Feedback & Motor Control

Question 1

Effective Punishment

Answer 1

-be consistent
-punish behavior, not person
-allow autonomy for deciding on appropriate punishment
-best not to use physical activity as punishment
-make sure punishment is not seen as source of attention
-remain calm and assertive
-do not punish performance errors
-do not embarrass learners
-use sparingly and follow through
-do not punish others for an individuals mistake
-keep it age appropriate
-explain the reason for punishment

Question 2

What is optimal feedback important when working with injured athletes?

Answer 2

-reinforcement
-they need confidence to come back to their training
-provides better understanding of movements or what is needed from them

Question 3

Motor learning defined

Answer 3

complex process in response to practicing or experiencing a novel task resulting in a relatively permanent change in the CNS, allowing for production of that task

Question 4

Motor learning broken down

Answer 4

-all about connecting mind and body in synchronous pattern
-process of learning a new skill
-making movements permanent and automatic

Question 5

What falls under cognitive domain?

Answer 5

-knowledge
-comprehension
-application
-analysis
-synthesis
-evaluation

Question 6

What falls under psychomotor domain?

Answer 6

-reflex movements
-basic fundamental movements
-perceptual abilities
-physical abilities
-skilled movements
-non-discursive movements

Question 7

Cognitive phase of learning

Answer 7

-gaining understanding of how a skill is to be performed
create a “picture” of what is to be performed (listening, demonstrations)
-crude and filled mistakes: choppy and deliberate but revised based on attempt
-inability to tend to external events
-dominant sensory system is vision (absence of proprioceptive cues)

Question 8

What is the clinician’s responsibilities in the cognitive phase?

Answer 8

-clear communication
-demonstrations
-continuous verbal commentary

Question 9

Associative Phase of learning

Answer 9

-focus on skill refinement
-fewer mistakes
-increase in accuracy and automated movements
-reallocation of attentional resources
-proprioceptive control > vision (more instinct)
-learning the cause of errors and corrective methods

Question 10

What is the clinician’s responsibilities in the associative phase?

Answer 10

-planning effective rehab techniques > demonstrations
-closed and open skills
-teach methods to quickly adapt to various situations (learning where to direct attentional resources)

Question 11

closed skills

Answer 11

stable and predictable environment
ex: single leg balance, successful replication

Question 12

open skills

Answer 12

unpredictable environment/ variability
ex: jump landing with unpredicted change in direction, requires consistency in technique

Question 13

Autonomous Phase

Answer 13

-maximal level of proficiency
-paralysis by analysis (stop thinking about movements, TYT=trust your training)
-free to focus on external factors due to automation
-progress depends on level of skill

Question 14

What is the clinician’s responsibilities in the autonomous phase?

Answer 14

-not as minimal as you might think (professional coaches)
-continuously improve
-motivational decreases are common (importance of dynamic goals)

Question 15

A Little Gestalt

Answer 15

-is the whole greater than the sum of its parts?
-how should a clinician teach a new skill to a patient?
*bit by bit to whole

Question 16

Blocked practice

Answer 16

-one stroke at a time
-perfect, move on
-eliminates confusion and cross overs

Question 17

Random practice

Answer 17

-all strokes each practice but in random succession
-avoids follow up
-facilitates transitions

Question 18

Why do we engage in different practices?

Answer 18

when two or more competing tasks are present in a persons working memory, we’re forced to use a more elaborate processing strategies to make sense of everything and keep them separate

Question 19

The brain is a muscle so

Answer 19

the more you use it, the stronger and more adaptable it becomes

Question 20

When time elapses b/w trials,

Answer 20

we are challenged to search out skillset for multiple solutions
-generate more than one solution to the problem
-we may forget how to do something so we get creative

Question 21

Important takeaways from the article

Answer 21

*motor learning applications
-more internal focus because you are trying to not get re-injured, takes time to get external back
ex: contract quad, knees over toes (early phase)
-provide fb with external focus later
ex: land on your markers, touch target when you land
-creating more automatic movements, freeing space for more complex movements

Question 22

BF Skinner

Answer 22

-reinforcement hinges on teaching
-learners will learn from an environment regardless, but teaching uses reinforcement to shape what is learned

Question 23

Foundations of Reinforcements

Answer 23

-positive ones act to increase desirable behavior
-negative consequences act to decrease undesirable behavior

Question 24

Reinforcement considerations

Answer 24

effects of the same reinforcer/consequences may be interpreted differently for each learner
-desired behavior cant always be repeated/reinforced
-consider competing reinforcers/consequences

Question 25

Positive punishment

Answer 25

add stimuli following behavior
ex: spanking a child for bad behavior

Question 26

Negative punishment

Answer 26

remove stimuli
ex: sending a child to their room for cursing

Question 27

Positive Reinforcement

Answer 27

add appetitive stimulus following correct behavior
ex: giving a dog a treat when it sits

Question 28

Negative Reinforcement

Answer 28

escape: remove stimuli following correct behavior
ex: turning off alarm
active avoidance: behavior avoids stimuli
ex: studying to avoid bad grade

Question 29

Whats the most important factor of operant conditions?

Answer 29

circumstances

Question 30

Guidelines

Answer 30

-choose effective reinforcers
-schedule reinforcements effectively
-reward appropriate behaviors

Question 31

How can you schedule reinforcements effectively?

Answer 31

-initial stages of learning versus mastery
-gradual reduction
-sooner rather than later

Question 32

How can you reward appropriate behaviors?

Answer 32

-successful approximations
-performance not outcome
-provide performance feedback
-motivational and instructional

Question 33

Should meet the needs of those receiving them

Answer 33

know the likes and dislikes of the recipients

Question 34

Effective reinforcers

Answer 34

social: praise
material: trophies
activity: choosing fav rehab exercises
outing; rehab on the sidelines instead of clinic

Question 35

continuous reinforcement

Answer 35

every time behavior occurs

Question 36

fixed ration reinforcement

Answer 36

every 5 times
ex: one piece of candy per house

Question 37

fixed interval reinforcement

Answer 37

every x mins
ex: getting paid 7.25 per hour

Question 38

variable ratio reinforcement

Answer 38

random/unpredictable
ex: slot machine pays once every 50 pulls

Question 39

variable interval reinforcement

Answer 39

on average, every 5 min
ex: fish bite on average once every 20 mins

Question 40

Reward appropriate behaviors

Answer 40

-rewards successful approximations
-focus on performance, not outcome (out of control)
-reward effort (increase persistence in face of failure)
-reward emotional and social skills (positive self talk)

Question 41

motivational feedback

Answer 41

-enhances confidence, inspires greater effort and energy expenditure, creates positive mood
-reinforcement to the performer
-stimulates positive or negative feelings
-establishes goal setting programs

Question 42

instructional feedback

Answer 42

-specific behaviors that should be performed
-levels of proficiency that should be achieved
-performers current level of proficiency in the desired skill