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MOTOR BEHAVIOR > FINAL MOTOR BEH > Flashcards

FINAL MOTOR BEH Flashcards

1
Q

Which of the following is NOT one of the characteristics of motor learning?

A

Can be observed directly

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2
Q

Which of the following is an example of a closed serial motor skill?

A

Triple jump

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3
Q

Locomotor skills cannot be developed separately from

A

Stability

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4
Q

Which of the following would have high intertrial variability?

A

Golf

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5
Q

Batting from a live pitcher would fit into which of Gentile’s categories according to the environmental context?

A

moving and variable

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6
Q

Genetically predetermined characteristics that affect movement performance are called.

A

Abilities

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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

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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).

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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.

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10
Q

Focusing on your legs pushing the water down would be an example of an external focus.

A

True

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11
Q

Which of these provides an indication of the speed at which one makes a decision?

A

Reaction time

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12
Q

Which of the following sensory receptors provides information to the central nervous system regarding muscle contraction?

A

Golgi tendon organs

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13
Q

Working memory is the structure that transfers information to long-term memory

A

True

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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

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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

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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

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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

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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

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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

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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

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21
Q

The action possibilities of the environment and task in relation to the perceiver’s own capabilities are called

A

affordances

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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

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23
Q

Which of the following is NOT an invariant feature?

A

overall duration

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24
Q

An individual’s motivation to practice is an example of which type of constraint?

A

functional constraint

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25
Q

Which mode of control allows for making adjustments during the movement?

A

Closed-loop control

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26
Q

When teaching a motor skill requiring temporal accuracy explain why it is better to instruct the mover to which of the following?

A

Increase the speed of the movement

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27
Q

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.

A

The ecological approach aremovements 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.

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28
Q

In the early stages of skill acquisition, a learner

A

freezes the degress of freedom

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29
Q

During which of Fitts and Posner’s learning stages is attention reallocated to strategic decision making?

A

autonomous stage

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30
Q

During which of Fitts and Posner’s learning stages is it most appropriate to use demonstrations, modeling, and verbal instructions?

A

cognitive stage

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31
Q

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?

A

compensation period

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32
Q

When does an individual move to the period of fundamental movement patterns?

A

Walk, Self-feed, and Perform the skills necessary for basic survival

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33
Q

During the “exploiting the environment” stage the primary aim of the practitioner is to do which of the following?

A

Design activities that encourage diversification of the movement

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34
Q

Factors unrelated to the movement task that can distract learners from important relevant cues, which prevents skillful performance, are termed

A

nonregulatory conditions

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35
Q

Which of the following learning models does not take into account the impact of the environment?

A

Fitts and Posner’s

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36
Q

Explain what the practitioner should aim to do during Gentile’s diversification stage.

A

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.

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37
Q

Which of the following is an example of a transfer test?

A

Assessing the skill first in a closed environment and then in an open environment

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38
Q

Which of the following is not a limitation of performance curves?

A

They provide an objective measure of performance

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39
Q

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?

A

Retention savings score

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40
Q

The power of law of practice is characterized by which of the following?

A

A decreasing rate of improvement with additional practice

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41
Q

Which of the following is a direct measure of motor learning?

A

None of these answers are correct

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42
Q

Focusing on the outcome of the movement may lead to negative transfer. Why?

A

Learner may adopt bad habits

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43
Q

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?

A

Transfer-appropriate processing

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44
Q

From a positive transfer perspective, which of the following best describes why analogies between two motor skills can help the learner?

A

Learners may be able to relate the new skill back to a previously learned skill

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45
Q

Consistency of the movement pattern often used an indicator of motor learning. Why should consistency not be used in isolation to indicate learning?

A

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.

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46
Q

Spontaneous movements:

A

are also referred to as rhythmical stereotypies

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47
Q

Reflexes:

A

may serve as practice for later motor milestones

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48
Q

Reaching and grasping:

A

have both perceptual and motor control components

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49
Q

Changes in nervous system function as a result of practice is best termed

A

Neural plasticity

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50
Q

Which of the following is a reason for assessing motor skills in the developing child?

A

Both: Early intervention for development delays & Classification of skill level to ensure motor milestones are being met

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51
Q

The age range for walking alone (that is, unassisted) is

A

9 to 17 months

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52
Q

With respect to the overarm throw for distance and accuracy

A

more girls than boys remain unskilled into their middle school years

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53
Q

Which fundamental motor skill involved a one-foot takeoff followed by a one-foot landing on the opposite foot?

