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SPEX 102 > MODULE FIVE > Flashcards

MODULE FIVE Flashcards

1
Q

as we practice we learn to move more

A

effectively and efficiently

we can move more efficiently as we we are able to use less energy to do so, and it reflects changes going on inside u

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2
Q

as we practice we learn to move more - what are the 3 changes that this reflects

A
  • perceptual
  • cognitive
  • capability
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3
Q

controlling your movement is a complex task

A

therefore our sensory signals are important

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4
Q

movement is the way we interact with the …

A

world

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5
Q

motor cortex

A

movement

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6
Q

sensory cortex

A

sensation

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7
Q

parietal lobe

A

perception

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8
Q

occipital lobe

A

vision

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9
Q

cerebellum

A

balance

once a skill is learnt the cerebellum gains more responsibility to control that movement overtime

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10
Q

spinal cord

A

carrying messages

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11
Q

temporal lobe

A

memory, language

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12
Q

frontal lobe

A

executive functions

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13
Q

neural plasticity

A

is the ability of the brain to learn. you have lots of it as a child be as you get older you start to loose it

grey matter proportion can change

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14
Q

use it or lose it, principle

A

synapses may strengthen if you use it or they may weaken if you don’t use it (lose it)

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15
Q

it is theorised that responsibility for control is delegated to

A

brain areas like the cerebellum

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16
Q

is the practice makes perfect theory true and where did it come from

A

not true

it came about from a study saying that ‘elite athletes need to practice a lot to develop and maintain high performance levels

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17
Q

what is important for when we practice

A
  • contextual interference
  • setting the right difficulty level as we learn from our mistakes
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18
Q

contextual interferences

A

interfering with practice so you are able to learn more

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19
Q

deliberate practice

A

to improve performance and when you specialise in one thing

  • long term gains
  • not fun
  • taught
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20
Q

deliberate play

A
  • fun
  • experimental
  • unsupervised
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21
Q

consolidation (brain-washing)

A

what you do after practices influences learning effectiveness

  • sleeping soon after practice as it promotes cerebrospinal fluid movement
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22
Q

explicit

A

(conscious)

eg. instruction, feedback

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23
Q

implicit

A

(sub-conscious)

eg. problem solving

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24
Q

what % of british people wold not do exercise if there life depending on it

what % of people in britian find exercise fun

A

62%
4%

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25
Q

what is psychology important for enhancing movement

A
  • leads to many benefits for hauora
  • gets people doing PA
  • the problem of not PA is not not knowing the benefits but is getting people to actually do it
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26
Q

enhancing movement for performance =

A

getting people to do it by a behaviour change

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27
Q

myth: education leads to a behaviour change

A

truth: changing our behaviours to adopt and maintain PA is complicated. trying to convince people of its importance isn’t enough

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28
Q

% of NZ that agree that being active in important

and % for mental and emotional support

A

91%

88%

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29
Q

% of NZ that don’t achieve PA guidelines

% that drop out in the first 6 months

A

50% for both

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30
Q

motivation definition and how it effects behaviour

A

anything that impels a person into actions, which we are shown through intensity and direction of the behaviour

  • behaviour change starts with having motivation
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31
Q

Motivation for PA

A

comes from outcome expectations

  • what is PA going to achieve for us
  • this is what helps us start doing PD
  • influenced by when outcomes will be achieved, proximal or distal
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32
Q

PA proximal or distal achievements

A

proximal - occurs during or shortly after exercise eg. happy or sore muscles

distal - expected days or months after continued exercise

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33
Q

distal outcomes impacts

A

this is our day to day motivation, but we are less likely to recognise these outcomes, because we rank them as less important. but these are what is needed for long term motivation/aspiration.

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34
Q

high expectations and high experienced outcome

A

optimistic realist

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35
Q

low expectations and high experienced outcome

A

surprised pessimists

36
Q

high expectations and low experienced outcome

A

disappointed optimist

37
Q

low expectations and low experienced outcome

A

pessimistic realists

38
Q

unexpected outcomes of PA lead to

A

motivation

39
Q

we can’t give people motivation they need to …

A

appreciate and value the outcomes for themselves

40
Q

what are the two types of motivation

A

autonomous
controlled

41
Q

autonomous motivation

A

i enjoy exercise and value it

which leads to PA adherence and positive psych wellbeing

42
Q

controlled motivation

A

i have been told to exercise and will feel guilty if I don’t

leads to short term adoption of PA and negative psych wellbeing

43
Q

myth: more motivation is better

A

truth: the quality of motivation is more important

44
Q

to get a person from controlled to autonomous motivation

A

they decide - decrease the pressure and get him involved

they belong - help them feel a sense of connection to the exercise environment

they can do it - increase their confidence, to help him realise the can do it

45
Q

changing behaviour requires

A

confidence - ones ability to exercise and achieve a particular outcome

46
Q

how do we build confidence

A
  1. create accomplishments so people learn what they can achieve ‘i did it before so I can do it again’ eg. goals
  2. provide supportive feedback that reinforces achievements, needs to be specific and that they are in control of
  3. create situations where people can see others being successful eg. exercise in groups
47
Q

myth - people can meet PA guidelines if they really want to

A

truth - behaviour change is complicated

48
Q

affect response (general feeling state)

