Kin 3050 Exam 3

Question 1

What features determine the nature of a skill, and how do they affect whether a skill should be taught as a whole or in parts?

Answer 1

Complexity (number of parts) and organization (interdependence of parts).

High complexity & low organization → part practice.

Low complexity & high organization → whole practice.

Question 2

How does a learner’s capability affect how a skill is taught?

Answer 2

Beginners or learners with lower capability may benefit from simplified or part-practice approaches.

More advanced learners may benefit from whole-practice or variable practice to enhance skill transfer and realism.

Question 3

What is segmentation in part-practice?

Answer 3

Practicing a skill in parts sequentially—each part is added progressively until the whole skill is performed.

Question 4

What is fractionization in part-practice?

Answer 4

Practicing parts of a skill that are normally performed simultaneously, like each hand in a bimanual task.

Question 5

What is simplification in part-practice?

Answer 5

Reducing the difficulty of the skill (e.g., lowering speed, using training equipment) without changing the fundamental movement pattern.

Question 6

What is attentional cuing and how is it used to teach motor skills?

Answer 6

Directing the learner’s attention to relevant aspects of the task (e.g., “keep your eyes on the ball”). Improves focus and performance by highlighting important cues.

Question 7

What is manual guidance and what is its purpose?

Answer 7

Physically guiding the learner through a movement.
Purpose: To help understand the feel of the motion and reduce fear (e.g., gymnastics spotting).

Question 8

What are limitations of manual guidance and how should it be used?

Answer 8

Can reduce learner engagement and produce dependency.

Should be used sparingly and faded over time to encourage active learning.

Question 9

Describe the speed-accuracy trade-off.

Answer 9

As movement speed increases, accuracy tends to decrease, and vice versa—described by Fitts’ Law

Question 10

What are the limitations of the speed-accuracy trade-off and its application?

Answer 10

Not all skills follow this rule—some require both speed & accuracy.

Practitioners can manipulate task constraints to train for improved speed and accuracy over time.

Question 11

What is bilateral transfer?

Answer 11

Improvement in one limb’s performance as a result of practice with the opposite limb.

Question 12

What should practitioners consider with bilateral transfer?

Answer 12

Train the dominant side first for stronger transfer.

Use tasks that are cognitively similar for both limbs.

Question 13

What benefits does goal setting provide in motor learning?

Answer 13

Increases motivation

Directs attention

Enhances persistence

Helps track progress

Question 14

What are the 3 types of goals and how should they be used?

Answer 14

Outcome goals – Result-oriented (e.g., win a game).

Performance goals – Measurable improvement (e.g., increase free throw %).

Process goals – Focus on technique (e.g., proper shooting form).
Use a combination, with emphasis on process goals during early learning.

Question 15

Give an example of each goal type for a basketball free throw.

Answer 15

Outcome: Make 8/10 free throws in a game.

Performance: Improve shooting accuracy by 10% in 4 weeks.

Process: Keep elbow in and follow through consistently.

Question 16

Create a movement goal using the 5 principles: Specific, Measurable, Action-Oriented, Realistic, and Timely.

Answer 16

Example Goal (Basketball Free Throw):
Specific: Improve free throw shooting.
Measurable: Increase accuracy from 60% to 75%.
Action-Oriented: Practice 50 shots per day.
Realistic: 15% increase over 4 weeks.
Timely: Reach goal in 1 month.

Question 17

What is mental practice and how is it beneficial?

Answer 17

Mental practice is cognitive rehearsal of a physical skill without actual movement.
It improves performance, preparation, and confidence, especially when physical practice is limited.

Question 18

What are some theories on how mental imagery improves performance?

Answer 18

Psychoneuromuscular Theory: Imagery activates muscles similarly to actual movement.

Symbolic Learning Theory: Builds a mental blueprint of the movement.

Functional Equivalence Hypothesis: Imagery and execution share similar brain activity patterns

Question 19

What is variable practice and how does it relate to learning and performance?

Answer 19

Variable practice involves practicing different variations of a skill.
It enhances learning, retention, and transfer, even though initial performance may be reduced.

Question 20

What should be manipulated to implement variable practice for closed and open skills?

Answer 20

Closed skills: Manipulate non-regulatory conditions (e.g., speed, distance).

Open skills: Manipulate both regulatory and non-regulatory conditions (e.g., defender, surface).

