Final Flashcards
Ability
Stable enduring trait (primarily genetically determined) underlying skilled behavior, largely unmodified by practice.
Skill
capability developed as a result of practice (proficiency in performing a given task)
General Motor Ability Theory (McCloy, Brace)
o A single, inherited motor ability is responsible for all skill performance
The Specificity Hypothesis (Henry)
There are many specific independent motor abilities that underlie motor performance, performance on any given task are different from nearly every other task, abilities needed for one task are different from nearly every other task
Grouping of Abilities
Abilities are independent, but the performance of different has may share common underlying abilities
Motor learning
A set of processes associated with practice or experience leading to relatively permanent gains in the capability for skilled performance
Learning….
affects capability, results from practice, is not directly observable, requires relatively permanent changes
Limitations of performance curves
Measure performance not learning, don’t necessarily characterize progress in ‘relatively permanent changes in capability’, mask between-subject effects, mask between within-subject effects (variability within one individual), when performance approaches the best possible then performance curves are no longer sensitive to learning
Transfer of learning
Performance in one task contributes to performance in some other task
Specific transfer
Learning for a very specific task, most useful for closed skills (ex. Free throw)
General transfer
learning for a task where the skill can be executed in different settings, most useful for open skills (ex. Basketball jump shot)
Near transfer
goal skill is similar to training task (free throw to jump shot)
Far transfer
goal skill is quite different from the original practice setting (learning to run, jump throw in school, and applying these to high school track and field)
What are the principles of practice?
repetition is not practce, specificity of practice, learning vs performance
What are benefits of practice
Perceptual skills, attention, motor programs
Fitts stages
cognitive, fixation, autonomous (perceptual)
Bernsteins stages
reduce DF, release DF, passive dynamics (motor control/biomechanics)
Warm up decrement
Brought on by the passage of time away from a task and is eliminated with the performance of a few trials, retention interval leads to loss of the set
Similarity (skill transfer)
The idea that the more similar two skills are, the more transfer (or generalization) will occur from learnig one to performing another
Part practice
effective for serial skills with low part to part interaction
Whole practice
effective for discrete skills, high part to part interaction
Progressive part practice
parts of a skill are gradually integrated into larger units during practice
Massed practice
practice schedule with short rest periods between practice trials
Distributed practice
a practice schedule with long rest periods between practice
Schema theory
Suggests how we learn general motor programs by learning sets of rules (schema) relating surface features to parameters (trial and error) ** solves novelty and storage problem
Constant practice
practicing only a single member of a class of movement single member of a class of movements
Variable practice
practicing several members of a class of movements
Blocked practice
many trials of one task practiced consecutively before moving to another task
Random practice
practice trials from several different tasks are completed in a random (mixed) order
Forgetting hypothesis
frequent task changes causes new motor solutions to be generated each time a task is newly encountered, resolving the motor problem means performance is low during learning, but learning the solution means it is retained better
Elaboration hypothesis
frequent task changes forces the learner to make the tasks more distinct, making them more meaningful and better remembered