A

affect - is a general overview of how you feel, takes into account our moods and emotions

affect response - how we feel in result of a stimulus

eg. negative affect = feeling bad
eg. positive affect = feeling great

49
Q

how can we measure psychology factors of exercise

A

we can’t directly measure so we have to do it indirectly and use subjective measures

eg. have to ask people, eg using the feeling scale or RPE for example

50
Q

why does affect matter

A
  • it is a component to psychological well-being
  • its a motivational force
    therefore
    affective response to exercise - how did i feel after it yday. - how am i going to feel = exercise decision
51
Q

what is the motivational force

A

people chose to do things that make them feel good and avoid what makes them feel bad

52
Q

its not how we feel after is after exercising that impacts motivation it is

A

how we feel whilst we are exercising

53
Q

influence of exercise intensity on affect

A
  • exercise intensity has the strongest influences on how we feel during exercise

CURRENT RESEARCH SHOWS -
- after exercise we feel better than before we did it
- there is no universal exercise intensity that will produce the most positive affect during exercise in all individual - it is complicated
- 2. is because everyone has different cognitive appraisal for generating affective response at moderate intensities
- so cognitive appraisal will different with exercise experience
- at high intensities, physiological symptoms dominate and make us feel horrible

54
Q

cognotive appraisla on affect response

A

everyones is different as we all perceive it different

  • psychological symptoms
  • psychological factors (motivations/ability)
55
Q

importance of cognitive appraisal

A

then their cognitive appraisal ‘should’ lead them to choose an intensity that makes them feel good/get most physiological benefits - this is proved by evidence

don’t prescribe intensity - let them chose to get the most benefits, and remind them to make them feel good to further increase positive affect

56
Q

does/should exercise have to hurt to be worthwhile

A

no and no

57
Q

all sport technology wearable devices is not always

A

useful, it depends on what you are trying to measure

58
Q

acceleromterters

A

measures linear acceleration along 3 axes

59
Q

gyroscopes

A

measures rate of rotation of device, 3 axes measure using orientation

60
Q

electrocardiography

A
  • recording of hearts electrical activity
  • voltage measured through electodes

P wave - atrial depolarisation
QRS - ventricle depolarisation
T wave - ventricle depolarisation

this is the gold standard

61
Q

Heart rate and variability

A

is an ave number of beats/min and is a frequency

heart rate variability at rest indicates healthy exchange between SNS and PSNS

62
Q

applications of in the wild training monitoring

A
  • synchronisation of physiological and biomechanics systems
  • by step and by heart rate
62
Q

PPG - photoplethysmopgraphy

A

measures HR

  • light reflects off skin and is measured by the sensor, in which heart rate is inferred from blood flow through measured region so is an indirect measure
  • not accurate during exercise
62
Q

vagal tone

A

activity of the nagus nerve, decreases on inhale and increase on exhale

63
Q

markerless motion capture

A
  • full body 3D model
  • location of body landmarks
  • not fully portable
  • accurate in 4 degrees for sagittal movement (so pretty good)
  • cheap and fast
64
Q

estimating energy expenditure (step counting)

A

use pedometer or accelerometers
- steps are easy to understand
- they aren’t the only use of daily energy use

65
Q

pros of wearables

A
  • reasonably a good indication of activity
  • can be used to monitor activity
  • can increase activity from sedentary
  • can be motivating
  • being active tends to lead to other good habits
66
Q

cons of wearables

A
  • can be expensive
  • can lead to extrinsic motivation
  • setting activity goals can be gamed
  • goals not validated
  • beholden to device
67
Q

beholden to device

A
  • less likely to not exercise if not wearing them
  • feeling guilt when not active
  • metrics can affect perceptions of how you feel
68
Q

technique analysis

A

an application of biomechanics, practically orientated which is usually done on the field, and normally involves qualitative analysis with basic equipment. normally only look on one athlete

  • mainly video
  • sensor, markerless which are cheaper and faster
69
Q

when it comes to amount of data in analysis more is not always

A

better

70
Q

workflow of the technique

A
  1. develpo a model of the movement or the game, rg what needs to be worked on
  2. model should simplify movement but retain important features = must be good at 3
  3. decide on goal and focus of analysis
  4. observe and evaluate the movement
70
Q

running cadence and breathing rate graph

A

soccer - as you run faster and your cadence increases your breathing rate increase

but runner stays prettier similar as your speed increases

70
Q

notational analysis

A

an objective method of describing and recording games and events

  • helps the coach to remember what happened
  • strategies
  • assess physiological demands
  • entertainment
70
Q

performance analysis

A

technique is apart of this

71
Q

the brain is energy ….

A

thirsty (21%), but also has both chronic and acute changes with exercise

71
Q

experience-dependent plasticity of the brain

A
  • synaptic pruning
  • long term potentiation
  • selective inhabitation
  • myelination (fatty surrounding to speed up signals)
71
Q

workload analysis

A
  • now popular with GPS introduction
  • this is when intensity and volume of activity is in interest
72
Q

popularisation of accelerated learning

A
  • life hacks
  • speed learn skills
    but they may not be beneficial

do it as may not have the time or energy

but have positive impact as helps us understand the science of learning and about the evolving world

73
Q

4 ways to get people more confident to do PA

A
  • set appropriate goals
  • create effective plans
  • feedback
  • see others being successful
74
Q

affect has the power to …..

A

motivate

75
Q

what has the strongest influence on how we feel during exercise

A

exercise intensity

76
Q

what 3 external things do technology use

A
  • ground/impact forces
  • linear and angular forces
  • joint torques/movements
77
Q

technology on HR

A

is not vary accurate as they measure the variability of the HR

78
Q

6 sport classifications

A
  • track/field/racing
  • invasion games (rugby)
  • net/wall games
  • batting games
  • target games (golf)
  • aesthetic orientated (diving)
79
Q
A

SPEX 102 (4 decks)

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