Question 21

When is it appropriate to implement variable practice?

Answer 21

After the learner has acquired basic coordination of the skill.
Ideal for enhancing adaptability and long-term learning.

Question 22

What is contextual interference?

Answer 22

Interference from performing multiple skills or skill variations in practice.
Can hinder short-term performance but enhances learning.

Question 23

What is blocked practice?

Answer 23

Practicing one skill repeatedly before moving on to another.
Leads to better immediate performance, but poorer retention.

Question 24

What is random practice?

Answer 24

Practicing several skills in a random order during a session.
Promotes better learning and retention due to high contextual interference.

Question 25

What is the contextual interference effect?

Answer 25

High interference (random practice) leads to better learning despite worse initial performance.

Question 26

What are proposed explanations for how contextual interference promotes learning?

Answer 26

Elaboration Hypothesis: Mixing skills makes your brain work harder and think more, so you learn more. Action Plan Reconstruction Hypothesis: Switching tasks makes you rebuild the movement plan, which makes it stick better.

Question 27

What should practitioners be aware of when implementing contextual interference?

Answer 27

May frustrate beginners due to poor initial performance. Use blocked practice initially, then increase variability as skill develops.

Question 28

What practice variations can be used to implement contextual interference?

Answer 28

Blocked Practice → Low interference Serial Practice → Moderate interference Random Practice → High interference Gradually progress from blocked → serial → random.

Question 29

What are implications for deciding to use contextual interference?

Answer 29

Stage of learning: Use blocked for beginners, random for advanced. Task complexity: More complex skills may need gradual progression. Learner frustration: Manage with feedback and motivation.

Question 30

What is the difference between massed and distributed practice?

Answer 30

Massed Practice: Short or no rest between trials; good for simple or motivated learners. Distributed Practice: More rest between trials; better for complex skills or fatigue-prone learners.

Question 31

What are the most effective conditions to use massed vs. distributed practice?

Answer 31

Massed Practice is best when: Learners are highly motivated, well-conditioned, and the task is simple. Distributed Practice is best when: Tasks are complex, learner is fatigued, or when cognitive effort is high.

Question 32

What is self-regulated practice and how should it be used?

Answer 32

Self-regulated practice allows learners to control aspects of their practice (e.g., rest, order, repetitions). It promotes motivation, autonomy, and engagement, enhancing learning outcomes.

Question 33

How is self-regulated practice proposed to enhance learning?

Answer 33

Increases intrinsic motivation Encourages active engagement Promotes deeper processing of the skill Helps learners become more independent

Question 34

How should rest intervals be used to make practice more effective?

Answer 34

Match rest to task demands (longer rest for fatiguing or high-skill tasks). Prevent fatigue to allow for quality repetitions and learning.

Question 35

How should equipment substitutions be used to make practice more effective?

Answer 35

Use scaled or modified equipment to match learner ability. Helps learners focus on technique while reducing difficulty or danger.

Question 36

How should drill design be used to make practice more effective?

Answer 36

Drills should be goal-oriented, relevant, and progressive. Include variability, realism, and opportunities for feedback.

Question 37

What are three limitations of using a highly skilled individual as a template?

Answer 37

Individual differences may make imitation unrealistic. Learner may focus too much on outcomes vs. process. Skilled models may perform too quickly or subtly for learners to analyze effectively.

Question 38

What are key elements in a movement, and how does a practitioner identify them?

Answer 38

Key elements are the critical features that determine skill success. Practitioners identify them by: Understanding the goal of the movement Using knowledge of biomechanics and performance outcomes.

Question 39

What should a practitioner consider when determining viewing perspective for movement observation?

Answer 39

Choose a perspective that shows the key elements (e.g., front for symmetry, side for range of motion). Multiple angles may be needed for complex skills.

Question 40

What should a practitioner consider when determining the number of observations?

Answer 40

More observations improve accuracy and reliability. Complex skills or inconsistent performers require more repetitions for accurate assessment.

Question 41

What should a practitioner consider when deciding if video is appropriate for movement observation?

Answer 41

Use video when movement is fast, complex, or requires detailed analysis. Ensure proper angle, quality, and that the learner is comfortable being recorded.

Question 42

What should a practitioner ask themselves after detecting an error to determine its cause?

