FINAL MOTOR BEH Flashcards
1
Q
Which of the following is NOT one of the characteristics of motor learning?
A
Can be observed directly
2
Q
Which of the following is an example of a closed serial motor skill?
A
Triple jump
3
Q
Locomotor skills cannot be developed separately from
A
Stability
4
Q
Which of the following would have high intertrial variability?
A
Golf
5
Q
Batting from a live pitcher would fit into which of Gentile’s categories according to the environmental context?
A
moving and variable
6
Q
Genetically predetermined characteristics that affect movement performance are called.
A
Abilities
7
Q
Which of the following terms is best defined as the fixed transitions or order of progressions that enable a person to progress to higher levels of function?
A
Maturation
8
Q
In terms of motor control, degrees of freedom consist of which of the following independent elements that must be constrained to produce coordinated motion?
A
The joints involved in the movement, the muscles involved in the movement, and the motor units (motor neuron and individual muscle fiber).
9
Q
You want an individual to practice throwing in an open environment, but you have to practice indoors. Provide an example of a throwing activity that meets these requirements.
A
For an individual to practice throwing indoors, you would have the other players that he is throwing to change positions in the indoor setting to change distance of each person. Such as when a first baseman catches a hit off of first base and is throwing it to the pitcher who is the person playing for the out at first to make the tag on the runner.
10
Q
Focusing on your legs pushing the water down would be an example of an external focus.
A
True
11
Q
Which of these provides an indication of the speed at which one makes a decision?
A
Reaction time
12
Q
Which of the following sensory receptors provides information to the central nervous system regarding muscle contraction?
A
Golgi tendon organs
13
Q
Working memory is the structure that transfers information to long-term memory
A
True
14
Q
At the start of a sprint (track or swimming), the mover will try to anticipate the start signal in order to reduce the reaction time. What type of anticipation would this be?
A
Temporal anticipation
15
Q
Which of the following attention theories states that tasks are attended to in serial order and the individual can only attend to one task at a time.
A
Single-channel filter theory
16
Q
Increasing the number of stimulus-response alternatives results in which of the following?
A
Reaction time increases logarithmically in relation to the number of choices
17
Q
In an open environment, cueing the mover to focus their attention along one dimension - either the direction of focus or width of focus – will allow the mover pick up the relevant information from the environment.
A
False
18
Q
At the start of a race the starting cues are often ready-set-go, with the ready-set helping the runner be forewarned that the start signal will happen soon. However, if you are like me when I was younger and racing against friends, I might say ready-set-stop instead of ready-set-go to watch them false start. Explain why the runner might false start when this happens.
A
The runner who is used to a starting cue of ready-set-go already knows that as READYand SETare commanded that GO should be the next command to react to and tell the runners to run. The set of cues lets the runner know that they will use their temporal anticipation to anticipate when the word GO is shouted. Therefore, when the word STOP is shouted the runner has already reacted and taken their first steps.
*Correct but remember the concept of stimulus response compatibility
19
Q
The elements of the generalized motor program that enable a quarterback to pass the football to different positions on the field are called
A
parameters
20
Q
Using a smaller ball in throwing practice with 10-year-olds is an example of manipulating what type of constraint?
A
task constraint
21
Q
The action possibilities of the environment and task in relation to the perceiver’s own capabilities are called
A
affordances
22
Q
An unexpected power outage causes a person to decrease his or her walking speed and walk with his or her arms extended. The unexpected power outage would be a(n)
A
rate limiter
23
Q
Which of the following is NOT an invariant feature?
A
overall duration
24
Q
An individual’s motivation to practice is an example of which type of constraint?
A
functional constraint
25
Which mode of control allows for making adjustments during the movement?
Closed-loop control
26
When teaching a motor skill requiring temporal accuracy explain why it is better to instruct the mover to which of the following?
Increase the speed of the movement
27
When someone attempts to throw a weighted ball, such as a shot put, they typically cannot throw it with the same movement pattern as they would a lighter ball, such as a baseball. Explain how the ecological approach explains this.
The ecological approach are movements that involve increasingly complex input– output relays of information from the brain to the other systems in an individuals body. These actions are characterized by external and internal factors, in this case, where either of the shot put or baseball need to be thrown(internal capabilities). As well as the weight of each of the weighted balls and the environment that the participant is making each throw(external factors).
But why specifically can it not be thrown with the same movement pattern. Think of the weighted ball as giving different affordances as compared to the baseball. What doesn't afford the same action pattern? Check out pg 57 in the textbook.
