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SP1600- Introduction to psychology of sport and exercise > Motor Learning and Motor control > Flashcards

Motor Learning and Motor control Flashcards

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1
Q

What does the term motor skill mean?

A

The observable attempt of a person to produce a voluntary action to achieve a specific goal

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2
Q

Describe movement precision as a classification of motor skills?

A

Movement precision- fine, eg archery(high precision with hand eye coordination), gross, eg butterfly stroke (low precision with large muscle groups involved)

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3
Q

Describe movement continuity as a classification of motor skills?

A

continuous- eg cycling, one flowing movement that is hard to break down
serial- movement performed as one but can be broken down into components eg triple jump
discrete- backflip

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4
Q

Describe control of pace as a classification of motor skills?

A

internal-your in control- football shot

external- your not in control of the pace- goal keeper reacting to the shot

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5
Q

Describe the environmental effect as a classification of a motor skill?

A

open- performed in a changing environment

closed- performed in a stable environment

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6
Q

What is meant by the term motor learning?

A

changes in internal processes that determine a persons capability for producing a motor task. the acquisition of knowledge or skills through study, experience or being taught

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7
Q

What is meant by positive and negative transfer and can you provide an example?

A

positive- this is when learning can be transferred from practise to a game situation when drills are similar to the nature of the game eg doing a drill relating to a game situation

negative- not common, activities that can negatively transfer to the task which needs to be avoided when performance is critical, eg playing crazy golf before tournament

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8
Q

What is meant by near and far transfer of learning?

A

near- when learning goal is a task that is similar to the training task, eg practising before a match

far- usually for developing general skills, occurs from one task to another very different task, eg overhand throw in tennis serve and volleyball spike, flexible motor skill can be adapted to different environments

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9
Q

What did Lee in 1988 suggest about transfer appropriate processing?

A

best learning experiences are those that approximate most closely the processing activities of the transfer condition (dependent on athletes skill level)

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10
Q

Why do working memory demands decrease as you progress through each stage of learning?

A

stored in long term memory

retrieval becomes more accessible

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11
Q

What occurs in the cognitive stage of learning?

A 
task first introduced
performance slow and awkward
cognitively demanding 
try and simplify the skill to reduce working memory demand 
self talk and verbal reminders needed
instructions for error correction
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12
Q

What occurs in the associative stage of learning?

A 
performance is more controlled and consistent 
focus on refining skill
concentrate on smaller details- timing 
fewer errors you can identify yourself 
reduced instruction
increase complexity of task
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13
Q

What occurs in the autonomous stage of learning?

A

performance automatic
minimal verbal instruction
working memory demand reduced so we focus on other things (strategy, enviro)
performance improvements are slow ad less obvious so coach needs to be motivating

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14
Q

What does the associative theory state about how we learn a behaviour?

A

Watson, 1924
anyone can become anything if we put them in a specific enviro
association between two stimuli or a behaviour and stimulus is learned
the more association, the more change in behaviour

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15
Q

What are the 2 types of associative theories?

A

classical

operant

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16
Q

Describe the associative theory of classical conditioning?

A

test why dogs produce saliva
bring food- causes saliva
ring a bell before food- usually means nothing
noticed dogs produced saliva after the bell even if there was no food

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17
Q

Who created classical conditioning?

A

Pavlov 1927

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18
Q

How does the classical conditioning theory work?

A

before-
conditioned stimulus (bell has no meaning)
unconditioned stimulus- food (meaningful and triggers saliva)
during-
repeat conditioned stimulus and unconditioned stimulus many times
after-
conditioned stimulus (bell) produces conditioned response

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19
Q

What causes extinction of a conditioned response?

A

when pairing of conditioned and unconditioned stimulus stops
this weakens the association

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20
Q

Will the dog produce a conditioned stimulus if there was a different bell?

A

yes, because pavlov stated that its generalisable

conditioned response will still occur if the conditioned stimuli is very similar to the original conditioned stimuli

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21
Q

What does Pavlov mean by discrimination?

A

conditioned response will not always occur when there is a conditioned stimuli

eg one bell brings food, one bell does not

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22
Q

Is classical conditioning to do with conscious or unconscious effort?

A

unconscious, base on reflexes

saliva is a reflex

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23
Q

Who created operant conditioning?

A

Skinner, 1938

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24
Q

Is operant conditioning based on conscious or unconscious effort?

A

conscious as your doing something because of the response you will get after

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25
Q

Describe what happened in Skinners box experiment?

A

rat in box
every time rat hit lever the food will come out
he also done other conditions

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26
Q

What 3 things did Skinner come up with?