Answer 42

Is the error due to motor control or decision-making? Was it a result of constraints, lack of understanding, or poor execution? Is the error consistent or sporadic?

Question 43

What are examples of constraints and how do they apply to movement?

Answer 43

Individual: Fatigue, strength, motivation (e.g., a tired athlete can't jump high). Task: Rules or equipment (e.g., size of a basketball for kids). Environmental: Weather or space (e.g., wind affecting a soccer pass).

Question 44

What is a comprehension error and why do they occur?

Answer 44

An error that occurs when the learner does not understand the requirements of the skill or the instructional cues provided. Comprehension errors occur when the learner doesn't understand the task goal or process. Causes: Inadequate instruction, language barriers, or lack of attention. Example: A young soccer player who repeatedly picks up the ball with their hands during a game.

Question 45

What is a response selection error?

Answer 45

Occurs when the performer selects the wrong movement or strategy for the situation, even if they execute it properly.

Question 46

What is a perceptual error? Why does it occur? Example?

Answer 46

Definition: Failure to perceive critical cues. Cause: Poor focus or attention. Example: Missing a visual cue to pass in basketball.

Question 47

What is a decision-making error? Why does it occur? Example?

Answer 47

Definition: Choosing an incorrect response among options. Cause: Lack of experience or poor judgment. Example: Passing to a well-defended teammate.

Question 48

What is a recall error? Why does it occur? Example?

Answer 48

Definition: Forgetting how to execute a skill or rule. Cause: Poor memory or insufficient practice. Example: Forgetting the footwork for a tennis serve.

Question 49

What is a neuromuscular coordination error? Why does it occur? Example?

Answer 49

Definition: Muscle coordination fails to produce the desired movement. Cause: Lack of practice, fatigue, or developmental stage. Example: A beginner skier struggling to coordinate leg and arm movements.

Question 50

What is the speed-accuracy trade-off? Why does it occur? Example?

Answer 50

Definition: Faster movements often reduce accuracy. Cause: Motor system cannot maintain control at high speed. Example: Shooting a basketball quickly under pressure may reduce accuracy.

Question 51

What is telegraphing? Why does it occur? Example?

Answer 51

Definition: Unintentionally signaling a movement before execution. Cause: Predictable movement patterns or poor strategy. Example: A baseball pitcher who always glances before a curveball.

Question 52

What are sensory errors? Why do they occur? Example?

Answer 52

Definition: Errors due to inaccurate sensory input. Cause: Environmental conditions or sensory system limitations. Example: A gymnast misjudging a landing due to poor depth perception.

Question 53

What should a practitioner ask about a performer before correcting an error?

Answer 53

Is the performer capable of making the correction? Is the error persistent or occasional? Will correcting it improve performance or introduce new problems?

Question 54

Define and give an example of intrinsic feedback.

Answer 54

Feedback from the performer’s own senses. Example: Feeling off-balance during a yoga pose.

Question 55

Define and give an example of augmented feedback.

Answer 55

Feedback provided by an external source. Example: A coach tells you your knee wasn’t aligned on a squat.

Question 56

Define and give an example of terminal feedback.

Answer 56

Feedback given after movement is completed. Example: Reviewing a video of a sprint after it ends.

Question 57

Define and give an example of concurrent feedback.

Answer 57

Feedback given during the movement. Example: A coach correcting posture as an athlete lifts.

Question 58

Define and give an example of knowledge of results (KR).

Answer 58

Augmented feedback that provides information about the outcome of a movement or action. Example: You hit 2 inches left of the bullseye.

Question 59

Define and give an example of knowledge of performance (KP).

Answer 59

Information about the movement pattern itself. Example: “Your elbow was too high on the release.”

Question 60

How does feedback help with error correction?

Answer 60

Pinpoints what went wrong, allowing adjustments in future attempts.

Question 61

How does feedback help with motivation?

Answer 61

Encourages continued effort and focus by showing progress or success.

Question 62

How does feedback help with reinforcement?

Answer 62

Strengthens correct responses when positive behavior is acknowledged.

Question 63

How can auditory sources be used as augmented feedback?

Answer 63

Verbal cues (e.g., “push through your heels”) Sound-based tools (e.g., metronome for timing)

Question 64

How can biofeedback be used as augmented feedback?

Answer 64

Using technology to give physiological feedback. Example: Heart rate monitor or EMG for muscle activation patterns.