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exercise physiology > Motor Learning Chapter 9 > Flashcards

Motor Learning Chapter 9 Flashcards

1
Q

the Specificity of learning principle states that

A

-Best learning experiences are those that most approximate the movement components and environmental conditions of the target skill

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2
Q

Performance is

A

about trying to do your best at a task

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3
Q

Learning is

A

practicing and experimenting with what works and betting comfortable with the movement

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4
Q

What are the benefits of proper practice?

A
  • Capability to perform the skill on future demand
  • Improve perceptual skills
  • reduces demands on attention. (as skill gets more automatic, it needs less attention)
  • reduces effector competition (once we’ve learned skill, muscles that shouldn’t be activated will no longer be competing with muscles that should be (aka noise)
  • Improves motor programs & error detection
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5
Q

What are Fitt’s stages of learning

A
  1. Verbal Cognitive stage
  2. Fixation stage
  3. Autonomous stage
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6
Q

What are some characteristics of fitt’s stage 1. Verbal cognitive stage of learning?

A
  • a lot of time spent thinking
  • attentional demanding
  • understanding the fundamentals of movement pattern
  • need verbal guidance
  • large gains
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7
Q

What are some charachteristics of Fitt’s stage 2. Fixation stage?

A
  • solved the major cognitive problem
  • focus on refining the skill
  • building a motor program
  • monitor feedback
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8
Q

what are some characteristics of fitt’s stage 3. autonomous stage of learning?

A
  • Little or no attention on skill
  • longer motor programs
  • higher order cognition
  • increased perceptual anticipation
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9
Q

What are Bernstein’s stages?

A
  • Benstein’s stage 1, reduce degrees of freedom
  • Bernstein’s stage 2: release degrees of freedom
  • Bernstein’s stage 3: Exploit passive dynamics
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10
Q

what are some of the characteristics of Bernstein’s Stage 1: Reduce Degrees of Freedom

A
  • Freezing degrees of freedom
  • Conscious control (make movement happen)
  • Produce rudimentary aspects of the movement ( what are fundamental thinks trying to produce here?)
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11
Q

what are some of the characteristics of “Bernstein’s Stage 2: Release Degrees of Freedom”

A
  • release additional degrees of freedom
  • allows for greater flexibility
  • produces more complex movements
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12
Q

What are some characteristics of “Bernstein’s Stage 3: Exploit Passive Dynamics”

A
  • Exploit principles of energy and motion
  • maximize skill’s effectiveness
  • maximize skill efficiency
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13
Q

Limitations of Fitt’s and Bernsteins stages include:

A
  • Niether was meant to describe learning as a series of discrete, nonlinear, and unidirectional stages
  • Fitt’s considered performance change to be regressive as well as progressive
  • Task difference also play an important role in the stage views of both Fitts and Bernstein.
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14
Q

What are the characteristics of forgetting?

A
  • longer term retention depends on nature of the task
  • -discrete tasks are forgotten relatively quickly
  • -continuous tasks are trained well over longer period’s of no practice
  • -the amount of practice will influence a learners retention
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15
Q

What is the “warm up decrement?”

A

Warm up decrement refers to a specific type of retention DEFICIT due to the loss of an activity SET

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16
Q

Transfer of learning refers to a

A

gain or loss of a person’s proficiency on one task as a result of previous experience

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17
Q

movement elements are

A

elements that deal with the fundamental patterns of a movement

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18
Q

Perceptual elements are

A

aspects that deal with the environmental information

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19
Q

strategic and conceptual elements

A

!Aspects that deal with the rules, principles, or strategies

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20
Q

Part practice is

A

• Initial rehearsal of complex skills

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21
Q

Fractionalization is

A

parts of a complex skill practice separately

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22
Q

Segmentation is when

A
  • initial part of a skill practiced

- then a second part is added until the entire target skill is practiced

23
Q

Simplification is when

A

difficulty of the target skill is reduced in some manner

24
Q

what’s “near transfer”

A

transfer of learning from one task or setting to another that is very similar

25
Q

What is “far transfer”

A

transfer of learning from one task or setting to another. Very difficult task or setting

26
Q

What are some off-task practice considerations?