A

neutral operants- responses from the enviro that neither increase or decrease the probability of behaviour being repeated
reinforcers (positive/ negative)- responses that increase the behaviour being repeated
punishers- responses that decrease the probability of behaviour occurring again

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27
Q

How has Skinner come up with the idea of reinforcers and punishers using his experiment?

A

positive reinforcer- rat will continue to press lever as he is getting a reward from it which is food
negative reinforcer- rat will be on electric floor and every time the lever is pressed, electric floor will turn off
punisher- electric floor will turn on when lever is pushed, this will decrease the behaviour of pressing the lever

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28
Q

What did skinner conclude about his experiment?

A

behaviour can be changed by consequences
no free will- this idea we have no sense of control in changing behaviour
states important role of coaches, coaches can change behaviour

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29
Q

What are some of the criticisms that have been raised with regards to the associative theory of learning?

A

uses rats, we cant compare humans to rats as we have higher cognitive function
theory states that we always need conditioned stimulus and response to occur to avoid extinction but its found that partial reinforcement has greater resistance to extinction
humans have knowledge of their correctness of behaviour

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30
Q

What is the difference between feedback and reinforcement?

A

reinforcement- ability to repeat a skill or behaviour

feedback- ability to improve the skill

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31
Q

Who created the closed loop model?

A

Adam, 1971

32
Q

Describe the closed loop model?

A 
the executive (brain) send instruction to the effectors (limbs)
this reacts with the environment
feedback is produced which is fed to the reference mechanism 
reference mechanism gets stronger the more practise we have
33
Q

Can you describe the closed loop theory using a sporting example?

A

(executive)- we decide to kick the ball ij the goal
the brain sends this information to the limbs (effectors) which kick the ball
we then see what the outcome is
feedback is sent to the reference mechanism where we identify if the outcome was what we expected and if not what can we do

34
Q

What is the difference between the closed loop theory and associative learning theories?

A

associative theories mainly look at reinforcement whereas closed loop theory looks at how a skill is improved?

35
Q

What are some of the criticisms that have been raised about the closed loop theory model?

A

storage problem- there would be too much to store if we needed to store all the reference mechanisms for each skill
speed problem- movement is quick, we are slow to retrieve reference mechanisms
novelty problem- does not explain how we perform new skills, we always are somewhat skilled in new skill

36
Q

Who created the schema theory of learning?

A

Schmidt, 1975

37
Q

How did the schema theory overcome the novelty problem?

A

instead of making so many references of correctness like the closed loop theory, the brain groups and stores relationships between certain elements
eg library
this refers to a schema

38
Q

What is a schema?

A

abstraction or a set of rules for determining behaviour

39
Q

What are the 2 types of schema?

A

recall schema- analysing relationships between initial conditions and knowledge of results, deciding based on past experience (motor programmes in novel situations)

recognition schema-analysing relationship between actual and expected feedback (knowing when you made an error, kinaesthetic feel)

40
Q

How did Railbert in 1977 overcome the problem of novelty, speed and storage problem that the closed loop theory had?

A

Railbert conducted an experiment which has shown that no matter what limb you use, there is invariant features, eg writing sentence with different parts of your body,

41
Q

How much practise is required in the information processing theory to develop retrieval ?
(k.Andres Ericsson)

A

the amount of time spent in deliberate practise positively relates to the individuals performance
best performance- 10,000h of practise
level of expertise is determined by the type and amount of practise

42
Q

What are the characteristics of deliberate practise?

A 
used to improve performance in specific task
repeated 
continuous feedback
highly demanding mentally 
not fun
43
Q

What does the challenge point frame work state?

A

we need to consider the skill level of individual, the difficulty of activity and the amount of information that is available

can manipulate task difficulty and amount of info available to provide optimal learning

the optimal challenge point is different for different skill level

44
Q

What does the question, what is the best way to direct a learners attention, refer to?

A

information available

45
Q

What does the question, what are the best conditions of practise to improve the encoding and retrieval processes, refer to?

A

manipulating difficulty

46
Q

What are the 2 types of task difficulty?

A

nominal task difficulty- has only characteristics of the task, irrespective to the person performing it or conditioned under the task is performed

functional task difficulty- refers to how challenging task is relative to skill of individual performing the task and conditions its being performed in

47
Q

What are the 2 things we need to think about in practise in terms of task difficulty?

A

potential learning benefit

performance in practise

48
Q

Should we make tasks easy all the time and give loads of information to achieve high performance in practise ?

A

no, the graph states that performers should find the task difficult and challenging in order to have a high performance in practise

49
Q

What is the optimal challenge point for an expert and a novice?

