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SPEX202 > Module 2 > Flashcards

Module 2 Flashcards

1
Q

what are some of the neurophysiology of learning

A
  • difficult to measure change
  • selective strengthing and pruning
  • refined neural representations of body parts
  • gradual responsibility of body parts
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2
Q

what does wraping myelin on acon do

A

helps to speed neural impulse signal

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3
Q

what does skill look like

A
  • accomplishment of task goal
  • consistent
  • persistent
  • adaptability
    -efficent
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4
Q

what does a skill require

A
  1. perception
  2. intention to move
  3. postural control
  4. coordination
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5
Q

what is fitts and posner 3 stage model of motor learning

A
  1. cognitive
  2. motor
  3. skilled
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6
Q

learning or performance

result of permanent change, not observable, must monitor performance over long period of time

A

learning

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7
Q

learning or performance

temporary, nonpermanent changes observable

A

performance

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8
Q

why is perfomance improvament a good indicator of motor learning

A
  • long period of time
  • other factors (consistency, persistence, coordianction stability
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9
Q

why is perfomance improvament a bad indicator of motor learning

A
  • the performance measure doesn’t truely show gains
  • improvement performance is a result of acquisition of bad habits
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10
Q

why is it uncommon to see linear curve for performance

A

because learning is not linear

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11
Q

what curve would expect to see for mor complex skills

A
  • positive accelerating
  • s-shaped
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12
Q

what can performance curves provide measures of

A

performance, learning, adaptability

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13
Q

what is retention

A

being taught a skill then after a year coming back to it e.g. driving when I moved to dunedin

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14
Q

name transfer of learning types

A
  • specific
  • general
  • vertical (difficualty)
  • horzontal (context)
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15
Q

Lateral or vertical
- broad application of skills and knowledge to range of tasks all with similar levels of complexity

A

lateral

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16
Q

Lateral or vertical
-applying what has been learnt to a simpler or harder task

A

vertical

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17
Q

ongoing, dynamic process, stabilization of specific, functional movement pattern as each individual adapts to variety of chaning constraints describes what

A

Motor learning

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18
Q

what is the difference between skills and abilities

A

abilities: mainly genetics but also learned
Skills: learned

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19
Q

what is a skilled made of

A

perception
decision-making
action

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20
Q

what are some challenges to the pyramid of learning

A
  • we all develop at different rate
  • some children develop faster than others
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21
Q

at what age do kids start to prefer to use one hand

A

3-5 years

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22
Q

when the effect of experience on the brain is particularly strong what period is this

A

sensitive

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23
Q

when the experience is essential for normal development alters performance permanently - what period is this

A

critical

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24
Q

the preferred states of the system given its current architecture and previous history of activity - what type of dynamics

A

intrinsic

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25
Q

why do movement preferences exist

A

the structure of our bodies and how we control movement via the nervous system

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26
Q

what are three reasons why we move differently

A
  • intrinsic dynamics
  • task demands
  • environment
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27
Q

when we become skilled humans learn to exploit the ______ in our body to achieve goal more consistently

A

redundancy (multiple ways to do a task)

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28
Q

humans utilise degrees of freedom and learn to adapt to different contexts remarkably - what variability is this

A

context-conditioned variability

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29
Q

higher levels of CNS activate lower levels (motor units) which temporarily grouped as muscle ____

A

synergies

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30
Q

how we learn to do this efficiently and to cope with all variability that life throws at us is described as what

A

motor learning

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31
Q

many researchers believe motor commands are represented and stored in what nervous system

A

central nervous system

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32
Q

why is it difficult for robots to pick up a cup

A

robots cant account for variability
e.g. how heavy it is

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33
Q

what is a key part of the cognitive approach

A

indirect perception

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34
Q

what model has key movement parameters are modified for generalises motor programm

A

info processing model

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35
Q

what is the looming response

A

shawdow looms and babies protect there bodies

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36
Q

explain self organisation simply

A

complex systems are placed in orderd patterns that are influenced by constraints

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37
Q

what is the product of physical laws of complex systems

A

coordination

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38
Q

movement systems DOF can potentially be configured in to move in variety of ways, But instead what is happening

A

constraints shape the way the DoFs in a dynamical movement system are configured
- movements become more predictable

39
Q

how do movement constraints shape behaviour

A

dictates how we move - movement becomes predictable

40
Q

who is the constraints model helpful for

A

teachers and learners

41
Q

how is posture a rate of limiting constraint

A

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

42
Q

when does posture control reach mature levels

A

8-9 years olds

43
Q

what is the difference between direct and indirect influences of constraints

A

direct - change which influence movement e.g. pizza ski
indirect - subtle influnence e.g. poles

