Final Flashcards
Specificity of Learning
- what you learn depends on what you practice
- ex) practicing soccer in all weather, noisy fans, etc
“home-field advantage”
- sensory feedback is specific to certain types or locations of practice
- later performance is more successful when same sensory info is available
Learning requires…?
- changes in movement patterns in hopes that the performance becomes better
- necessary to experiment with new movements
To separate conflicting practice goals, provide both…
practice and test sessions
during practice sessions…?
- avoid repeating
- try different styles
- eliminate inappropriate patterns
- performance quality is not critical
during test sessions…?
- after several minutes of practice
- perform as well as possible using best movement pattern
learners compiling their own tests is helpful because…
- can assess own progress
- is motivating and educational
perceptual skills: research shows experts…?
tend to seek out more specific and narrowly focused info much earlier in the action than non-experts
Benefits of Practice: Attention
- performance suffers when overall demand exceeds the available attentional capacity
- reduced attention is demanded by tasks that have been well learned
Reduced Effector Competition
- trying to do two different things at the same time causes interference
- ex: patting head and rubbing tummy
Motor Program Building
- ex: gear shift; starts as several steps controlled by different motor programs
- practice causes it to become a single motor program
Benefits of Practice: Error Detection
- can point out errors and suggest corrections
- learner learns to detect and analyze errors: self-sufficiency
Fitts’ Stage One
- identify goal
- verbal/cognitive abilities
- good sense of environment
- sequencing previously learned movements
- gains in proficiency are rapid and large
- self talk (high attention demands)
Fitts’ Stage Two:Fixation
- more effective movement patterns
- motor program is built (for quick movements)
- movement produced feedback (slow movements)
- performance improves steadily
- inconsistency from trial to trial (trying new moves)
- closed skills become more stereotypic
- open skills become more adaptable
- reduce energy costs
- less self-talk
Fitts’ Stage Three: Autonomous Stage
- expert level
- high perceptual anticipation
- quick processing of environment
- programs longer movement patterns
- decreased load on attention
- no self talk
Fitts’ Stages
- heavy emphasis on perceptual-motor learning
- heavy emphasis on how cognitive processes invested in motor performance change with practice
Bernstein’s Stages
-identifies stages of learning from a combined motor control and bio mechanical perspective
Bernstein’s Stage One
- reduce degrees of freedom:
- reduce movement of unessential body parts
- focus on degrees of freedom that provide max control of basic aspects of action
Bernstein’s Stage Two
- release degrees of freedom
- release is useful for power or speed
Bernstein’s Stage Three
- exploit passive dynamics
- gravity, momentum
- movement becomes maximally skilled
Limitations of Fitts’ and Berstein’s Stages
- neither describes learning as discrete, linear stages
- progression is not categorical
- Fitts considered performance change to be regressive and progressive
- some may never acheive Fitts final stage
- some skills contradict bernstein stage 2
Absence of practice
- detrimental to performance
- forget motor skills after not practicing
long term retention depends on…?
- nature of task
- discrete tasks: forgotten quickly
- continuous tasks: retained well
warm-up decrement
- physiological factor brought on by time away from the task
- eliminated when performer performs a few trials
- important for tasks where the performer must perform very well on first attempt