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KIN 435 > Motor learning > Flashcards

Motor learning Flashcards

1
Q

motor learning

A

-a set of processes aimed at learning + refining new skills by practicing them
- a task is “learned” when it can be repeated, efficiently used and transferable
- permanent change in the ability to execute a motor skill as a result of practice/ experience
- contrasts performance as executing a motor skill in a performance is temporary + non permanent
- measure motor learning = testing motor performance

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2
Q

successful learning and retention is guided by ….

A
  • skill presentation
  • error detection / correction
  • feedback
  • retention
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3
Q

how can we elevate our approach to elicit the highest achievable performance ?

A
  • gaining the knowledge to transform clients into something great/better
    1. novice - confident
    2. self-sufficient clients
    3. elicit highest performance
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4
Q

why is motor learning important ?

A
  • improves technique so the trainer does not have to work with clients 24/7
  • actual learning = meaningful impact
  • a coach/program is only as good as the ability for the client to retain skill
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5
Q

three stages of motor learning

A
  1. cognitive
  2. associative
  3. autonomous
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6
Q

cognitive stage

A
  • beginner/novice
  • intro to new skill
  • progress stage
  • verbal cues
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7
Q

associative stage

A
  • intermediate/practice
  • transition
  • identify errors + provide steps
  • breaking down movements
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8
Q

autonomous stage

A
  • advanced/fine-tuning
  • high levels
  • natural
  • minimal errors, but easily detected/ corrected
  • habitual patterns
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9
Q

internal focus of attention

A
  • occurs when an athlete concentrates on their movements and their body
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10
Q

external focus of attention

A
  • when athlete concentrates on objects or actions outside of the athletes body
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11
Q

when to use a technical model, when to cue, and when to provide feedback

A
  • demonstrations
  • cue to better performance to help athletes get a better understanding of movement
  • includes feedback
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12
Q

diff. ways to measure performance outcomes

A
  • movement efficiency
  • movement effectiveness
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13
Q

movement efficiency

A
  • measured by muscular activity, max force production, speed, or endurance
  • is quantitative
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14
Q

moment effectiveness

A
  • measured by balance or accuracy
  • is qualitative
    ex. muscles co-contracting
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15
Q

co-contracting muscles

A
  • hard to flex one muscle at a time
  • is a safety mechanism in our body muscle mind connection = motor pattern
  • not only to the muscle itself
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16
Q

focus of attention in weightlifting (experiment)

A

ex. internal cues = greater barbell-cervical-hip angle at max bar bell height
- lifter dropped too soon under the barbell
- more missed techniques with internal = more unsuccessful attempts

17
Q

when should you use internal vs external?

A
  • max strength/power: high force external cues
  • hypertrophy: until failure, internal (co-contraction)
  • rehab: whatever cues help the athlete think about how to heal
  • technique: depends
  • it is one thing to cue, but you actually have to adapt those cues*
  • most of the time we learn the technical models, but are not given the cues
18
Q

knowledge of performance for augmented feedback

A
  • information provided to a performer, indicating the quality or patterning of their movement
  • includes displacement , velocity , or joint motion
19
Q

knowledge of results for augmented feedback

A
  • extrinsic info about the movement outcome in relation to the goal
  • has to make sense within the context
20
Q

feedback strats

A
  1. continuous
  2. summative
  3. faded
  4. bandwidth
21
Q

continuous feedback

A
  • unbroken stream of feedback that occurs, before, during + after performance
  • used for novice coaches, although it is unrefined and mostly distractive
22
Q

summative feedback

A
  • occurs at the end of set/skill
  • novice demonstrates many errors, coaches wait to see how many and how to fix them
23
Q

summative

A
  • occurs at the end of a set/skill
  • novice demonstrates many errors, coaches wait to see how many and how to fix them
24
Q

faded feedback

A
  • earlier stages of MC, athlete benefits from more frequent feedback, but as retention of a skill increases, less feedback is beneficial
25
Q

bandwidth

A
  • allowance for a certain amount of error
  • larger error than within the bandwidth requires coaches help
26
Q

what effects does augmented feedback have on performance + retention ?

A
  • higher frequency strats will increase performance, however lower frequency will increase retention!
  • want to get the most out of an athlete without sacrificing the ability to learn
    -BALANCE
27
Q

weight room applications

A
  • all situations for you and your athlete to get feedback
    -ex. CAREFUL FEEDBACK
28
Q

high contextual interference

A
  • practicing multiple skills one after another
  • decreases motor performance
  • increases transferability
29
Q

low contextual interference

A
  • repeatedly practicing a skill before moving onto another
30
Q

Contextual interference

A
  • functional interference found in a practice situation when several tasks must be learned and are practiced together
31
Q

block trials

A
  • a number of sets + reps of a skill all completed without interruption
32
Q

random practice

A
  • mix of sets and reps of multiple skills in a random order (does NOT always line up physiologically , PAP)
33
Q

serial practice

A
  • mix of sets and reps of multiple skills in a predictable order
34
Q

read, plan, do

A
  • reading the objective
  • steps to take
  • do the action
  • low: limited reading + planning
  • High: lots of all steps, repetitive

KIN 435 (6 decks)

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