A
  • Motivation for learning: a learners internalized drive to learn a skill
  • Directional attention
  • –external focus
  • —-cues or information on the environment
  • –Internal focus:
  • —-attending to personal thoughts and/or mechanics
  • demonstrations and modeling. the process by which learners acquire the capability of learning by observing the actions of others
  • mental practice
27
Q

Massed practice is

A

little rest between performance bouts

28
Q

Distributed practice

A

amount of rest between bouts is longer than the amount of time spent practicing

29
Q

Varied Vs. Constant practice:

A
  • Constant practice: rehearsing at one variation of a task
  • varied practice : different version of the same action (eg different distances)
  • –majority of learning is to acquire a number of variations of the movement class
  • –this in most cases, varied practices makes more sense
30
Q

Scheme theory:

A

a set of rules relating the various outcomes of a person’s actions to the parameters (short distance of a throw) the person sets to produce those outcomes (eg, a small amount of force)

31
Q

Varied practice enhances

A
  • a person’s schema
  • flexibility, adaptability, and generalizability
  • allows people to apply their learning
32
Q

Block practice:

A

a sequence in which a significant amount of time is spent on one task, then the next task, and so on

33
Q

random practice:

A

a variation in the order of practice; tasks are intermingled or continuously rotated (random practice is supposedly better)

34
Q

What are the positives and negatives of block practice?

A

positives

  • Block practice has better results during immediate learning
  • skills become automatic during initial practice

negatives

  • does little to promote comparison of movements
  • does not produce lasting effects
35
Q

What were the findings for random practice?

A
  • demonstrates better retention learning
  • diminish immediate learning
  • better for longer term learning
36
Q

random practice Elaboration hypothesis:

A

-increases meaningfulness/ distinctiveness of movements
-when shifting to new movements learners are forced to become aware of the
-distinctiveness among the skills
distinctive memories are easier to retrieve

37
Q

Forgetting hypothesis

A
  • The learner Forgets A to do task b
  • learner must relearn/replan task each time
  • Forces repeated retrieval l of mp stored in LTM
38
Q

Contextual interference

A

-Conditions that depress performance during initial practice, but produces better learning as measured on a retention test

39
Q

What are the two types of feedback?

A
  • inherent feedback: sources from inside the body generating information
  • augmented feedback: Information from an outside source: eg. time,
40
Q

why is augmented feedback important?

A
  • it provides information for the learner that they may not be aware of
  • it’s the only means that a practitioner has of influencing a learner’s behavior
41
Q

What are the types of Augmented feedback?

A
  • knowledge of results (KR)

- knowledge of performance (KP)

42
Q

Functions of Feedback:

A

-Positive reinforcement: “I want the behavior to be repeated
-Negative reinforcement: “I want to decrease that behavior”
Motivation: challenges learner to pursue particular goals, and helps learners when they’re making minimal progress

43
Q

Functions of feedback:

A
  • Directing attention
  • Information properties
  • -movement pattern
  • -outcome
  • -descriptive
  • -prescriptive
44
Q

dependency should be

A

avoided

45
Q

How does feedback work?

A

tradition belief: more feedback was better, & feedback strengthen stimulus response relationship

More recently: frequently feedback is detrimental to learning
-leads to dependency

46
Q

How much feedback do we give?

A

-shouldn’t be after every trial

47
Q

what is absolute frequency

A

the total number of feedback presentations given to the learner

48
Q

relative frequency

A

the percentage of trials receiving feedback.

49
Q

What are the types of feedback scheduling?

A 
faded feedback 
bandwidth feedback 
summary feedback 
average feedback 
self controlled feedback
50
Q

what is faded feedback?

A

faded feedback is a feedback schedule in which the relative frequency is high in early practice and reduced in later practice

51
Q

what is bandwidth feedback

A

setting a threshold that acceptable for provided feedback when a certain amount of error is reached

52
Q

summary feedback:

A

feedback given over a set criteria during a predetermined time

53
Q

Average feedback

A

average feedback is a type of augmented feedback that presents a statistical average of two or more trials rather than results on any one of them

54
Q

Self controlled feedback

A

-learner decides when they receive feedback

exercise physiology (18 decks)

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