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BPK 142 Lecture Flashcards > Lecture 11 - Motor Control and Learning and Ergonomics > Flashcards

Lecture 11 - Motor Control and Learning and Ergonomics Flashcards

1
Q

Define: motor skill

A
  • act or task that has a goal to achieve and that requires voluntary body or limb movement to be properly performed
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2
Q

How can you tell if a motor skill has be acquired?

A
  • the learner has developed a set of motor responses into an integrated and organised movement pattern
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3
Q

Differentiate between ability vs skill

A

Ability – a general, enduring trait affected by both learning and heredity (e.g., balance)
Skill – specific to a given task and gained through experience (e.g., performing balance beam in gymnastics, a skill that requires the ability to balance).

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4
Q

List some motor abilities that contribute to the way skill learning occurs

A
  • Muscular strength
  • muscular endurance
  • cardiovascular endurance
  • speed
  • agility
  • balance
  • eye/hand/foot coordination
  • control precision
  • multi-limb coordination,
  • reaction time
  • manual dexterity
  • power
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5
Q

What are some characteristics of a skilful motor performance (4)?

A
  1. production of a fast output of high quality
  2. appearance of ease and smoothness of movement
  3. anticipation of variations in the stimulus situation before they arrive
  4. reduction in time to make a choice of responses once signal is identified
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6
Q

List the 3 motor skill classification systems

A
  1. gross vs fine
  2. discrete vs continuous
  3. closed vs open
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7
Q

Explain the following motor skill classification system: gross vs fine

  • what is it based on
  • commonly used in/for
  • which one do physical therapists and occupational therapists focus their attention on
A
  • based on: precision of movement
  • commonly used for: special education, adapted PE, rehabilitation
  • gross motor skills: involve large musculature as the primary basis of movement (walking throwing, jumping, basics). Precision is not important but smooth coordination is essential to performance
  • fine motor skill: require ability to control small muscles of body to achieve skill. Generally involve hand eye coordination and high degree of precision (writing, drawing, piano, etc)
  • PT: gross
  • OT: fine
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8
Q

Explain the following motor skill classification system: discrete vs continuous

  • what is it based on
  • commonly used by
A
  • based on: distinctiveness of beginning and end points of the movement
  • commonly used by: motor learning researchers and human engineers
  • discrete motor skill: clearly defined beginning and end points (throwing a ball, hitting a key on a keyboard); can be put into a series (serial motor skills) like a dance routine
  • continuous motor skill: arbitrary beginning and end points decided by performer or external force (car steering, swimming, running)
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9
Q

Explain the following motor skill classification system: closed vs open

  • what is it based on
  • commonly used in/for
A
  • based on: stability of the environment in which the skill is performed
  • commonly used in: physical education
  • closed skills: the performance environment is stable and predictable - golf, bowling, archery, weightlifting, swimming, etc. These skills are self-paced. The stimulus waits to be acted on by the performer. Require similar responses each time a response is required.
  • open skills: the performance environment is constantly changing and is therefore much less predictable - hitting a tennis ball, racquetball, baseball, etc., team sports. The performer is required to make rapid modifications in her plan of action to match the demands of the situation. The performer must act according to the action of the object or the characteristics of the environment. The activity is externally paced.
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10
Q

When teaching fundamental movement skills, what are the 3 main categories? Give a few examples of each.

A
  • body management (rolling, stopping, bending, twisting, landing, stretching, balancing)
  • locomotor skills (crawling, running, galloping, walking, hopping, skipping, dodging)
  • object control skills (throwing, catching, striking, bouncing, dribbling, kicking)
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11
Q

Define: physical literacy

A

the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life

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12
Q

The maintenance of physical literacy can contribute to the prevention of (4)?

A
  • Chronic disease risk
  • Mobility issues
  • Maintenance of activities of daily living
  • Psychological health
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13
Q

Fill in the blank:
decreased functional health increases __________ and reduces the _________ of a population. Increasing __________ (durability) will increase the capacity of individuals to avoid poor health and ________ (resilience)

A
  • health care costs
  • economic productivity
  • functional health
  • recover more quickly
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14
Q

Define: motor learning

- What are the 2 categories it can be subdivided into?

A
  • a relatively permanent change in the performance levels of a motor task as the result of practice
  • skill learning and sensorimotor adaptation
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15
Q

Define: sensorimotor adaptation

A
  • Sensorimotor system responds to altered environmental (or body)
    conditions by reducing errors to regain a previous level of performance (eg: recovery of function following neurological injury)
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16
Q

What does skill learning require?

A
  • Involves acquiring new muscle activation patterns to achieve a greater level of performance
    E.g., Learning to ride a bicycle or play tennis
17
Q

What are some ways to assess learning of a new skill?

A
  • performance curves (plot level achieved across time to assess consistency/ improvement of performance)
  • retention tests (An assessment on the performance of a learned skill after a period of time following practice)
  • transfer tests (Involve a novel situation so that the individual must adapt the skill to the characteristics of the new situation)
18
Q

What are the 3 stages of skill acquisition?

