Motor Learning and Coaching Flashcards
1
Q
Classification of movement skills: Movement Precision
A
Fine and gross
2
Q
Classification of movement skills: Type of movement
A
Discrete, serial and continuous
3
Q
Classification of movement skills: Predictability of environment
A
closed and open
4
Q
Gross motor skills
A
- Movement of major muscle groups resulting in large body part movement.
- Includes fundamental movement patterns eg. walking, running, balance, coordination and jumping.
- Large amount of force exerted by the muscles
5
Q
Fine motor skills
A
- Smaller muscle groups, which results in more precise movements
- Includes activities such as writing, typing on.a keyboard, playing the guitar.
- Involves coordination between the hands and eyes
- Small amount of force exerted by the muscles
6
Q
Discrete Skills
A
- Have clear beginnings and ends
- Brief and well defined
- Skill can be repeated but performer must start from the beginning
- Single, specific skill
- Eg penalty kick in soccer
7
Q
Serial Skills
A
- Made up of a number of discrete skills put together to form an integrated movement
- More complex movement
- Eg triple jump
8
Q
Open Skills
A
- Typically occurs in a dynamic (changing) environment
- Movements need to continually adapt to meet the demands of the task
- No defined beginning and end
- Skills are predominantly perpetual
- Decision making made during the performance
- Skills are mostly externally paced
- Eg. block in volleyball, pass in football, batting in cricket
9
Q
Closed Skills
A
- Typically occurs in a static (fixed) environment
- Movements aren’t affected by the environment and tend to be more habitual
- Has a defined beginning and ending
- Involves a pre-learned pattern of movement
- Decision making made prior to performance
- Skills internally/ self paced (performer determines when to start the skill)
- Eg. shot in billiards, golf putt, free throw in basketball
10
Q
What is the difficulty of complexity of the task affected by?
A
- The number of relevant cues that require attention
- The amount of information that needs to be analysed
- The number of available responses to select from
- Time available to analyse information and select a response
- Task requirements– degree of speed and accuracy needed
11
Q
Simple skill
A
- Quickly learned, often by imitation of the demonstration
- No time pressure
- One cue only
- No opposition players
- Speed not important
- Accuracy important
- Eg. hitting a baseball off a tee
12
Q
Complex skill
A
- Require longer learning and practice time time
- Time pressure
- Many cues
- Many available responses
- Speed important
- Accuracy important
- Eg. hitting a baseball that has been thrown by a pitcher
13
Q
What are the three stages of the Fitts and Posner phase?
A
- The cognitive stage
- The associative stage
- The autonomous stage
14
Q
The cognitive stage
A
The initial phase in the learning of a motor skill where the emphasis is on conscious understanding of the task requirements.
- Performer learns the nature and demands of the task
- Performance level= inconsistent (trial and error)
- Little, if any, cue recognition
- All instructions/explanations/feedback must be kept simple
- Time spent in this stage is short
15
Q
The associative stage
A
The second phase in the learning of a new skill in which movement patterns become more refined and consistent through practice.
- Characterised by plenty of practice to develop and consolidate motor programs
- Environmental cues are associated with actions
- Parts of the skill become automatically controlled
- Consistency improves
- Correcting errors/technique
- More specific feedback
16
Q
The autonomous stage
A
The final stage in the learning of a new skill in which the control of movement appears to be almost automatic and free of the need of constant attention.
- Performers movements are fluent, well coordinated nd seemingly effortless
- Increased speed and accuracy
- Attends to relevant cues only
- Able to detect and self correct errors
- Skills are almost automated
- More attention on strategy and tactics rather than technique
17
Q
What are cues?
A
A stimulus perception which signal for action or give a hint in how to respond in a particular circumstance.
Stimulus= change in internal/ external environment
Perception= recognise and interpret sensory information
18
Q
What are the three main types of cues?
A
- Visual
- Verbal
- Proprioceptive
19
Q
Visual Cues
A
- Provides the performer with observable information, allowing them to determine and see what movement is required in the execution of their skill
- Opportunity to watch the desired skill or use visual aids
- Often provided as a demonstration
- Most effective method of introducing a performer to a new skill and is important in the cognitive stage.
- Provided as external cues
20
Q
Explain visual cues in the cognitive stage and provide an example
A
It is important to accompany the visual cue with a max of 3-4 key teaching points so the learner is not distracted.
Eg. A dance teacher might put markings on the ground for the learners to practice feet positioning and sequencing of steps.
21
Q
Explain visual cues in the associative stage and provide an example
A
Coaches might use visual aids to encourage players to aim for them, enhancing performance.
Targets can also be used to improve accuracy and increase enjoyment.
22
Q
Explain visual cues in the autonomous stage and provide an example
A
Eg. Tennis- some players may analyse the stance, service position and ball toss of their opponent to try and determine what type of serve is being attempted.
23
Q
Verbal Cues
A
- A short, concise task-orientated phrase which directs attention to the most important features in the environment, or prompts performance to tend to the key components in the task in order to enhance performance.
- Usually used with visual cues eg, ‘watch the ball’.
