Lecture 2

Question 1

Three One-Dimension Classification

Answer 1

1. size of musculature
2. distinctiveness of movement
3. stability of the environment

Question 2

Size of musculature (precision of movement) (2)

Answer 2

1. Gross motor skills
   - involve large muscles, and precision of movement is not that important

• smooth coordination of muscles is essential

2. Fine motor skills
   - require control of small muscles to achieve a goal

• usually involve a high degree of precision of movement and hand-eye coordination

Question 3

Distinctiveness of the movements (defining beginning and endpoints of movement) (3)

Answer 3

1. Discrete Motor skills
   - clearly defined beginning and endpoints
2. Serial motor skills
   - a series of discrete motor skills performed in a specific order
   (ex, sequence, routine)
3. Continuous motor skills
   - no obvious beginning and end points
   (ex, swimming, skating, running, XC skiing)

Question 4

Stability of the environment (2)

Answer 4

1. Closed motor skills
   - performed in a stable and predictable environment
   - a self-paced task
   - there object waits to be acted on by the performer (ex pitcher deciding when to pitch)
2. Open motor skills
   - performed in an ever-changing, unpredictable environment
   - an externally-paced task
   - performer needs to react to the environment to be successful (batter waiting to bat pitch)

Question 5

What to remember about the stability of the environment ??

(three one-dimension systems of motor skill classification)

Answer 5

they are continuous!

(closed) -Tball - pitching machine- batting practice - live pitch in game (Open)

for example, a baseball swing can range From a closed to open skill depending on what’s required

Question 6

Throwing a dart

Answer 6

fine
discrete
closed

Question 7

free kick

Answer 7

gross
discrete
closed

Question 8

Ball room dancing

Answer 8

gross
serial
bit of both because music decides when dancing but more closed

Question 9

plucking eyebrows

Answer 9

fine
discrete
closed

Question 10

dribbling a basketball

Answer 10

gross
continuous
depends lol

Question 11

difference between spiking and serving a volleyball?

Answer 11

both are discrete
spiking is open, serving is closed

Question 12

Performance

Answer 12

• Is observable behaviour
• Execution of a skill at a specific time and in a specific situation

Question 13

Learning

Answer 13

• A change in the capability to perform a skill (that)
• Must be inferred (from)
• a relatively permanent improvement in performance (as)
• A result of practice or experience

Question 14

Performance vs Learning (chart thing)

Performance

1. Observable behaviour
2. Temporary
3. May not be due to practice
4. May be Influenced by performance variables

Answer 14

Performance vs Learning (chart thing)

Learning

1. Inferred from performance
2. Relatively permanent changes in the capability to perform a skill
3. Due to practice
4. Not influenced by performance variables

Question 15

What is a performance variable?

Answer 15

• Anything that may influence performance at any given time
• Alertness
• Anxiety
• Fatigue
• Uniqueness of the setting

Question 16

Six general performance characteristics of Skill Learning

Answer 16

1. Improvement
2. Consistency
3. Stability
4. Persistence
5. Adaptability
6. Reduced attention demands

Question 17

1. Improvement (5)

Answer 17

• Performance of a skill generally improves over time
• Get closer to the goal/ target/ criterion
• Higher level of skill later vs earlier
• Practice usually positively affects performance
• Practicing something incorrectly can lead to decreased performance during and/or after practice

Question 18

2. Consistency (3)

Answer 18

• Less variability in performance
• From one attempt to another, performance characteristics become more similar
• Starts off as being variable, with time it becomes more consistent

Question 19

3. Stability (3)

Answer 19

• The influence of perturbations (unexpected/often sudden happenings) on the skill
• Internal or external conditions can disrupt performance
• Internal (stress)
• External (environmental conditions
• As learning happens, increased ability to perform the skill despite perturbations

Question 20

4. Persistence (2)

Answer 20

• Improved performance lasts over increasing lengths of time. ex between rehearsals/practices/games
• Shows permanence of performance improvement

Question 21

5. Adaptability (5)

Answer 21

• Performer is able to adapt performance to different personal, task and environmental situations
• Also referred to as generalizability of performance
• Performance context is never the same each time
• As learning increases, the ability to perform asks in different contexts
• Personal factors, skill, tasks, environment

Question 22

6. Reduced attention demand (2)

Answer 22

• As learner progresses, the amount of attention needed to perform the skill decreases
• Can perform another skill simultaneously