44
Q

influence grows stronger with learning is emergent or decaying

A

emergent

45
Q

what are the characteristics of the bioecological model

A

Holistic, longitudinal and contextual overview of human development

46
Q

in the bioecological model what is the process of the interactions between individual and contextual called

A

proximal processes

47
Q

what are the 4 nested subsystems of the bioecological model and what is the order (smallest to largest)

A

microsystem, mesosystem, exosystem, macrosystem

48
Q

how does adaptability defines us as species

A

need to hunt, shelter, remain warm

49
Q

repetition without repetition is not doing the exact same movement twice - but what also is it

A

problem solving

50
Q

what is 80% of the teaching style

A

direct - feedback, demo

51
Q

what do traditional pedagogies emphasize

A

specific detailed prescription of movement template for repetitive rehearsal

52
Q

what does TGfU stand for

A

teaching games for understanding

53
Q

whas does TGfU do

A

modified games

54
Q

what approach does TGfU do

A

tatical

55
Q

differences between TGfU and CLA

A
  • overall aim
  • use of questioning
  • skill progression
  • emphasis on tactical principles
56
Q

what is a effective way for practitioners to guide learning

A

manipulating task constraints

57
Q

what is plateau in performance likley during

A

skill acquisition

58
Q

when learners have control of their practice what is enhanced

A

motor learning

59
Q

power law of practice
e.g. cigar rolling

A

as you practice improve performance
- initial large improvements decrease with time (linear)
- difficult to improve after point

60
Q

what are other ways of learning what you practice

A
  • transfer
  • representive learning
61
Q

explain the challenge point framework in terms of task difficulty

A

difficulty should be modified to meet the demands of the learner in the environment

62
Q

what is the paradox between performing and learning

A

as performance gets worse as task gets more difficult

63
Q

what does part whole practice involve

A

task decomposition
- breaking down a skill

64
Q

why might task simplification be better instead of task decompostion

A

task decomposition may break important perception-action coupling

65
Q

what does the variability of practice hypothesis involve

A

better retention and transfer

66
Q

what does high contextual interference mean for performance and learning

A

performance decreases but learning improves

67
Q

what does high contextual interference involve - give an example

A

no one shot in a basketball drill is the same
- randomlised
- involves many skills

68
Q

what is massed practice

A

longer and more frequent practice

69
Q

distributed

A

shorter practice and less frequent

70
Q

what does massed practice may result in

A

fatigue and injury
reduced cognitive effort
less time for memory consolidation

71
Q

what practice does continuous skill benefit from

A

distributed practice

72
Q

what type of practice is more effective

A

distributed

73
Q

what matters in practice distribution

A

task and inter-trial spacing matter

74
Q

when should you sleep after practice to help consolidate learning

A

5-7hrs

75
Q

what are movement practioners like
- and why

A

architects - design a practice carefully to enhance learning

76
Q

attentional capacity theories
- task are accomplished in serial order
- system can process only one task at a time

A

single channel theorie

77
Q

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

A

multiple-resource theories

78
Q

attention capacity

A

as skills become automatized the individual can attend to other aspects of the environment

79
Q

what is selective attention guided by

A

info storing long term memory

80
Q

what type of focus has mor benefits

A

external

81
Q

for complex skill what focus (external/ internal should be used)

A

external

82
Q

inattention blindness
+ example

A

something that has high cognitive demands it easy to miss info
- gorilla video

83
Q

movements are _________ by emotions

A

flavoured

84
Q

when is the effect of experence on the brain strong

A

sensitive period

85
Q

context conditioned variability occurs because

A

a relation between muscle excitation and task demands changes

86
Q

what does the schema theory represent

A

cognitive approach

87
Q

which psychologist proposed the concept of affordances

A

JJ. Gibson

88
Q

which type of learning is associated with subconscious changes in technique

A

implicit

89
Q

what are examples of how affordances might directly specify a cyclists action going down mountain

A

quality of bike
track - if its ricky, grass
head wind
climbing up steep hill - need more force so get off seat

90
Q

experimental design

what sociocultural factors influence proactice habits of snowboard athletes

A

qualitive, observational study using bronfenbrenners model

91
Q

experimental design

in which environmentes do children learn water safety skills best

A

within subjects, repeated measures

91
Q

experimental design

can virtual reality be an effective practice tool for different skill levels

A

between subjects, cross-sectional

91
Q

experimental design

how can coaches harness emotions to improve skill performance under pressure

A

mixed methods (questionnaire and physiology)

SPEX202 (3 decks)

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