- Provides feedback on what’s being done correctly and incorrectly
- Coaches and players can use verbal cues immediately prior to performance to focus on key points eg, a young soccer player might say the words ‘through the ball’ to focus on movements when kicking
24
Q
Proprioceptive Cues
A
- The internal feedback which comes from the sensory receptors (proprioceptors) found in joints tendons and muscles
- Proprioceptors send information to the central nervous system detailing position, posture, equilibrium and internal conditions of the body.
- Eg. a gymnast on a balance beam can feel a loss of balance and re-distributes her body weight to correct the error
- These cues help the CNS to control the force, speed and position of the body. Players can use this information to change their next performance if required.
25
Kinaesthetic Information
Kinaesthetic awareness develops with practise and increasing experience. It increases the ability of the performer to self detect errors about the movement felt and make corrections to improve subsequent performances.
26
List the phases of the information processing model
1. identification of stimuli/input
2. response identification/decision making
3. response/output
4. feedback
27
What does the information processing model describe about performers?
- how they take in large amounts of information from the environment
- how they analyse and interpret the information
- how they make decisions about what response to make
28
Stage 1: Identification of stimuli/input
This stage involves the sensory mechanism detecting signals/cues from the environment.
Information is received from the environment via:
- sight
- sound
- touch
- proprioception
- equilibrium
Most of the information is irrelevant. The relevant information is sent to the brain for further analysis and processing.
29
Stage 2: Response identification/ decision making
The brain processes all the data received from the sensory system.
This stage involves 3 sequential processes:
1. Perceptual mechanism/stimulus detection
2. Decision making mechanism
3. Effector mechanism/response selection
30
Perceptual mechanism/stimulus detection
Analyses and interprets the data received from the sensory mechanism by identifying cues and information.
31
What influences perceptual mechanism/stimulus detection?
Ability of the sense organs:
- better sense organs, the better the cues are detected (poor eyesight and hearing loss reduces ability to detect cues)
Strength of the cue:
- More intense, cue the more likely to be detected. Eg. a loud bang from starters gun is more likely to be detected than a quiet bang.
Noise:
- refers to any irrelevant cues in environment which can distract the athletes attention away from relevant cues.
Length of the cue:
- the longer the cue is present in the environment, the more likely it is to be detected. Eg. a fast bowler in cricket presents the cue (ball) for only a short amount of time compared to slow bowler.
Level of arousal:
- an optimal arousal level allows relevant cues to be detected. Eg. over aroused player imagines cues that aren't there and an under aroused player can miss cues that are present.
Experience:
- more experienced performer can detect and analyse cues in shorter amount of time. Have better selective attention, focusing on only relevant cues.
32
Decision making mechanism
After relevant data has been analysed, the performer makes a decision as to what response to make.
The response selected is influenced by past experience, knowledge and skill level of the performer.
A skilful player has more responses to select from, thus the decision making process stakes longer as the number of responses increases.
33
Effector mechanism/response selection
The effector mechanism and CNS prepare to produce the response selected as a result of the decision making process. The requisite motor program is retrieved from long term memory.
Messages are sent from the neuromuscular to the muscles and nerves which then create specific movements required to produce the selected response.
34
Stage 3: Response/output
This stage involves the neuromuscular system producing the movements required to produce the selection ted response. (the selected response is chosen by the individual and the muscles are prepared to perform the task)
Complexity of task determines the amount of time required for response.
Simple skills= fast programming
Complex skills= response of muscles is slower
** This stage is the production of the action selected by the decision making process and is the "movement time" component of the total response time.
35
Response time
The time taken from the presentation of a stimulus to the completion of the movement.
36
Reaction time
Time between presentation of stimulus and initiation of response. The time the information processing system takes to interpret the situation, formulate a motor program and transmit information to the muscular system.
37
Movement time
Time taken from initiation of movement to the completion of movement. The time the performer takes to physically complete the movement when the muscular system has received the message from the brain via the effector system.
38
Stage 4: Feedback
- When the athlete receives feedback about the performance of the selected response.
- Feedback can be internal intrinsic, external intrinsic or external augmented.
39
Feedback
The information a performer receives about the performance of their skill. It can be given prior, during or after the performance.
Allows the performer to compare their current performance with their desired performance.
40
What are the two purposes of feedback?
1. To motivate the performer
| 2. To reinforce learning and provide information
41
Explain the purpose of motivating the performer
A coach can provide feedback which motivates the performer to continue to strive for improvement or to re-assure the performer that process is happening.
Motivational feedback must be realistic. Eg. "you are currently at stage 11.4 on the beam test. If you can get to stage 13.5, you will be considered to play in the starting line up."
42
What are some of the impacts of motivational feedback?
- They are more interested and involved in training
- Persist longer in learning a skill
- Apply greater effort to learning a skill
43
Explain the purpose of reinforcing learning and providing information
Feedback can be sued to reinforce learning or performance which increases chances of the behaviour being repeated. (particularly important in cognitive stage as they begin to understand tasks demands)
Feedback can also be given to the performer aimed changing aspects of their performance. (By providing info about what was performed correct and incorrect the athlete can make necessary changes)
44
Types of feedback
1. Intrinsic (inherited)
| 2. Extrinsic (augmented)
