MLC Flashcards

1
Q

Classification of motor skills

A

type of movement
Predictability of the environment
complexity of the task

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2
Q

Type of movement

A
gross motor skills
Fine motor skills
discrete skills 
Serial skills 
continuous skills
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3
Q

gross motor skills

A

Involve movement of major muscle groups resulting in large body part movement

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4
Q

fine motor skills

A

Involve movement of smaller muscle groups resulting in more precise movement

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5
Q

discrete skills

A

Have clear beginning and endings

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6
Q

serial skills

A

Made up of a number of discrete skills which are put together in a certain order

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7
Q

continuous skills

A

Do not have a clear beginning or ending and it is impossible to define exactly where the skill starts and where it stops

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8
Q

predictability of environment

A

Closed skills

open skills

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9
Q

Close skills

A

where performer has the greatest control over their performance environment and usually require repetition of a successful movement pattern

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10
Q

Open skills

A

where the performer is required to have flexibility and adaption in the execution of a skill under a constantly changing environment or time pressure

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11
Q

Complexity of task

A

simple skills

Complex skills

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12
Q

simple skills

A
Quickly learned 
no time pressure
One cue only 
no opposition 
(Eg. Hitting baseball on tee)
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13
Q

Complex skills

A

longer learning and practice time
Time pressure
many cues
(Eg. Hitting moving ball)

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14
Q

Fitts and Posner phases of motor learning

A

Cognitive
Associative
Autonomous

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15
Q

Cognitive stage

A

Trial and error
more concerned with what to do then how to do
Basic motor patterns
inconsistent performance

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16
Q

Associative

A

consistency improves
Size/frequency of errors decrease
Correcting errors/technique

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17
Q

Time in associative stage depends on:

A

task complexity
Level of ability
amount of practise
Amount and quality of feedback

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18
Q

autonomous stage

A
Movements are fluent 
increased speed/accuracy 
Attends to relevant cues only
performance is consistent 
Self corrects
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19
Q

cues

A

Stimulus perception which signal for action or give a hint how to respond in a particular circumstance

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20
Q

types of cues

A

Visual cues
verbal cues
Proprioceptive cues

21
Q

visual cues

A

Provides the performer with a piece of observable information that allows learner to determine and see what movement is required in the execution of the skill and the result of their performance

22
Q

verbal cues

A

Short concise task-oriented phrase which directs attention to the most important features in the environment, or prompts performers to attend to the key components in the task in order to enhance performance

23
Q

proprioceptive cues

A

Proprioceptors send information to the central nervous system detailing position, posture, equilibrium, and internal conditions of the body

24
Q

Information processing model of learning

A

Input
Processing
Output
Feedback

25
Q

Input

A

information received by sensory system
Detecting cues in environment
much of info is discarded

26
Q

Processing

A

information analysed, interpreted and response selected

27
Q

Process sequential processes

A

perceptual mechanism/stimulus detection
Decision making mechanism
effector mechanism/ response selection

28
Q

Output

A

selected movement is produced
Nervous system and effector mechanism prepare to produce decision made.
involves neuromuscular system producing movements required ti produce the selected response

29
Q

Feedback

A

information about performance is received

30
Q

hicks law

A

States the greater number of possibilities available to a performer, the longer it takes for them to react.
more info = more time needed to process and make decision

31
Q

Purpose of feedback

A

motivate the performer

Reinforce leaning and provide information

32
Q

motivate the performer

A

They are more interested and involved in training
persist longer in learning a skill
Apply greater effort to learning a skill

33
Q

reinforce learning

A

feedback can be used to reinforce learning or performance which increases the chances of the behaviour being repeated

34
Q

Types of feedback

A

intrinsic

Extrinsic

35
Q

intrinsic

A

Received from inside body

36
Q

Extrinsic

A

received from outside body
Categorised:
knowledge of performance
Knowledge of results

37
Q

knowledge of performance

A

Subjective feedback that a performer receives regarding the quality of their movement or technique

38
Q

knowledge of results

A

Objective feedback which provides the performer with information regarding the success of their performance in achieving a desired outcome

39
Q

timing of extrinsic feedback

A

Concurrent extrinsic feedback

terminal extrinsic feedback

40
Q

Concurrent extrinsic feedback

A

provided during the performance via the coach

41
Q

Terminal extrinsic feedback

A

provided by an external source after the movement has been completed

42
Q

Characteristics of feedback

A
general 
Specific 
constructive 
Destructive 
changeable 
Unchangeable
43
Q

general

A

Contain no info

44
Q

specific

A

Contains info

45
Q

constructive

A

Recognises positive parts of the athletes behaviour and suggests further ways to improve

46
Q

destructive

A

Provides no motivation or encouragement

47
Q

changeable

A

Directed at behaviour that can be changed

48
Q

unchangeable

A
Not changeable 
(eg. Too short to play)