A

low for novice with easy task

high for expert with hard difficulty

50
Q

How can the coach manipulate task difficulty?

A

constant or varied

blocked or random

51
Q

What are the 2 continuums for structure of practise?

A

contextual interference- blocked, random

variability of practise- constant, variable

52
Q

Define the 4 structures of practise?

A

constant- one skill repeated with no variation
variable- one skill repeated with variations within the skill
random- multiple skills with variations of the skills
blocked- multiple skills with no variations of the skills

53
Q

What research did Mccracken and Stelmach 1977 conduct about the structure of practise?

A

they compared constant and blocked practise
they used a simple motor skill in practise
they found that constant practise is better

54
Q

What research did Shea and Morgan 1979 conduct about the structure of practise?

A

they compared blocked and random practise using a simple motor skill
they found that in practise, blocked practise is better

55
Q

What did the research suggest about structure of practise?

A

random and variable- more cognitive effort, good for learning

blocked and constant- less cognitive effort, better for practise

specificity is key aswell

56
Q

What does the challenge point framework state about random practise?

A

for tasks with differing levels of nominal difficulty, random practise is better for tasks with low nominal difficulty

for individuals with differing skill levels, blocked practise is better for beginners
random practise is better for intermediate

specificity better for experts

57
Q

How do we direct learners attention?

A

instructional approach

58
Q

What is the instructional approach?

A

traditional approach- explicit
coaches tells you what to do
better for practise

implicit approach
athlete focussed
little or no instruction
better for learning

59
Q

Why is the explicit approach bad for learners?

A

they will become too dependent on coaches instruction so when task changes, performance will drop

60
Q

What are the problems with explicit approach?

A

overloads working memory

overloads attentional capacity

61
Q

Why is implicit approach better for learners?

A

less demand on working memory
less attentional processes
reduced rule formation

62
Q

What are the 3 types of implicit learning approaches?

A

guided/ discovery learning- no instruction
analogy learning- decrease instruction use analogy
errorless learning- reduce errors

63
Q

What study was conducted to see what type of approach was best for learning and who conducted it?

A

Liao and Masters 2002
tabel tennis forhand spin
analogy- shake hand, draw right angle triangle

analogy was the best

64
Q

What are the 2 types of feedback?

A

intrinsic- provided by athletes own sensory systems, athletes receive natural consequences of moving

extrinsic- feedback provided from external source

65
Q

What are the two types of intrinsic feedback?

A

knowledge of performance (vision, proprioception)

knowledge of results (basket, goal)

66
Q

What is the knowledge of results and performance in extrinsic feedback?

A

KOP- instructor, coach

KOR- lap time, distance jumped

66
Q

What is the knowledge of results and performance in extrinsic feedback?

A

KOP- instructor, coach

KOR- lap time, distance jumped

67
Q

What are the 2 types of extrinsic feedback?

A

prescriptive feedback- describes the errors a learner makes during performance and suggests something a learner may do to correct it

descriptive feedback (expert)- describe the errors a learner makes during a performance of a skill

68
Q

What are the 4 functions of extrinsic feedback?

A

motivation- energise learners, increase efforts to achieve goals set
reinforcement- repeat actions they produced or avoid errors
information- what learners should do to refine skills, correct errors
dependence- rely too heavily, drop in performance when feedback is reduced

69
Q

How often should we give feedback?

A

instantaneous- immediately following movement completion
delayed- provided several seconds after the movement
faded- high frequency initially and diminishes during later learning
summary- provided after multiple trials (eg every 3 trials)- can use own intrinsic feedback in between trials

70
Q

What is bandwidth feedback?

A

feedback only given when errors exceed past a certain tolerance level

decreases learners being dependent on feedback later on

they are really receiving feedback on each trial (no feedback, did good)

71
Q

What does the guidance hypotheses state about how often we should provide feedback?

A

role of extrinsic feedback in learning is to guide performance towards a goal

if provided too frequently, it can cause learner to develop dependency on availability of feedback

results in drop in performance when feedback is not given during a game

72
Q

What does the challenge point framework suggest about how much feedback we should provide?

A

for high nominal difficulty task- instantaneous knowledge of results provides largest learning effect

low nominal difficulty- less frequent

73
Q

What is learner regulated feedback?

A

only provide feedback when athlete requests

expert, autonomous

74
Q

In Schmidts schema theory of motor learning, which of the following is said to generate a motor programme for appropriate action in novel situations?

A

recall schema

75
Q

According to the challenge point framework, what are the 2 things that can be manipulated to achieve the optimal challenge for an individual?

A

potential available info

functional task difficulty

SP1600- Introduction to psychology of sport and exercise (7 decks)

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