Module 2 Flashcards
what are some of the neurophysiology of learning
- difficult to measure change
- selective strengthing and pruning
- refined neural representations of body parts
- gradual responsibility of body parts
what does wraping myelin on acon do
helps to speed neural impulse signal
what does skill look like
- accomplishment of task goal
- consistent
- persistent
- adaptability
-efficent
what does a skill require
- perception
- intention to move
- postural control
- coordination
what is fitts and posner 3 stage model of motor learning
- cognitive
- motor
- skilled
learning or performance
result of permanent change, not observable, must monitor performance over long period of time
learning
learning or performance
temporary, nonpermanent changes observable
performance
why is perfomance improvament a good indicator of motor learning
- long period of time
- other factors (consistency, persistence, coordianction stability
why is perfomance improvament a bad indicator of motor learning
- the performance measure doesn’t truely show gains
- improvement performance is a result of acquisition of bad habits
why is it uncommon to see linear curve for performance
because learning is not linear
what curve would expect to see for mor complex skills
- positive accelerating
- s-shaped
what can performance curves provide measures of
performance, learning, adaptability
what is retention
being taught a skill then after a year coming back to it e.g. driving when I moved to dunedin
name transfer of learning types
- specific
- general
- vertical (difficualty)
- horzontal (context)
Lateral or vertical
- broad application of skills and knowledge to range of tasks all with similar levels of complexity
lateral
Lateral or vertical
-applying what has been learnt to a simpler or harder task
vertical
ongoing, dynamic process, stabilization of specific, functional movement pattern as each individual adapts to variety of chaning constraints describes what
Motor learning
what is the difference between skills and abilities
abilities: mainly genetics but also learned
Skills: learned
what is a skilled made of
perception
decision-making
action
what are some challenges to the pyramid of learning
- we all develop at different rate
- some children develop faster than others
at what age do kids start to prefer to use one hand
3-5 years
when the effect of experience on the brain is particularly strong what period is this
sensitive
when the experience is essential for normal development alters performance permanently - what period is this
critical
the preferred states of the system given its current architecture and previous history of activity - what type of dynamics
intrinsic
why do movement preferences exist
the structure of our bodies and how we control movement via the nervous system
what are three reasons why we move differently
- intrinsic dynamics
- task demands
- environment
when we become skilled humans learn to exploit the ______ in our body to achieve goal more consistently
redundancy (multiple ways to do a task)
humans utilise degrees of freedom and learn to adapt to different contexts remarkably - what variability is this
context-conditioned variability
higher levels of CNS activate lower levels (motor units) which temporarily grouped as muscle ____
synergies
how we learn to do this efficiently and to cope with all variability that life throws at us is described as what
motor learning
many researchers believe motor commands are represented and stored in what nervous system
central nervous system
why is it difficult for robots to pick up a cup
robots cant account for variability
e.g. how heavy it is
what is a key part of the cognitive approach
indirect perception
what model has key movement parameters are modified for generalises motor programm
info processing model
what is the looming response
shawdow looms and babies protect there bodies
explain self organisation simply
complex systems are placed in orderd patterns that are influenced by constraints
what is the product of physical laws of complex systems
coordination
movement systems DOF can potentially be configured in to move in variety of ways, But instead what is happening
constraints shape the way the DoFs in a dynamical movement system are configured
- movements become more predictable
how do movement constraints shape behaviour
dictates how we move - movement becomes predictable
who is the constraints model helpful for
teachers and learners
how is posture a rate of limiting constraint
if you don’t have good posture then will be shaky and learn slower
- having good posture allows you to learn new skills faster
- therefore infants at disadvantages
when does posture control reach mature levels
8-9 years olds
what is the difference between direct and indirect influences of constraints
direct - change which influence movement e.g. pizza ski
indirect - subtle influnence e.g. poles
influence grows stronger with learning is emergent or decaying
emergent
what are the characteristics of the bioecological model
Holistic, longitudinal and contextual overview of human development
in the bioecological model what is the process of the interactions between individual and contextual called
proximal processes
what are the 4 nested subsystems of the bioecological model and what is the order (smallest to largest)
microsystem, mesosystem, exosystem, macrosystem
how does adaptability defines us as species
need to hunt, shelter, remain warm
repetition without repetition is not doing the exact same movement twice - but what also is it
problem solving
what is 80% of the teaching style
direct - feedback, demo
what do traditional pedagogies emphasize
specific detailed prescription of movement template for repetitive rehearsal
what does TGfU stand for
teaching games for understanding
whas does TGfU do
modified games
what approach does TGfU do
tatical
differences between TGfU and CLA
- overall aim
- use of questioning
- skill progression
- emphasis on tactical principles
what is a effective way for practitioners to guide learning
manipulating task constraints
what is plateau in performance likley during
skill acquisition
when learners have control of their practice what is enhanced
motor learning
power law of practice
e.g. cigar rolling
as you practice improve performance
- initial large improvements decrease with time (linear)
- difficult to improve after point
what are other ways of learning what you practice
- transfer
- representive learning
explain the challenge point framework in terms of task difficulty
difficulty should be modified to meet the demands of the learner in the environment
what is the paradox between performing and learning
as performance gets worse as task gets more difficult
what does part whole practice involve
task decomposition
- breaking down a skill
why might task simplification be better instead of task decompostion
task decomposition may break important perception-action coupling
what does the variability of practice hypothesis involve
better retention and transfer
what does high contextual interference mean for performance and learning
performance decreases but learning improves
what does high contextual interference involve - give an example
no one shot in a basketball drill is the same
- randomlised
- involves many skills
what is massed practice
longer and more frequent practice
distributed
shorter practice and less frequent
what does massed practice may result in
fatigue and injury
reduced cognitive effort
less time for memory consolidation
what practice does continuous skill benefit from
distributed practice
what type of practice is more effective
distributed
what matters in practice distribution
task and inter-trial spacing matter
when should you sleep after practice to help consolidate learning
5-7hrs
what are movement practioners like
- and why
architects - design a practice carefully to enhance learning
attentional capacity theories
- task are accomplished in serial order
- system can process only one task at a time
single channel theorie
attentional capacity theories
- multiple attention mechanism each with limited capactity
- id common mechanism they will be difficult to perform simultaneously (at the same time)
- e.g. driving with phone
multiple-resource theories
attention capacity
as skills become automatized the individual can attend to other aspects of the environment
what is selective attention guided by
info storing long term memory
what type of focus has mor benefits
external
for complex skill what focus (external/ internal should be used)
external
inattention blindness
+ example
something that has high cognitive demands it easy to miss info
- gorilla video
movements are _________ by emotions
flavoured
when is the effect of experence on the brain strong
sensitive period
context conditioned variability occurs because
a relation between muscle excitation and task demands changes
what does the schema theory represent
cognitive approach
which psychologist proposed the concept of affordances
JJ. Gibson
which type of learning is associated with subconscious changes in technique
implicit
what are examples of how affordances might directly specify a cyclists action going down mountain
quality of bike
track - if its ricky, grass
head wind
climbing up steep hill - need more force so get off seat
experimental design
what sociocultural factors influence proactice habits of snowboard athletes
qualitive, observational study using bronfenbrenners model
experimental design
in which environmentes do children learn water safety skills best
within subjects, repeated measures
experimental design
can virtual reality be an effective practice tool for different skill levels
between subjects, cross-sectional
experimental design
how can coaches harness emotions to improve skill performance under pressure
mixed methods (questionnaire and physiology)