28
In the early stages of skill acquisition, a learner
freezes the degress of freedom
29
During which of Fitts and Posner's learning stages is attention reallocated to strategic decision making?
autonomous stage
30
During which of Fitts and Posner's learning stages is it most appropriate to use demonstrations, modeling, and verbal instructions?
cognitive stage
31
If an individual has incurred an injury or must make some adaptation due to declined results because of aging, he or she has entered which stage in the mountain of motor development?
compensation period
32
When does an individual move to the period of fundamental movement patterns?
Walk, Self-feed, and Perform the skills necessary for basic survival
33
During the “exploiting the environment” stage the primary aim of the practitioner is to do which of the following?
Design activities that encourage diversification of the movement
34
Factors unrelated to the movement task that can distract learners from important relevant cues, which prevents skillful performance, are termed
nonregulatory conditions
35
Which of the following learning models does not take into account the impact of the environment?
Fitts and Posner’s
36
Explain what the practitioner should aim to do during Gentile’s diversification stage.
The practitioner should aim to refine the movement pattern and maintain consistent performance during specific skill performances. This is divided into two separate categories, diversification and fixation, which helps the practitioner be able to predict the environment around them and the skill level of the performer.
*Looking for a specific varying of conditions in the diversification stage. Regulatory and non-regulatory conditions should be manipulated.
37
Which of the following is an example of a transfer test?
Assessing the skill first in a closed environment and then in an open environment
38
Which of the following is not a limitation of performance curves?
They provide an objective measure of performance
39
When initially practicing the skill of juggling, the learner needed 50 attempts to consecutively juggle 5 times. However, in the posttest it took only 25 attempts to complete the same number of successful juggles. This would be best indicated by which of the following?
Retention savings score
40
The power of law of practice is characterized by which of the following?
A decreasing rate of improvement with additional practice
41
Which of the following is a direct measure of motor learning?
None of these answers are correct
42
Focusing on the outcome of the movement may lead to negative transfer. Why?
Learner may adopt bad habits
43
Which theory better explains why previous knowledge and experience playing a zone defense in basketball would promote positive transfer in learning to play a zone defense in water polo?
Transfer-appropriate processing
44
From a positive transfer perspective, which of the following best describes why analogies between two motor skills can help the learner?
Learners may be able to relate the new skill back to a previously learned skill
45
Consistency of the movement pattern often used an indicator of motor learning. Why should consistency not be used in isolation to indicate learning?
Consistency is showing if a participant has learned a motor skill over time and at a higher level over time. Consistency should not be the only indicator of learning because people cannot be perfectly consistent on a regular basis. Other indicators that they have increasingly learned a new motor skill include permanence of movement production, increased adaptability, decreased effort, and reduced attentional demands. Another way to measure learning is by measuring performance after an individual has been away from regular practice for a period of time.
*Yes, but there is a specific reason consistency is not acceptable on its own. Alone, it can not asses whether or not the motor skill includes bad habits. They may be consistently compensating with bad habits.
46
Spontaneous movements:
are also referred to as rhythmical stereotypies
47
Reflexes:
may serve as practice for later motor milestones
48
Reaching and grasping:
have both perceptual and motor control components
49
Changes in nervous system function as a result of practice is best termed
Neural plasticity
50
Which of the following is a reason for assessing motor skills in the developing child?
Both: Early intervention for development delays & Classification of skill level to ensure motor milestones are being met
51
The age range for walking alone (that is, unassisted) is
9 to 17 months
52
With respect to the overarm throw for distance and accuracy
more girls than boys remain unskilled into their middle school years
53
Which fundamental motor skill involved a one-foot takeoff followed by a one-foot landing on the opposite foot?
Leaping
54
Why are non-locomotor stability skills a precursor to locomotor and manipulative skills?
Nonlocomotor skills involve the ability to balance an individuals body in a stable position. Where as locomotor skills involve the gross motor ability to control balance(stability) in order to create body transport.
55
A reduction in physical activity levels due to age is best termed?
Age grading
56
Which of the following is NOT a factor that causes a decrease in gait speed in older adults?
decreased stride frequency
57
A fear of falling can cause older adults to
walk with more time in double stance
58
Chronological age is the most important consideration when determining an individual fitness for a job or exercise program.
False
59
The age of peak athletic performance depends most on which of the following?
The most important physiological element of the sport
60
Which of the following is true related to age-related changes in handwriting?
Both Decreased handwriting speed & Increased air time, i.e., the time during handwriting that the writing implement is not in contact with the paper
61
Young adults reach peak downswing force just prior to contact when striking an object, whereas older adults reach peak downswing earlier than younger adults. Which of the following best explains this?
