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ML Test 1 > Lecture 3 > Flashcards

Lecture 3 Flashcards

1
Q

Activities or tasks that require voluntary control over movements of the joints and body segments to achieve a goal

A

Motor skill

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2
Q

Activity or task that has a specific purpose or goal to achieve

A

Skill

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3
Q

What 3 things effect how well you do a skill?

A

Degree of competence
Capcity to perform
Efficiency when performing an activity or task

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4
Q

Acquisition, enahcement, reacqusition of a motor skill

A

Motor learning

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5
Q

activation and coordination of muscles and limbs involved in the performance of a motor skill

A

Motor contorl

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6
Q

How growth and maturation influence changes in motor behavior

A

Motor development

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7
Q

What are the 4 requirements of a motor skill?

A

1) Goal to achieve
2) Performed voluntarily (not reflexive)
3) Movement of joints and body segments
4) Need to be learned to relearned

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8
Q

Motor skill =

A

Motor action

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9
Q

Working memory –> rehearsal (practice) –> encoding –> storgage –> long term memory –> retrival

A
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10
Q

The variety of movement and context charcteristics a person experiences while practicing a skill

Or better said

What is changing about how the person is doing the skill or the environment that they are doing it in or the type of environment or the type of feedback they are getting while they are doing. It’s whats changing opposed to just doing the exact same thing over and over again

A

Practice variability

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11
Q

KNOW: Practice variability can be in the variety of movement or variety of context

A
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12
Q

What two things make up variety of context? (makes up part of practice variability)

A

Regulatory conditions: Can be regulated by the invididual or by the coach or whoever is giving feedback

Non-regulatory conditions - things in the environment that make noise that you don’t have control over

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13
Q

Variety of context is a subset of practice variability. What two things make up variety of context? and what are they

A

Regulatory conditions: things in the environment regulated by the individual/coach

Non-regulatory conditions - things we have no contorl over in the environment

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14
Q

Other people make noise in the environment and it distracts your client. Is that a regulatory condition or a non regulatory condition?

A

Non regulatory - you had no control over it

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15
Q

What happens to regulatory conditions in a closed skill?

A

The regulatory conditions remain the same

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16
Q

If were doing one skill over and over what are the regulatory conditions?

A

Closed, they stay the same

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17
Q

What are the regulatory conditions on a server hitting the ball to the same spot over and over?

A

Closed

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18
Q

In an open skill does the environment change?

A

No, but the skill itself changes

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19
Q

Do the regulatory conditions change in an open skill?

A

Yes

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20
Q

If a server is serving to different areas is it an open or closed skill? has the regulatory conditions changed

A

Open skill

rgulatory condition of the movement has changed because they have to change their body position or how they strike the ball

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21
Q

A server is serving to the same spot over and over. Is that an open or closed skill?

A

Closed

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22
Q

KNOW: In an open skill the server is severing to multiple different places

The variety of movement is changing because they are changing spots

The variety of context is chagnging depending on where you’re aiming the ball

A
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23
Q

Closed skill = when server is always aiming for the same spot

There is no varity of movement because they are always in the same spot

There is not variety of context because they are always aiming for the same spot
* This is a controlled regulatory environment

Same position always aiming for the same spot = closed skill

A
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24
Q

KNOW: If we randomize where the person is aiming for w/ the serve we have some movement variability and we have some context variability (if we dont let the person pick)

A
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25
Q

KNOW: If you’re telling the server where to serve randomly (do 1 then do 6 do 3) we are changing the regulatory environment of the context

A
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26
Q

memory and performance disruption that results from performing multiple skills or variations of the skill within the context of practice

aka

How quickly we change up the practice, we change the context, (closed vs open skill then in that open skill how many variabilltys were changing at once) can create _______

A

contextual intereference

If you change up skill to fast and the person can’t comprehind what they’re doing you have contextual interference

Make sure you’re creating practice variability - the person just must be ready for it

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27
Q

What is motor skill learning that is influenced by practice condition charcteristics, especially the sensory/perceptual information available, performance context charcteristics, and cogntitve processes involved

aka

practice is specific to what you want the outcome to be

A

Practice specificity

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28
Q

KNOW: Practice is impacted by the variability in movement and variability in context

A
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29
Q

KNOW: Practice Rehersal is necessary to trasition working motor memory to long term motor memory

A
30
Q

KNOW: Both open and closed skills can be practied in variable movement and context

A
31
Q
A
32
Q

Amount of rest between practice sessions or trials is very short (amount of time between trails is less than the time of the trials)

EX: Working on sit to stand for 1 minute then taking a 10 second break and redoing the 1 minute

A

Massed practice (think massive amount of practice)

33
Q

Amount of rest between practice sessions or trials is relatively long (rest is the same length or longer than the trial)

A

Distributed practice

34
Q

Research supports masses practice or distributed practice more?

A

Distributed (taking more time between)

35
Q

Why would we start w/ massed practice when learning a new skill?

A

Because it gives us less time between trials to forget how to do the skill. However, as we get more advanced we should move to the distributed kind of practice (more time between)

36
Q

Should you start w/ massed practice or distributed practice?

A

Massed

37
Q

Why would we start w/ massed practice

A

Because were trying to get out pts to have a good ahndle on what they’re doing (less rest = less time to forget how to do skill)

38
Q

What kind of practice is better for long term learning of the task. Massed or distributed. Why?

