of expected performance/the correct way of doing it
- leads students to imitate what they say
Visualization
Psychomotor Teaching Principles:
- hearing a narration of the step-by-step procedure along with a second demonstration
- students can also narrate the step by step procedure (orally enumerating the steps)
Verbalization
Psychomotor Teaching Principles:
- performing the skill leading to precision training and eventual articulation
Practice
Refers to performing a small part of the skill
Subcomponent
Refers to performing small parts of the skill altogether
Linkage Practice
Refers to performing the entire skill repeatedly
Contiguous Practice
Psychomotor Teaching Principles:
- errors need immediate feedback and rectification
- commenting on correct performance
Correction and Reinforcement
Psychomotor Teaching Principles:
- ability to perform a sequence in a practice without errors
- leads to student articulation
Skill Mastery
Psychomotor Teaching Principles:
- regularly performing the skill as a routine without error
- becomes automatic when one performs without error
- leads to naturalization
Skill Autonomy
Phase/Stage of Skill Learning:
- having a goal with a clear-cut need or problem
Getting the Idea of the Movement (Stage 1)
These stimuli are capable of influencing motor activity and they must be attended to
Regulatory Stimuli
These stimuli do not influence skill performance
Non-regulatory Stimuli
Refers to the ff.:
- when environmental conditions and relevant stimuli remain stable throughout the performance
- common in the lab setting
Closed Skills
Refers to the ff.:
- takes place in a changing environment
- regulatory stimuli vary throughout the skill performance
- performed in a clinical setting
Open Skills
Refers to a general mental preconception of what movements are required to attain the goal
Motor Plan
Phase/Stage of Skill Learning:
- must practice and refine skills until it can be reproduced the same way all the time
- practicing in a changing environment so that it can be modified anytime to meet new stimuli
Fixation or Diversification (Stage 2)
Fixation or Diversification:
- must practice and refine skills until it can be reproduced the same way all the time
- stems from closed skills
Fixation
Fixation or Diversification:
- practicing in a changing environment so that it can be modified anytime to meet new stimuli
- stems from open skills
Diversification
Use this when performing the skill so that you won’t be distracted, it is necessary to focus on your current priorities
Selective Attention
This theory states that our brains can only handle a limited number of stimuli at a given time, and that competing stimuli can get filtered out whether consciously or unconsciously
Bottleneck Theory of Attention
One has to focus their attention while performing ______ skills
Closed
This feedback:
- comes from within the student
- acts like an internal voice that tells you if you’ve performed well
Intrinsic Feedback
This feedback:
- is given by the teacher or other objective source
- augments the other type of feedback
Extrinsic Feedback
Extrinsic Feedback is also known as?
Augmented Feedback
Forms of Augmented Feedback:
- external verbal feedback about the outcome
- the teacher evaluates and reports on the result of the performance
Knowledge of Results (KR)
Forms of Augmented Feedback:
- the external information about the action process involved in the performance
Knowledge of Performance (KP)
What type of feedback should be provided first before the other?
Intrinsic first, extrinsic second
The gap between intrinsic and extrinsic feedback should not be too ______
Long
Repetition must come with _______ in order to be effective and improved upon
Feedback
Videotaping the performance requires a ______ for comparison
A reference point (e.g. checklist or rubrics)
Refers to repeated practice sessions with very short or no rest periods in between trials
Massed Practice
Refers to practice where there are allotted rest periods in between trials
Distributed Practice
More short practices are ____ than a few long practices
More or less effective?
More
Which among distributed and massed practice is better?