A

Leaping

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54
Q

Why are non-locomotor stability skills a precursor to locomotor and manipulative skills?

A

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.

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55
Q

A reduction in physical activity levels due to age is best termed?

A

Age grading

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56
Q

Which of the following is NOT a factor that causes a decrease in gait speed in older adults?

A

decreased stride frequency

57
Q

A fear of falling can cause older adults to

A

walk with more time in double stance

58
Q

Chronological age is the most important consideration when determining an individual fitness for a job or exercise program.

A

False

59
Q

The age of peak athletic performance depends most on which of the following?

A

The most important physiological element of the sport

60
Q

Which of the following is true related to age-related changes in handwriting?

A

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
Q

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?

A

Older adults have less control

62
Q

Which of the following is TRUE?

A

Elite performance has significantly improved over the last century.

63
Q

Explain how the exercise-aging cycle leads to a decline in physical activity levels.

A

Theexercise-aging cycle leads to a decline in physical activitylevels 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 physicalactivity there are important physiological changes which severely effect an aging individual such as Musculoskeletal problems, hypertension and cardiovascular disease.

64
Q

“I will focus on a spot on the backboard as I throw the ball.” This is an example of which type of goal?

A

process

65
Q

Demonstrations may be effective when:

A

people are learning a movement sequence

66
Q

Conscious awareness in motor learning is referred to as

A

explicit learning

67
Q

Implicit learning may occur when

A

Both task goals are clear & performance feedback is available

68
Q

Verbal instruction is effective

A

when it conveys the goal or idea (or both) of the task

69
Q

During a demonstration, focusing on the coordinative pattern of the movement is an essential tenet of which of the theoretical explanations of demonstrations?

A

Ecological perspectives

70
Q

It is more effective for the demonstration of the movement to be performed by an expert.

A

False

71
Q

Which of the following is recommended when providing verbal cues?

A

Cue should be used frequently by the instructor and also the mover

72
Q

More experienced movers are able to pick up visual cues earlier than novice performers. Why is this an advantage?

A

More experienced movers are able to pick up visual cues earlier than novice performers and thisenables 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
Q

Which type of practice intersperses different forms of a movement; that is, changes parameters rather than invariant features?

A

variable

74
Q

Skills low in task complexity and high in task organization should is recommended to teach using which technique?

A

Whole practice

75
Q

Constant practice may be most effective with tasks that require

A

a high degree of consistency in the movement pattern

76
Q

The “sensorimotor representation of a skill” explanation of practice specificity predicts that:

A

adding or deleting sensory information will disrupt performance during transfer tasks

77
Q

Riding a bike with training wheels would be considered what type of part practice?

A

Simplification

78
Q

Which type of segmented practice takes advantage of both part and whole practice?

A

Repetitive part
Progressive part
Part whole

79
Q

Variable practice helps develop the schema or generalized motor program by aiding in which of the following?

A

Performing the skill in novel situations

80
Q

Mental practice is

A

Better than no physical practice

81
Q

While distributed practice is recommended it is often difficult to implement. Why?

A

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
Q

Which of these statements is an example of knowledge of results?

A

Your ball landed short of the pin.

83
Q

Which of these feedback examples is not an example of extrinsic feedback?

A

the feeling a gymnast gets as she starts to lose her balance when doing a balance beam routine

84
Q

What happens if insufficient feedback is given during the initial stages of skill acquisition?

A

The learner relies more on extrinsic feedback than on intrinsic feedback.

85
Q

Feedback in the form of unpleasant feelings that the learner will want to avoid at all costs is an example of

A

negative reinforcement

86
Q

The period of time between the completion of a performance attempt and the provision of feedback is termed

A

feedback delay interval

87
Q

Bandwidth feedback eliminates the provision of too much feedback because learners receive feedback only when they are outside a predefined range of correctness.

A

True

88
Q

Which group of learners typically benefits more from prescriptive knowledge of results?

A

Novice learners

89
Q

In comparison to instructor regulated feedback, learner regulated feedback resulted in which of the following?

A

Greater learning

90
Q

Extrinsic feedback has three main functions: information, motivation, and reinforcement. How does the sandwich approach take into account each of those functions?

A

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
Q

abilities—

A

Genetically predetermined characteristics that affect movement performance such as agility, coordination, strength, and flexibility.

92
Q

action slips—

A

Performance-related errors that typically occur when the person is not consciously attending to the movement.

93
Q

aging—

A

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
Q

body orientation—

A

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
Q

capability—

A

In regard to motor skill acquisition, a quality that implies that skilled behavior may occur if the conditions are favorable.