A

Distributed - because it gives you time to think about the skill in between trials

39
Q

What are the 3 part of Kahneman’s model? (centralization)

A

Arousal

Attention depends (or requirements of test)

Allocation (allocate to make sure we complete at least one activity)

40
Q

How would you decide to do massed vs distributed learning w/ the pt?

A

Maybe do both and do some kind of recall test after

41
Q

Does the rehersal stage of activity have to be physical practice for it to be encoded?

A

No, it can also be mental practice

42
Q

KNOW: One of the reasons that distributed practice works better is because we need the systems to rest and think about what we’ve done for that rehearsal stage to be encoded (if were go go going were not going to have time / energy to think about what we just did and encode it)

A
43
Q

What is a continuous motor skill?

A

One without an alootted stop or start time - more repetittive

44
Q

What is a discrete motor skill?

A

One with a designated start and stop time

45
Q

For continuous motor skills do we want to use massed or distributed practice?

A

Distributed (longer breaks inbetween)

think walking

46
Q

For Discrete motor skills do we want to use massed or distributed practice styles?

A

Massed

think hitting a piano key

47
Q

Is over practicing good or bad?

A

Both

48
Q

What are the pros of over learning? (over practice)

A

If we continue practicing the skill after we have already learned the skill it makes the skill move toward that automatic stage (recall on how to perform the motor skill becomes faster –> reproduced easier w/ less effort)

49
Q

What is the downside to overlearning?

A

We have diminishing returns - aka we stop really getting better at the skill

the body decides it doesnt need to keep working at the skill so it stops thinking about it –> we’ve pushed it to far –> to much of a good thing

50
Q

KNOW: If were going to do overlearning at least make it variable

A
51
Q

Does one part of the skill relay on another part of the skill (doing them in order / a sequence matters) is called ________

A

Organization of the skill

52
Q

Number of parts / components of the skill is called _______

A

Complexity of the skill

53
Q

What is practicing the entire skill at the same time?

A

whole skill

54
Q

What is practicing a little bit of the skill at once (breaking it down)

A

Part practice

55
Q

Low complexity and high organization of skill means we should use whole practice or part practice?

A

Whole practice

EX: Buttoning a shirt –> doesnt have that many peices to it, however - the peices it does have do need to be done in sequence –> if you’re unsucessufl w/ the first part you’re going to be unsucessful w/ the rest (high organization). If you can’t get the button through the hole you can’t move along w/ the task.

56
Q

High complexity and low organization should be whole practice or part practice?

A

Part practice

EX: tumbling routine –> lots of different parts that are highly complex but the organization doesnt matter

high complexity = lots of parts and peices

57
Q

Should walking (a continuous skill) be practiced as whole practice or part practice

A

Walking a continuous skill has such a high level of organization –> so we should use whole practice

Low complexity and high organization = whole practice

58
Q

KNOW: continuous skills have high organization so we should use whole practice

Low complexity and high organization = while practice prefurred

A
59
Q

Should continuous activities be done w/ whole practice or part practice? Why?

A

Whole practice, because they have such a high level of organization

Low complexity and high organization = whole practice prefurred

60
Q

Should discrete skills be practied as whole or part practice?

A

It depend on the complexity and level of organization of the skill

High organization + Low compelxity = whole practice

Low organization + high complexity = partial practice

61
Q

With flipping a light switch on and off would we do partial practice or whole practice?

A

Whole

You can’t really break this down

High organization –> Low complexity

62
Q

When playing the piano do we do part of whole practice

A

Part

HIgh complexity (lots of parts) low organization (can break them apart and it still works as long as you put them back together in the right order)

63
Q

Part practice can be broken down into 3 categories. What are they?

A

Fractionization
Segmentation
Simplification

64
Q

Practicing each arm / leg separately before performing them together (what kind of part practice is this)

A

Fractionization

65
Q

Separating the skill into parts, after one part is practied it is combined w/ the next part (so you’re buliding ontop) (what kind of part practice is this)

A

Segmentation

66
Q

What kind of part practice is reduce the difficulty or specificity of specific parts/features of a skill then slowly incerase it back up?

A

Simplification

67
Q

KNOW: w/ simplification part practice we can change the object difficulty (larger ball), attentional demands, speed, adding auditory cues

A
68
Q

Break down running into fractionization, segmentation, simplification

A

Fractionization: work on arm swing then work on leg swing

Segmentation: Work on the inital starting position and start of the run –> then combine that with the midrun –> then comine those two parts with the final sprint

Simplification: Start w/ a brisk walk then move to a jog then move to an actual run

69
Q

What is cognitive rehersal?

A

Thinking through the parts of the skill w/o actually doing it

70
Q

compare and contrast cognitive or procedural aspects of a motor skill and kinesthetic imagery (both mentral practice)

A

cognitive or procedural aspects of a motor skill: internally walking yourself through the steps of the skill as in just being aware of the bits of peices

Kinesthetic imagery: imaging ones own self physically doing the task

71
Q

KNOW: imagine doing the task and actually doing the task physically light up the parts of the brain in a very similar way (aka mentally doing it is important)

A
72
Q
A

ML Test 1 (7 decks)

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