Distributed (better to have rest periods)
If you practice long enough then _______ is less likely to occur
Forgetting
This can occur due to a change in motivation or attention; a straight line occurs where improvement stops
Learning Plateau
This proposes that behavior does not alway follow an expected smooth trajectory
Nonlinear Dynamics
This refers to the ff.:
- aka mental imagery, rehearsal imagery, guided imagery, or visualization
- widely studied in movement science and applied in PE
- being able to visualize or internally experience the skills to be performed
Mental Practice
It is a moving model of correct performance which can be pulled up and used as needed; writing the instructions is important for them to perform these at home
Mental Practice
Approaches to Learning Psychomotor Skills:
- self-instruction is the primary teaching method
- a skills handout is provided so that students can learn at their own pace
Independent Learning
T or F: Independent learning is less efficient as most students prefer to be taught by faculty
False (independent learning can still be effective despite having a preference for F2F classes)
Refers to practicing skills with equipment involved and where the settings are similar to the real world; increases the chances of a positive transfer of learning
Simulations
Refers to when people learn by observation and retain a mental model of that behavior; if one fails to attempt to all aspects of it, a mental mode may be deficient
Demonstrations
The 5 Step Method:
- motivates the student to understand the skill’s importance
Overview
The 5 Step Method:
- demonstrating correctly without talking
- giving a mental picture on how it should look when done correctly
- allows students to self-evaluate their own performance
Silent Demonstration
The 5 Step Method:
- repeat the demonstration while describing each step so that students can fit it into a sequence
- give students the time to inquire or clarify
Narrative Demonstration
The 5 Step Method:
- students talk throughout the skill and describes it step by step
- understand and remember the sequence
- helps students memorize so they can recall as they move on
Mental Practice
The 5 Step Method:
- the students perform the skill while teachers provide feedback or coach
- students should continue to practice until they reach the desired level of proficiency
Return Demonstration
This refers to the ff.:
- describes the step by step progression of a skill
- used by teachers while demonstrating to make sure nothing is forgotten
- used by teachers to evaluate the students
- used by students during self-instruction for guidance and feedback
Skill Performance Checklist
This refers to the ff.:
- this is used to describe how well the step-by-step procedures were done
- the teacher decides ahead of time what score or rating would indicate a successful performance
Rating Scale
_____ and _____ come together in a clinical laboratory
Theory and Practice
Complex psychomotor skills in a clinical setting requires a real _______
Patient
Most clinical skills are perfected in what location?
Laboratories
Education should come ______ work experience
Before
New students should not be given too much ______ and ______ as this could increase the chances of error
Responsibilities and expectations
T or F: Students are taught more than they are supervised and evaluated
False (reverse)
Students are expected to ______ rather than practice
Perform
The emphasis in the clinical laboratory should be on what 2 factors?
Teaching and Guiding
T or F: The evaluation of clinical practice is the same with practice
False (separated)
If a laboratory is not part of the school institution, this must be drawn between the institute and the lab
Contract
If laboratory staff are part of the school institution, then they are part of the _______
Honorary
This type of evaluation:
- refers to feedback or diagnostic
- given during the learning process
- identifies strengths and weaknesses (orally or in writing)
- can be graded or not
Formative Evaluation
This type of evaluation:
- is given at the end of the learning process
- assesses whether a student achieved the learning objectives and are ready to move on
- a grade is given after the computation
Summative Evaluation
Reference Evaluation:
- a student is compared with a norm group
- grading is relative to the performance of the group
- grades are distributed on a normal curve (e.g. 80% to the right will pass while the 20% to the left will fail)
- there will always be passes and fails depending on the group
Norm Reference
Reference Evaluation:
- student is compared with a well-defined performance criteria
- defines the behaviors expected at each level
- students are informed of the behavior needed to pass
- all may pass or fail depending on the criteria
- is less subjective because of the standard
Criterion Reference
Human behavior is too ______ to permit fine discrimination (e.g. assigning number/letter grades)
Complex
For clinical grades, what grading system is strongly suggested?
Pass/Fail or Satisfactory/Unsatisfactory
For schools that require various grading methods, what is recommended for the theoretical vs. the clinical part?
Theoretical - number or letter
Clinical - pass or fail
If a student passes the theoretical but fails the clinical part, do they still pass the course?
No