96
Q

cephalocaudal—

A

Proceeding from the head to distal structures; development begins with the head, and distal structures grow more slowly.

97
Q

closed skills—

A

Skills used in a task that takes place in a stable environment in which objects or events are stationary.

98
Q

coarticulation—

A

Simultaneous motions that occur in sequential tasks.

99
Q

cognitive skills—

A

Intellectual skills that enable a performer to make decisions and solve problems.

100
Q

continuous motor skills—

A

Motor skills that do not have a clearly defined beginning or ending point because of their cyclical nature (e.g., running, swimming, juggling).

101
Q

control—

A

Manipulation of movements in such a way as to meet the demands of the task.

102
Q

coordination—

A

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
Q

degrees of freedom—

A

The number of independent elements that must be constrained to produce coordinated motion.

104
Q

discrete motor skills—

A

Motor skills that are short in duration and have clearly defined beginning and end points (e.g., throwing, catching, kicking).

105
Q

environmentalism perspective—

A

A perspective that assumes that heredity does not mold the maturational process; rather, maturation occurs as humans are nurtured by their environment.

106
Q

externally paced tasks—

A

externally paced tasks—

107
Q

fine motor skills—

A

Skills in which precise movements are critical for performing with increased accuracy and
control, and which use smaller muscle groups.

108
Q

Fleishman’s taxonomy—

A

A classification system for motor skills that identifies the underlying motor abilities necessary to perform successfully.

109
Q

fundamental motor skills—

A

Basic motor skills (e.g., throwing, jumping, striking) that are typically acquired by around the age of seven.

110
Q

general motor ability—

A

An early hypothesis that there is only one motor ability.

111
Q

Gentile’s taxonomy—

A

Motor skill taxonomy that uses two main categories— the environmental context and the action requirements— to assist practitioners with program development.

112
Q

gross motor skills—

A

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
Q

intertrial variability—

A

Any change that occurs between trials (i.e., practice attempts).

114
Q

locomotor skills—

A

Gross motor skills with the goal of body transport.

115
Q

manipulative skills—

A

Motor skills that involve the manipulation of an object.

116
Q

maturation—

A

The fixed transition or order of progression that enables a person to progress to higher levels of function.

117
Q

maturational perspective—

A

A perspective that development occurs as a function of nature (i.e., as a result of genetic or internal factors).

118
Q

motor behavior—

A

An umbrella term for the fields of motor control, motor learning, and motor development.

119
Q

motor control—

A

The study of the underlying neural, physical, and behavioral processes of movement.

120
Q

motor development—

A

The study of the products and underlying processes of motor behavior changes across the life span.

121
Q

motor learning—

A

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
Q

motor skills—

A

Voluntary, goal-oriented physical elements that enable movement.

123
Q

movement taxonomy—

A

A framework for grouping motor skills into themes for teaching fundamental motor skills.

124
Q

ontogeny—

A

The level of development occurring over the life span of one individual.

125
Q

open skills—

A

Skills performed in an environment in which objects, people, and events are constantly changing.

126
Q

perceptual– motor integration problem—

A

Line of research in motor control that examines how perception and motor control are integrated.

127
Q

perceptual skills—

A

The ability to interpret and integrate sensory information to determine the best movement outcome.

128
Q

performance—

A

The act of executing a motor skill.

129
Q

phylogeny—

A

The evolutionary development of the history of a species, which can occur over many hundreds or thousands of years.

130
Q

proximodistal—

A

In relation to development, the earlier advancement of the trunk than of the limbs.

131
Q

regulatory conditions—

A

The environmental factors specific to a particular skill or sport.

132
Q

self-paced tasks-

A

Tasks initiated by the mover (e.g., in golf, darts, archery); also referred to as internally paced tasks.

133
Q

serial motor skills—

A

Motor skills that include a series of discrete skills that must occur in a specific sequence.

134
Q

serial order problem—

A

The study of the importance of the sequencing, order, and timing of movement behaviors.

135
Q

specificity hypothesis—

A

The hypothesis by Henry that specific abilities are necessary to perform each motor skill proficiently.

136
Q

spoonerisms—

A

Speech errors that occur as a result of exchanging letters in adjacent words.

137
Q

stability—

A

The ability to maintain body position against forces of gravity, which may include other circumstances that increase the difficulty of the task.

138
Q

taxonomies—

A

Classifications of objects or events according to a common theme.

MOTOR BEHAVIOR (1 decks)

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