Motor Learning and Coaching

Question 1

Gross

Answer 1

• Gross movements are those that involve large muscle coordinaton. Running, jumping, and sliding are examples. These movements can be reinforced through fitness training. Transfer of learning among activities with common gross movements is greater due to the similarities between them.

Question 2

Fine

Answer 2

• Fine movements involve precise control of small muscles. Tasks such as writing or piano playing are examples. While most tasks fall on the gross motor end of the continuum, finger dexterity for controlling a ball arguably requires some level of fine, specific coordinations.

Question 3

Open

Answer 3

• Open motor skill occurs when a skill is performed in an unstable or unpredictable environment.

Question 4

Closed

Answer 4

• Closed Motor Skill occurs when a skill is performed in a stable or predictable environment.

Question 5

Discrete

Answer 5

• A skill that has a clearly defined beginning and end.

- Eg. Golf Swing

Question 6

Continuous

Answer 6

• A skill that is almost impossible to see a beginning or end.
• Eg. Running

Question 7

Serial

Answer 7

• A skill with several components

- Eg. A cricket bowl with a run up, delivery action and follow through.

Question 8

Feedback

Answer 8

Main purpose of feedback:

     - Motivate
     - Reinforce Positives
     - Modify behaviour or technique

Question 9

Types of Feedback

Answer 9

• Intrinsic: Person’s own sensory system

- Extrinsic: Someone or something external to the person.

Question 10

Purpose of Feedback

Answer 10

• Reinforcement
• Motivation
• Correct errors

Question 11

Terminal Feedback

Answer 11

Feedback received after the action, intended to correct errors. Usually given by coach.

Question 12

Concurrent Feedback

Answer 12

Feedback given during performance, usually given by coach or teammates.

Question 13

Visual Cues

Answer 13

Cues that are visible by the athlete, can react to them.

Question 14

Verbal Cues

Answer 14

Cues which are spoken or come from sound, athlete can alter position or attention depending on where the sound is from.

Question 15

Proprioceptive Cues

Answer 15

Cues which are from within, when you kick a ball and you feel that you’ve connected well with it. Appeals to the senses.

Question 16

Phases of Information Processing

Answer 16

• Identification of stimuli/input
• Response identification/decision making
• Response/output
• Feedback

Question 17

Input/Stimulus

Answer 17

Senses pick up environmental information and cues such as the position of the opponent and the crowd, which is temporarily stored in the short-term memory.

Question 18

Response identification/decision making

Answer 18

Reacting to the input given and making a decision on what to do in return, for instance deciding to next play a drop shot in tennis when you’ve seen your opponent is sat deep.

Question 19

Response/Output

Answer 19

The movement response program selected is automatically carried out by the muscular system.

Question 20

Feedback

Answer 20

• Performance of the stroke is evaluated. Was it successful? Did the opponent return the shot?
• The experience is them returned to the long-term memory.

Question 21

Factors that affect motor learning:

Answer 21

Information Processing:
     - Observe and interpret info
     - Make decisions on what has to be done.
     - Decide on a plan of action and generate movement.
     - Evaluate performance
Individual Differences:
     - Ability
     - Age and maturity
     - Gender
     - Physiological characteristics
     - Psychological characteristics
     - Experience
     - Sociological characteristics
Task Requirements:
     - Task complexity
     - Task organisation
     - Task classification
Learning environment:
     - Teaching style
     - Method of Presentation
     - Forms of guidance
     - Type of instruction and practice

Question 22

Factors affecting skill level:

Answer 22

• Age
• Focus
• Energy expenditure
• Goals
• Practice time
• Vision
• Motivation
• Knowledge

Question 23

Age

Answer 23

• Determines speed in which motor skills are acquired
• More time, less stress and fewer responsibilities mean greater potential time to develop.
• Natural decline of body slows down movements

Question 24

Energy Expenditure

Answer 24

• Beginners fatigued more quickly, make excessive movements.

Question 25

Practice Time

Answer 25

• More practice time helps eliminate errors.
• Expose performer to varied stimulus
• With good feedback, develop faster.

Question 26

Motivation

Answer 26

• Elite athletes more likely to be motivated to develop.

Question 27

Focus

Answer 27

• More skilled performers can filter out irrelevant information.
• Each athlete reacts differently to crowd, coach must facilitate for everyone.

Question 28

Goals

Answer 28

• Streamline learning process
• Need to be measurable, realistic and achievable
• Direct behaviour in a desired direction.

Question 29

Vision

Answer 29

• Visual attention needs only to be focused on the relevant cues.
• Beginners focus on basic skill movement, which doesn’t allow them to view the rest of the game.

Question 30

Knowledge

Answer 30

• Increased knowledge gives experts more alternatives to respond to a given stimuli
• Elite athletes have more experiences stored in long-term memory.

Question 31

Arousal

Answer 31

• Must follow inverted “U” curve, optimum arousal is achieved at peak.
• Arousal determines the performance of an athlete:
  - Too much arousal results in over confidence etc.
  - Too little results in boredom etc.