A
  • cognitive stage (attempts are made to improve the skill with approach changing frequently; coach gives diagnostic knowledge of results)
  • associative stage (reached after ability to reproduce reasonable approximation of desired movement; refine necessary movement, able to recognise errors on their own, worried about how to do not what to do)
  • autonomous stage (reached after tremendous good practice, movements are now mostly automated leaving room for spare attention to be devoted to other skills such as game strategy; variability in performance is small, some small improvements can still be made)
19
Q

Define: transfer of learning

A
  • influence of a previously practiced skill on the learning of a new skill (handball vs. squash)
20
Q

Differentiate between positive and negative transfer of learning

A
  • occurs when experience with a previous skill aids or facilitates the learning of a new skill. The higher the degree of similarity between the component parts of two skills or two performance situations, the greater the amount of positive transfer that can be expected between them
  • occurs when experience with a previous skill hinders or interferes with the learning of a new skill (typing on a different keyboard)
21
Q

Define: bilateral transfer of learning

A
  • involves the improvement in performance of one limb as a result of practice with the opposite limb; greater transfer achieved from dominant to non dominant limb
22
Q

How does augmented feedback differ from sensory feedback?

A
  • comes from someone or something external to the person. It is distinct from sensory feedback which comes from the learners own sensory system.
23
Q

List the 2 types of augmented feedback and give an example

A
  • Knowledge of Results (KR): information about the outcome of performing a skill or about achieving the goal of the performance; can use results or a yes or no answer regarding whether goal was achieved
  • Knowledge of Performance (KP): information about the movement characteristics that led to the performance outcome; Can be verbal or by non-verbal means (e.g., video replay)
  • KR: you walked 5 metres more than yesterday
  • KP: you should bend your knees more when you walk
24
Q

State the benefits of knowledge of results (KR) (2) and the benefits of knowledge of performance (KP) (2).

A

KR:

  • confirms own assessments of task-intrinsic feedback (important when result is not visible to learner)
  • motivation

KP:

  • helps to correct highly coordinated movement skills
  • more helpful than KR when result is visible to learner (archery)
25
Q

When giving augmented feedback, what should you keep in mind?

A
  • error information is more effective for facilitating skill learning vs providing info on the correct aspect of performance
  • qualitative info is better to provide in the early stages of learning vs quantitative info
  • incorrect feedback is very bad
  • overwhelming a subject with too much info can impact their performance negatively
  • you don’t need to give feedback after every trial
26
Q

WHEN is video tape an effective method for KR and KP (as opposed to unhelpful)?

A
  • when subject is at an appropriate skill level where they can notice errors on their own (UNLESS they have a coach watching with them)
  • the videotape has meaningful info to be presented
27
Q

What aspects of practice can impact the learning of a skill(4)?

A
  • variety of experience (helps to familiarize subject with knew scenarios involving skill use)
  • variation within each practice (better to do multiple variations in 1 rather than 1 type in each practice session)
  • amount of practice (although not proportional, quality is more important)
  • spacing of time between practices
28
Q

Define: mental practice

A
  • cognitive rehearsal of a physical skill in the absence of overt, physical practice. It involves imaging the actual correct performance of the movement
29
Q

How is mental practice helpful? Can you think of a few examples where one may benefit from mental practice?

A
  • Reinforces a proper response as an aid to an upcoming response.
  • golf
  • gymnastics
  • imagine doing the movement in your head while waiting in line for your turn in a drill
30
Q

define: ergonomics

A
  • The science that addresses human performance and well-being in relation to the job, equipment, tools and environment
31
Q

What are the basics of ergonomic philosophy(3)?

A
  • A systems approach is taken.
  • Design from the inside out.
  • Design around human needs and capabilities and then make design decisions about the equipment, task and environment based on those needs and capabilities
32
Q

Ergonomics is multidisciplinary. What are some fields of knowledge that contribute to ergonomics and how can they contribute?

A
  • psychology: training and motivation
  • physiology: fatigue, work schedules
  • design: graphic design, industrial design
  • environmental studies: lighting, heat, cold
  • sociology: teams, groups, job hierarchy structure
33
Q

Why is ergonomics important(5)?

A
  • workplace injuries are on the rise (particularly musculoskeletal)
  • a diverse workforce means workplace design and job demands must reflect a wide range of worker capabilities and limitations (age, size, strength, abilities)
  • Analysing the requirements of essential job duties can establish placement requirements while respecting human rights
  • regulatory activity has increased so companies are searching for programs to help with compliance
  • Ergonomists accurately identify skills and knowledge required for workers to perform their jobs safely and can use this information to develop effective training programs
34
Q

How can ergonomics reduce injuries (2)?

A
  • reduces musculoskeletal disorders through design of equipment, tools, workstations and jobs.
  • enhanced rehabilitation programs (ergonomists can determine which jobs injured workers can do to allow them to return to work quickly)
35
Q

What are some psychosocial issues in the workplace that ergonomics can address(5)?

A
  • management styles
  • organisational design
  • job design
  • motivation
  • teamwork
36
Q

Why is ergonomics important for quality/ productivity goals in the work place(2)?

A
  • More comfortable workers are able to work more efficiently.
  • Engineering controls often reduce unnecessary production steps and allow for improved quality.
37
Q

When polling workers, _____ of workers report back pain and _____ of workers report hand pain

A
  • 20% of workers report back pain

- 17% of workers report hand pain

BPK 142 Lecture Flashcards (13 decks)

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