Older adults have less control
62
Which of the following is TRUE?
Elite performance has significantly improved over the last century.
63
Explain how the exercise-aging cycle leads to a decline in physical activity levels.
The exercise-aging cycle leads to a decline in physical activity levels because there are such factors as increased body fat; and decreased physical abilities: flexibility, strength and endurance. Psychological changes when aging include ones heightened anxiety and stress; and decreased self-esteem. With this decline in physical activity there are important physiological changes which severely effect an aging individual such as Musculoskeletal problems, hypertension and cardiovascular disease.
64
"I will focus on a spot on the backboard as I throw the ball." This is an example of which type of goal?
process
65
Demonstrations may be effective when:
people are learning a movement sequence
66
Conscious awareness in motor learning is referred to as
explicit learning
67
Implicit learning may occur when
Both task goals are clear & performance feedback is available
68
Verbal instruction is effective
when it conveys the goal or idea (or both) of the task
69
During a demonstration, focusing on the coordinative pattern of the movement is an essential tenet of which of the theoretical explanations of demonstrations?
Ecological perspectives
70
It is more effective for the demonstration of the movement to be performed by an expert.
False
71
Which of the following is recommended when providing verbal cues?
Cue should be used frequently by the instructor and also the mover
72
More experienced movers are able to pick up visual cues earlier than novice performers. Why is this an advantage?
More experienced movers are able to pick up visual cues earlier than novice performers and this enables them to anticipate their opponents’ movements and prepare their own responses. The cues are dependent on the situation that occurs within the sport. When waiting for a pass during a basketball game, experts look for cues in the few seconds prior to initiating the pass, particularly in the shoulder, head, and trunk regions. This will let them know when to anticipate a pass and try to gofer the steal.
73
Which type of practice intersperses different forms of a movement; that is, changes parameters rather than invariant features?
variable
74
Skills low in task complexity and high in task organization should is recommended to teach using which technique?
Whole practice
75
Constant practice may be most effective with tasks that require
a high degree of consistency in the movement pattern
76
The "sensorimotor representation of a skill" explanation of practice specificity predicts that:
adding or deleting sensory information will disrupt performance during transfer tasks
77
Riding a bike with training wheels would be considered what type of part practice?
Simplification
78
Which type of segmented practice takes advantage of both part and whole practice?
Repetitive part
Progressive part
Part whole
79
Variable practice helps develop the schema or generalized motor program by aiding in which of the following?
Performing the skill in novel situations
80
Mental practice is
Better than no physical practice
81
While distributed practice is recommended it is often difficult to implement. Why?
Distributed practice usually incorporates a short session with few practice trials and long rest intervals. It states that distributed practice doesn't have naturally occurring breaks and can be more physiologically fatiguing. It can be harder to organize and schedule practice sessions, because of this its harder to schedule the allotted time needed.
82
Which of these statements is an example of knowledge of results?
Your ball landed short of the pin.
83
Which of these feedback examples is not an example of extrinsic feedback?
the feeling a gymnast gets as she starts to lose her balance when doing a balance beam routine
84
What happens if insufficient feedback is given during the initial stages of skill acquisition?
The learner relies more on extrinsic feedback than on intrinsic feedback.
85
Feedback in the form of unpleasant feelings that the learner will want to avoid at all costs is an example of
negative reinforcement
86
The period of time between the completion of a performance attempt and the provision of feedback is termed
feedback delay interval
87
Bandwidth feedback eliminates the provision of too much feedback because learners receive feedback only when they are outside a predefined range of correctness.
True
88
Which group of learners typically benefits more from prescriptive knowledge of results?
Novice learners
89
In comparison to instructor regulated feedback, learner regulated feedback resulted in which of the following?
Greater learning
90
Extrinsic feedback has three main functions: information, motivation, and reinforcement. How does the sandwich approach take into account each of those functions?
The sandwich approach is recommended because you’re praising the learners strengths to show that their good performances should be reinforced(reinforcement). Following the participant is to let know what they need to improve on to get better at the skill being taught(Error Correct/information). Lastly, the learner is taught through encouragement the positive aspects of improving on their error(Motivation).
91
abilities—
Genetically predetermined characteristics that affect movement performance such as agility, coordination, strength, and flexibility.
92
action slips—
Performance-related errors that typically occur when the person is not consciously attending to the movement.
93
aging—
A process or group of processes occurring in living organisms that, with the passage of time, lead to a loss of adaptability, functional impairment, and eventually death.
