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PST MLS > (F) L2: Psychomotor Learning > Flashcards

(F) L2: Psychomotor Learning Flashcards

1
Q

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

A

Psychomotor Skill

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2
Q

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

A

Conceptualization

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3
Q

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

A

Visualization

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4
Q

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)

A

Verbalization

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5
Q

Psychomotor Teaching Principles:
- performing the skill leading to precision training and eventual articulation

A

Practice

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6
Q

Refers to performing a small part of the skill

A

Subcomponent

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7
Q

Refers to performing small parts of the skill altogether

A

Linkage Practice

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8
Q

Refers to performing the entire skill repeatedly

A

Contiguous Practice

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9
Q

Psychomotor Teaching Principles:
- errors need immediate feedback and rectification
- commenting on correct performance

A

Correction and Reinforcement

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10
Q

Psychomotor Teaching Principles:
- ability to perform a sequence in a practice without errors
- leads to student articulation

A

Skill Mastery

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11
Q

Psychomotor Teaching Principles:
- regularly performing the skill as a routine without error
- becomes automatic when one performs without error
- leads to naturalization

A

Skill Autonomy

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12
Q

Phase/Stage of Skill Learning:
- having a goal with a clear-cut need or problem

A

Getting the Idea of the Movement (Stage 1)

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13
Q

These stimuli are capable of influencing motor activity and they must be attended to

A

Regulatory Stimuli

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14
Q

These stimuli do not influence skill performance

A

Non-regulatory Stimuli

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15
Q

Refers to the ff.:
- when environmental conditions and relevant stimuli remain stable throughout the performance
- common in the lab setting

A

Closed Skills

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16
Q

Refers to the ff.:
- takes place in a changing environment
- regulatory stimuli vary throughout the skill performance
- performed in a clinical setting

A

Open Skills

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17
Q

Refers to a general mental preconception of what movements are required to attain the goal

A

Motor Plan

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18
Q

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

A

Fixation or Diversification (Stage 2)

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19
Q

Fixation or Diversification:
- must practice and refine skills until it can be reproduced the same way all the time
- stems from closed skills

A

Fixation

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20
Q

Fixation or Diversification:
- practicing in a changing environment so that it can be modified anytime to meet new stimuli
- stems from open skills

A

Diversification

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21
Q

Use this when performing the skill so that you won’t be distracted, it is necessary to focus on your current priorities

A

Selective Attention

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22
Q

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

A

Bottleneck Theory of Attention

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23
Q

One has to focus their attention while performing ______ skills

A

Closed

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24
Q

This feedback:
- comes from within the student
- acts like an internal voice that tells you if you’ve performed well

A

Intrinsic Feedback

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25
Q

This feedback:
- is given by the teacher or other objective source
- augments the other type of feedback

A

Extrinsic Feedback

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26
Q

Extrinsic Feedback is also known as?

A

Augmented Feedback

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27
Q

Forms of Augmented Feedback:
- external verbal feedback about the outcome
- the teacher evaluates and reports on the result of the performance

A

Knowledge of Results (KR)

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28
Q

Forms of Augmented Feedback:
- the external information about the action process involved in the performance

A

Knowledge of Performance (KP)

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29
Q

What type of feedback should be provided first before the other?

A

Intrinsic first, extrinsic second

30
Q

The gap between intrinsic and extrinsic feedback should not be too ______

A

Long

31
Q

Repetition must come with _______ in order to be effective and improved upon

A

Feedback

32
Q

Videotaping the performance requires a ______ for comparison

A

A reference point (e.g. checklist or rubrics)

33
Q

Refers to repeated practice sessions with very short or no rest periods in between trials

A

Massed Practice

34
Q

Refers to practice where there are allotted rest periods in between trials

A

Distributed Practice

35
Q

More short practices are ____ than a few long practices

More or less effective?

A

More

36
Q

Which among distributed and massed practice is better?

A

Distributed (better to have rest periods)

37
Q

If you practice long enough then _______ is less likely to occur

A

Forgetting

38
Q

This can occur due to a change in motivation or attention; a straight line occurs where improvement stops

A

Learning Plateau

39
Q

This proposes that behavior does not alway follow an expected smooth trajectory

A

Nonlinear Dynamics

40
Q

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

A

Mental Practice

41
Q

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

A

Mental Practice

42
Q

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

A

Independent Learning

43
Q

T or F: Independent learning is less efficient as most students prefer to be taught by faculty

A

False (independent learning can still be effective despite having a preference for F2F classes)

44
Q

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

A

Simulations

45
Q

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

A

Demonstrations

46
Q

The 5 Step Method:
- motivates the student to understand the skill’s importance

A

Overview

47
Q

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

A

Silent Demonstration

48
Q

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

A

Narrative Demonstration

49
Q

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

A

Mental Practice

50
Q

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

A

Return Demonstration

51
Q

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

A

Skill Performance Checklist

52
Q

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

A

Rating Scale

53
Q

_____ and _____ come together in a clinical laboratory

A

Theory and Practice

54
Q

Complex psychomotor skills in a clinical setting requires a real _______

A

Patient

55
Q

Most clinical skills are perfected in what location?

A

Laboratories

56
Q

Education should come ______ work experience

A

Before

57
Q

New students should not be given too much ______ and ______ as this could increase the chances of error

A

Responsibilities and expectations

58
Q

T or F: Students are taught more than they are supervised and evaluated

A

False (reverse)

59
Q

Students are expected to ______ rather than practice

A

Perform

60
Q

The emphasis in the clinical laboratory should be on what 2 factors?

A

Teaching and Guiding

61
Q

T or F: The evaluation of clinical practice is the same with practice

A

False (separated)

62
Q

If a laboratory is not part of the school institution, this must be drawn between the institute and the lab

A

Contract

63
Q

If laboratory staff are part of the school institution, then they are part of the _______

A

Honorary

64
Q

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

A

Formative Evaluation

65
Q

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

A

Summative Evaluation

66
Q

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

A

Norm Reference

67
Q

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

A

Criterion Reference

68
Q

Human behavior is too ______ to permit fine discrimination (e.g. assigning number/letter grades)

A

Complex

69
Q

For clinical grades, what grading system is strongly suggested?

A

Pass/Fail or Satisfactory/Unsatisfactory

70
Q

For schools that require various grading methods, what is recommended for the theoretical vs. the clinical part?

A

Theoretical - number or letter
Clinical - pass or fail

71
Q

If a student passes the theoretical but fails the clinical part, do they still pass the course?

A

No

PST MLS (13 decks)

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