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Human Growth and Development: > Motor Learning > Flashcards

Motor Learning Flashcards

1
Q

what is motor learning?

A

the ability to learn and produce a desired outcome

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2
Q

what is a skill

A

the ability to do something well, arising from talent, training or practice

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3
Q

what are motor skills

A
  • ability to produce a consistent motor pattern(ex. Diving, passing)
  • ability to produce a consistent environmental event (ex. Layup in a basketball game)
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4
Q

skill classifications

Closed Skill

A

Description: skills that are performed “without reference” to the environment
- it’s always done in the same enviroment (no one is effecting the doer)
- ex. gymnastics -> a gymnast doing a balanced beam routine (or anything that is judged)
- ex. archery -> shooting an arrow at a target under no conditions

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5
Q

skill classifications

open skills

A

description:** skills that are performed in a changing environment (you have to adjust to the environment all the time)**
ex: team sports (soccer, basketball, hocky…)

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6
Q

Skills exist on a continuum

A

gymnastics - prue closed
bowling - close to closed
golf - middle to near open (wind etc)
volleyball - closed to open
basketball - pure open

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7
Q

skill classification

Discrete Skill

A

has a definite beginning and end
- very brief duration
- ex. throwing a ball or discus
- ex. lifting weights (i.e. deadlift, back squat)

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8
Q

skill classification

Continuous skill

A

has no particular beginning or end
ex. swimming, running, cycling

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9
Q

skill classification

Serial skills

A

a group of discrete skills to make a new more complicated skill
- Ex. tumbling in gymnastics, spiking a volleyball, goalkeeper in soccer making a high ball save.

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10
Q

Readiness for learning

A

The preparedness of someone to learn a new skill effectively
consists: maturation, motivation, and prior experiences

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11
Q

readiness for learning

maturation

A

description: need certain organized patterns of growth established before learning can effectively contribute to development
ex. teaching a child to walk before they are pysically ready does not lead to the greatest outcome

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12
Q

readiness for learning

Prior experience

A

**Descriptioin: development occurs as a result of a child adapting to demands of the environment, and intellectualizing that adjustment
**
- Assimilation: interpreting new experiences
- Accommodation: adjusting thought processes to deal with new experiences

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13
Q

readiness for learning

Motivation

A

state of being energized to engage in an activity.
- drive to learn new skills through motivaiton influences their willingness to try new things.

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14
Q

how do we learn?

A
  • similar to computers
  • we follow a process(sensory inpot->perception->decision->action->outcome->feedback)
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15
Q

How do we learn?

Sensory input

A
  • info from sensory receptors and environment about movement
  • pass info along nerves to brain
  • this is called afference
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16
Q

How do we learn?

Perception

A
  • brain processes info, organizes, gives info a meaning
  • past experience helps
17
Q

How do we learn?

Decision

A

brain decides on an action

18
Q

ThHow do we learn?

Action

A
  • message is sent to appropriate muscle to respond
  • message sent via motor neurons to motor units in the muscle
  • this is called efference
19
Q

How do we learn?

Outcome

A

The resulting movement (i.e. muscle contracts)

20
Q

ThHow do we learn?

Feedback

A

back to sensory input

21
Q

stages of learning

verbal-cognitive stage

A
  • task is completely new to learner
  • learner determines what to do, and what goals are
  • improvement is rapid
  • movements are jerky and fragmented at first, based on previous learning
  • self-talk and attention demands are high (highly focused on task)
22
Q

stages of learning

Motor Stage (Associative)

A
  • cognitive problems are solved
  • start organizing more effective mov’t patterns
  • Performance increases rapidly
  • consistency increases
  • require less energy to perform task
  • less self-talk needed
  • anticipation develops, helps make movements smoother start to monitor own feedback
23
Q

stages of learning

Autonomous Stage

A
  • actions become automatic, require no attention
  • motor programs well developed
  • decrease in attention demands allows individual to perform higher order cognitive activities
  • self-confidence increases, ability to detect your own errors increases
24
Q

What is feedback?

A

feedback is any sensory in formation about a movement. Helpful in the learning process

25
Q

feedback

Where do we get feedback from?

A

intrinsic -the performer’s body (the feel of the movement)
extrinsic - the environment (consequences of your action)

26
Q

3 types of feed back

Visual feedback

A
  • viewing a demonstration, visualizing correct performance, making mental pictures
  • spatial awareness - understanding where your body is in relation to things in your environment
27
Q

3 types of feed back

Auditory feedback

A
  • cues you hear
  • examples: coach yelling “good hit”; sound of the racquet when the ball hits; swoosh of a basketball net
28
Q

3 types of feed back

Kinesthetic feedback

A

receptor in our body which gives us cues
- inner ear fluid -> important for balance and motion
- temperature receptors -> role in reflexes (shiver when cold)
- muscle spindles -> in belly of muscle, senses changes in length of muscle and speed of stretching, signals motor neurons to resist stretch (knee jerk reflex)
- golgi-tendon organs -> in the tendons, sense tension in muscles, sends signal to relax muscle
- pacenian corpuscles -> found in deep layers on skin, detect pressure and vibration in the skin
- joint receptors -> give information about position, movement, acceleration, or pain in joint

29
Q

five phases of a skill

1-preliminary movements

A
  • movements performed to get ready to do the skill, includes footwork and body positioning movements (ex. stand a certain position before racing)
30
Q

five phases of a skill

2-Backswing or Recovery Movements

A

movements performed just before they execute force-producing movements
ex. backswing in tennis shots, or arm recovery in swimming

31
Q

five phases of a skill

3-Force-producing Movements

A

movements done to produce force for impact or propulsion

32
Q

five phases of a skill

4-Critical Instant

A

point that determines a skill’s effectiveness
ex. the instant of release, or movement of contact, instant of takeoff

33
Q

five phases of a skill

5-Follow-Through

A

body movements that occur after the critical instant, slows body parts down gradually and helps prevent injury
ex. proper landing after you jump to hit the tennis ball

Human Growth and Development: (8 decks)

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