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Motor Learning > final > Flashcards

final Flashcards

1
Q

what is overlearning

A

continuation of practice beyond the amount needed to achieve a certain performance criterion

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2
Q

what influence does overlearning have on retention of motor skill learning

A

positive influence

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3
Q

what are procedural skills

A

skills that have a combo of cognitive and motor components and require a series of easy movements

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4
Q

how does overlearning apply to dynamic balance skills

A

diminishing returns for amount of extra practice

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5
Q

how does overlearning apply to physical education class setting

A

due to time constraints, learner-rotated format is superior, because it provides more efficient use of the available practice time

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6
Q

why can overlearning lead to poor learning

A

practicing the same movement can result in decreasing capability to remember the movement as well as to transfer to a movement variation
**more practice variability required

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7
Q

massed practice

A

-longer practice sessions and shorter rest between sessions
-longer practice trials and shorter rest between trials within each session

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8
Q

distributed practice

A

-time is distributed across many shorter sessions
-shorter practice trials and longer rest between trials within each session

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9
Q

when does the best learning result

A

when ppl practice skills in more frequent and shorter sessions

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10
Q

3 hypotheses - why distributed practice sessions are better for learning

A
  1. fatigue hypothesis
  2. cognitive effort hypothesis
  3. memory consolidation hypothesis
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11
Q

fatigue hypothesis

A

massed practice is more physically tiring

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12
Q

cognitive effort hypothesis

A

less effort, monotonous and boring

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13
Q

memory consolidation hypothesis

A

time to form long term memory

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14
Q

continuous skills - distributed or massed

A

distributed schedules are more effective in promoting learning than massed schedules

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15
Q

discrete skills - massed or distributed?

A

massed schedules are more effective than distributed schedules in promoting learning

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16
Q

complexity

A

number of parts or components and the degree of info processing that characterize a skill
-more complex smt is, the more component parts it has which means there are more demands on info processing

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17
Q

organization

A

relationships among the component parts of the skill

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18
Q

low level of organization

A

when the component parts are relatively independent

19
Q

explain how to decide to use whole or part practice

A

-skill of low complexity and high organization = whole skill

-skill of high complexity and low organization = part method

20
Q

W or P: discrete skills

A

whole practice

21
Q

W or P: serial skills

A

part practice

22
Q

W or P: continuous skills

A

whole or part practice

23
Q

fractionization

A

practicing individual limbs first for a skill that involves the asymmetric and simultaneous coordination of the arms or legs

24
Q

segmentation

A

begin practice with first part of skill, then progressively add each part until the skill is practiced as a whole
-ex: tennis serve

25
Q

simplification

A

practice an easier variation of the skill before practicing the skill itself
-ex: tball, then pitching machine, then pitcher

26
Q

3 strategies: practicing parts of a skill

A

fractionization
segmentation (progressive part method)
simplification

27
Q

what is mental practice

A

the cognitive rehearsal of a physical skill in the absence of overt physical movements

28
Q

mental practice can take the form of…

A

-thinking about cognitive or procedural aspects of a motor skill
-engaging in visual or kinaesthetic imagery of the performance of a skill or part of a skill
-practice strategy to aid the acquisition of motor skills
-a means of preparing to perform a learned skill

29
Q

to determine the influence of mental practice on skill learning, researchers have typically compared what three practice conditions

A

physical practice
mental practice
no practice

30
Q

is physical practice better or wore than mental and no practice

A

better

31
Q

why would a combo of mental and physical practice trials lead to learning effects that are as good as physical practice only

A

mental practice can also promote cognitive problem solving activity

32
Q

mental practice benefits

A
  1. rehabilitative settings
  2. learning medical procedures
  3. power and speed training
  4. part of a general preparation strategy that aids learning
33
Q

why is mental practice becoming popular in rehab

A

-lets interventions begin early in the recovery process, when little or no movement might be possible
-inexpensive
-can be done anywhere
-no safety risks

34
Q

mental practice benefits for power and speed training

A

-improves power for ppl learning a 40m bike sprint
-can gain strength on a range of different tasks with various combinations of physical and mental practice
-influences movement speed

35
Q

mental practice strategy involves what steps

A
  1. get ready physically, mentally, and emotionally
  2. mentally imaging performing the action, both visually and kinaesthetically
  3. concentrating intensely on only one relevant cue related to the action
  4. execute the action
  5. evaluate the performance outcome
36
Q

motivational: specific

A

specific goals and goal oriented behaviour
ex: winning a medal

37
Q

motivational: general mastery

A

effective coping and mastery of challenges
ex: confidence, focus

38
Q

cognitive: specific

A

performing specific skills
ex: golf shot

39
Q

motivational: general arousal

A

relaxation, stress, arousal, anxiety
ex: relaxation before event

40
Q

cognitive: general

A

strategies related to an event
ex: organize items while cooking

40
Q

3 hypotheses as to why mental practice is effective

A

neuromuscular hypothesis
brain activity hypothesis
cognitive hypothesis

41
Q

neuromuscular hypothesis

A

EMG recordings show muscle activity during mental practice

42
Q

brain activity hypothesis

A

brain activity during imagery is similar to the activity during actual performance

43
Q

cognitive hypothesis

A

helps learner answer “what to do” questions that are common during the initial stage of learning

Motor Learning (3 decks)

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