94
body orientation—
A classification used in Gentile’s taxonomy that includes both body transport (e.g., basketball layup, triple jump) and body stability (e.g., in archery, foul shot).
95
capability—
In regard to motor skill acquisition, a quality that implies that skilled behavior may occur if the conditions are favorable.
96
cephalocaudal—
Proceeding from the head to distal structures; development begins with the head, and distal structures grow more slowly.
97
closed skills—
Skills used in a task that takes place in a stable environment in which objects or events are stationary.
98
coarticulation—
Simultaneous motions that occur in sequential tasks.
99
cognitive skills—
Intellectual skills that enable a performer to make decisions and solve problems.
100
continuous motor skills—
Motor skills that do not have a clearly defined beginning or ending point because of their cyclical nature (e.g., running, swimming, juggling).
101
control—
Manipulation of movements in such a way as to meet the demands of the task.
102
coordination—
The act of constraining the number of degrees of freedom to decrease the complexity of the movement task to produce a movement pattern and achieve a task goal.
103
degrees of freedom—
The number of independent elements that must be constrained to produce coordinated motion.
104
discrete motor skills—
Motor skills that are short in duration and have clearly defined beginning and end points (e.g., throwing, catching, kicking).
105
environmentalism perspective—
A perspective that assumes that heredity does not mold the maturational process; rather, maturation occurs as humans are nurtured by their environment.
106
externally paced tasks—
externally paced tasks—
107
fine motor skills—
Skills in which precise movements are critical for performing with increased accuracy and
control, and which use smaller muscle groups.
108
Fleishman’s taxonomy—
A classification system for motor skills that identifies the underlying motor abilities necessary to perform successfully.
109
fundamental motor skills—
Basic motor skills (e.g., throwing, jumping, striking) that are typically acquired by around the age of seven.
110
general motor ability—
An early hypothesis that there is only one motor ability.
111
Gentile’s taxonomy—
Motor skill taxonomy that uses two main categories— the environmental context and the action requirements— to assist practitioners with program development.
112
gross motor skills—
Skills in which large muscle groups (e.g., quadriceps, hamstrings, gluteus maximus) produce the movement, which tends to be large and not very precise.
113
intertrial variability—
Any change that occurs between trials (i.e., practice attempts).
114
locomotor skills—
Gross motor skills with the goal of body transport.
115
manipulative skills—
Motor skills that involve the manipulation of an object.
116
maturation—
The fixed transition or order of progression that enables a person to progress to higher levels of function.
117
maturational perspective—
A perspective that development occurs as a function of nature (i.e., as a result of genetic or internal factors).
118
motor behavior—
An umbrella term for the fields of motor control, motor learning, and motor development.
119
motor control—
The study of the underlying neural, physical, and behavioral processes of movement.
120
motor development—
The study of the products and underlying processes of motor behavior changes across the life span.
121
motor learning—
The processes involved in the acquisition of a motor skill and the factors that enhance or inhibit the capability to perform a motor skill.
122
motor skills—
Voluntary, goal-oriented physical elements that enable movement.
123
movement taxonomy—
A framework for grouping motor skills into themes for teaching fundamental motor skills.
124
ontogeny—
The level of development occurring over the life span of one individual.
125
open skills—
Skills performed in an environment in which objects, people, and events are constantly changing.
126
perceptual– motor integration problem—
Line of research in motor control that examines how perception and motor control are integrated.
127
perceptual skills—
The ability to interpret and integrate sensory information to determine the best movement outcome.
128
performance—
The act of executing a motor skill.
129
phylogeny—
The evolutionary development of the history of a species, which can occur over many hundreds or thousands of years.
130
proximodistal—
In relation to development, the earlier advancement of the trunk than of the limbs.
131
regulatory conditions—
The environmental factors specific to a particular skill or sport.
132
self-paced tasks-
Tasks initiated by the mover (e.g., in golf, darts, archery); also referred to as internally paced tasks.
133
serial motor skills—
Motor skills that include a series of discrete skills that must occur in a specific sequence.
134
serial order problem—
The study of the importance of the sequencing, order, and timing of movement behaviors.
135
specificity hypothesis—
The hypothesis by Henry that specific abilities are necessary to perform each motor skill proficiently.
136
spoonerisms—
Speech errors that occur as a result of exchanging letters in adjacent words.
137
stability—
The ability to maintain body position against forces of gravity, which may include other circumstances that increase the difficulty of the task.
138
taxonomies—
Classifications of objects or events according to a common theme.
