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Bpk 142 > Motor control and learning > Flashcards

Motor control and learning Flashcards

1
Q

Motor skills

A
  • denotes an act or task that has a goal to achieve
  • requires voluntary body or limb movement to be properly performed
  • acquisition of motor skills is a process in which a learner develops motor responses into an integrated and organized movement pattern
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2
Q

Ability vs skill

A

ability - a general, enduring trait affected by both learning and heredity

skill - specific to a given task and gained through experience

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3
Q

motor abilities

A

contribute to the way in which skill learning occurs

  • muscular endurance
  • muscular strength
  • cardiovascular endurance
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4
Q

characteristics in skillful motor performance

A
  1. production of fast output and high quality
  2. appearance in ease and smoothness of movement
  3. an anticipation of variations of a stimulus before they arrive
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5
Q

motor skill classification

A
  1. based on precision of movement (gross vs fine)
  2. based on distinctiveness of beginning and end points of movement (discrete vs continuous)
  3. based on stability of environment in which skill is performed (closed vs open)
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6
Q

Gross motor skills

A

Gross
- primarily used in special education, adapted physical education and rehabilitation
- involve large musculature are the primary basis of movement (walking, throwing, jumping)
- precision is not essential, but smooth coordination is essential

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7
Q

Fine motor skills

A
  • skills that require the ability to control small muscles of the body in order to achieve successful execution of the skill
  • these skills require hand-eye coordination and high degree of precision of movement (writing, drawing)
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8
Q

Physical therapists work with _________
Occupational therapist usually work with ________

A
  1. Gross motor skills
  2. Fine motor skills
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9
Q

Discrete motor skills

A
  • clearly defined beginning and end points (throwing a ball)
  • discrete motor skills can be put in a series such as a dance routine or starting a standard transmission automobile
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10
Q

Continuous motor skills

A
  • has arbitrary beginning and end points
  • the performer or some external source determines the beginning or end point of the skill rather than the skill itself
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11
Q

Closed motor skills

A
  • the performance of the environment is stable and predictable (golf, bowling)
  • skills are self paced
  • stimulus waits to be acted on by performer
  • required similar response each time a response is requires
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12
Q

Open skills

A
  • performance environment is constantly changing therefore less predictable (baseball)
  • performer must make fast modifications to her action to match the demands of the situation. The performer should act according to the action of the ball and the characteristics of the environment
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13
Q

Fundamental movement skills

A

foundational movements to do more specialized and complex skills used during sport, dance and play

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14
Q

Examples of fundamental skills

A

Body management: rolling
Locomotive skill: crawling
Object control skill: throwing

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15
Q

physical literacy

A

the motivation, confidence, physical competence, knowledge and understanding to value and take responsibility for engagement in physical activities for life

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16
Q

Active for life:

A

-the development of fundamental movement skills at a young age will help our population to gain confidence to move throughout their lives.

  • this will result in greater participation in physical activity and create broad health benefits for our population
17
Q

maintenance of physical literacy prevents

A
  • chronic disease risk
  • mobility issues
18
Q

Motor learning

A

a relatively permanent change in the performance level of motor tasks as a result of practice

19
Q

Motor learning can be sub-divided into (at least) two categories

A
  1. Sensorimotor adaption
    - sensorimotor systems responds to altered environmental conditions by reduce errors to regain previous level of performance
  2. Skill learning
    - involves acquiring new muscle patterns to achieve a greater physical performance
20
Q

assessing learning

A
  1. Performance curves
    - assess improvement and consistency of performance
  2. Retention tests
    - assess the persistence of improved performance
  3. transfer test
    - involves a novel situation so that the individual has to adapt the skill to the new characteristics of the new situation
21
Q

Transfer learning

A

the influence of a previously practice skill on the learning of a new skill
(racquetball vs squash)

  • very important in the teaching of motor skills
  • example: using pitching machine to teach hitting in baseball
22
Q

Positive transfer

A

occurs when experience with a previous skill aids or facilitates learning of new skill

  • surfing, snowboarding
23
Q

Negative transfer

A

-occurs when experience with a previous skill interferes with the learning of a new skill

  • when a new response is required for an old stimulus (different keyboard)
24
Q

Zero transfer

A

when experience with a previous skill has no influence on learning new skill

e.g learning how to swim vs learning how to drive

25
Q

Bilateral transfer learning

A
  • involves improvement of performance of one limb as a result of practice with the opposite limb
  • very important in motor skills such as dribbling and soccer
  • greater transfer can be expected to occur from preferred limb to non-proffered limb
  • bilateral transfer effects is a result of cognitive and motor skills
  • faster transfer occurs when one limb is practiced to a degree of proficiency before practice is begun with other limb
26
Q

The role of augmented feedback

A
  • allow performer to determine if they appropriately performed the skill
  • can motivate learners to continue to reach their goal
  • not all situations benefit from or require feedback
27
Q

two distinct categories of augmented feedback

A

Knowledge of results (KR)
- information about the outcome of performing a skill or about achieving the goal of the performance
(you walked 5m more than yesterday)

Knowledge of performance (KP)
- information about movement characteristics that led to the performance outcome

28
Q

Benefits of KR

A
  • to confirm assessments of task-intrinsic feedback
  • to motivate
  • coaches and practitioners want learners to problem solve by making trial and error
29
Q

Benefits of KP

A
  • motor skills require specific movement activities
  • KR is redundant with task-intrinsic feedback
30
Q

Providing error information is more effective for facilitating skill learning

Qualitative information may be better in early stages of learning than quantitative information

A
31
Q

What feedback is very bad

A

erroneous feedback

32
Q

Practice (open skills vs. closed skills)

A
  • increasing variability within each practice session is preffered
  • the amount of practice affects the quality of learning although the effects are not always proportional
  • the spacing of practice can affect both the practice performance and learning
33
Q

mental practice

A
  • cognitive rehearsal of physical skill in absence of overt, physical practice
  • it involves imaging of actual correct performance of that movement

Bpk 142 (14 decks)

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