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PAC 490 > Motor Learning Considerations for S & C > Flashcards

Motor Learning Considerations for S & C Flashcards

1
Q

Why are motor learning considerations important?

A
  • improvement of technique
  • the importance of learning
  • program is only as good as the ability for the client to retain skill
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2
Q

Why are motor learning considerations important?

A
  • improvement of technique
  • the importance of learning
  • program is only as good as the ability for the client to retain skill
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3
Q

Motor learning:

A

a relatively permanent change, resulting from practice or experience, in the capability of responding

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4
Q

Successful learning and retention is guided by:

A
  • skill presentation
  • error detection/correction
  • feedback
  • retention
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5
Q

3 stages of learning model:

A
  1. cognitive stage
  2. associative stage
  3. autonomous stage
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6
Q

Describe the cognitive stage:

A
  • beginner or novice
  • choppy movement (deliberate lack of synchronization)
  • easier for someone to slow the movements down (deliberate stops and starts)
  • not much consistency
  • error detection is critical from coaches (what went wrong, why, how it affected outcome)
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7
Q

Describe the associative stage:

A
  • intermediate or practice
  • most people are here (spend lots of time here)
  • start to make connections and the technique that got them there
  • associating good/bad outcomes
  • typically see new peaks and plateaus of performance
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8
Q

Describe the autonomous stage:

A
  • advanced or fine-tuning
  • expert
  • do your own error detection
  • very little feedback needed from external sources
  • capable of understanding what went wrong by yourself
  • second nature
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9
Q

4 motor learning considerations:

A
  • contextual interference
  • goal setting
  • augmented feedback
  • focus of attention
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10
Q

Interference =

A

distraction

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11
Q

Contextual interference:

A

functional interference found in a practice situation when several tasks must be learned and are practiced together

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12
Q

Block trials:

A

a number of sets and reps of a skill all completed without interruption

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13
Q

Block trials:

A

a number of sets and reps of a skill all completed without interruption

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14
Q

Motor learning:

A

a relatively permanent change, resulting from practice or experience, in the capability of responding

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15
Q

Successful learning and retention is guided by:

A
  • skill presentation
  • error detection/correction
  • feedback
  • retention
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16
Q

3 stages of learning model:

A
  1. cognitive stage
  2. associative stage
  3. autonomous stage
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17
Q

Describe the cognitive stage:

A
  • beginner or novice
  • choppy movement (deliberate lack of synchronization)
  • easier for someone to slow the movements down (deliberate stops and starts)
  • not much consistency
  • error detection is critical from coaches (what went wrong, why, how it affected outcome)
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18
Q

Describe the associative stage:

A
  • intermediate or practice
  • most people are here (spend lots of time here)
  • start to make connections and the technique that got them there
  • associating good/bad outcomes
  • typically see new peaks and plateaus of performance
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19
Q

Describe the autonomous stage:

A
  • advanced or fine-tuning
  • expert
  • do your own error detection
  • very little feedback needed from external sources
  • capable of understanding what went wrong by yourself
  • second nature
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20
Q

4 motor learning considerations:

A
  • contextual interference
  • goal setting
  • augmented feedback
  • focus of attention
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21
Q

Interference =

A

distraction

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22
Q

What are possible things that we would be “reading” in strength training?

A
  • load: grip, motor unit recruitment
  • balance, surface area
  • pieces around us (location)
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23
Q

What did Naimo et al. (2013) find with contextual interference?

A
  • high contextual interference (serial) showed initial decrements in performance in the beginning
  • posttest and retention test: high contextual interference group did better in both activities
  • bench press/dart throw
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24
Q

Block trials:

A

a number of sets and reps of a skill all completed without interruption

25
Q

Random trials:

A

mix sets and possibly reps of multiple skills in random order

26
Q

Serial trials:

A

mix sets and possibly reps of multiple skills in a predictable order

27
Q

Serial trials are similar to…

A
  • super sets

- complex circuit training

28
Q

What are some potential negative outcomes that could occur if contextual interference is introduced into a strength training setting?

A

?

29
Q

3 components that make up a skill:

A
  • read
  • plan
  • do
30
Q

Why do coaches often use block practice strategy?

A
  • they want to control everything (ego problem)

- want to see improvements themselves quickly

31
Q

Why is block practice not necessarily good for learning a skill?

A

eliminates reading and planning from the equation

32
Q

Retention is superior in ____ practice than ____ practice.

A
  • random

- block

33
Q

What can we suggest to a coach who uses block practice to track progression?

A
  • use random practice

- use retention and transfer tests rather than trying to see results in a short session

34
Q

What are possible things that we would be “reading” in strength training?

A
  • load: grip, motor unit recruitment
  • balance, surface area
  • pieces around us (location)
35
Q

What did Naimo et al. (2013) find with contextual interference?

A
  • high contextual interference (serial) showed initial decrements in performance in the beginning
  • posttest and retention test: high contextual interference group did better in both activities
  • bench press/dart throw
36
Q

What did Boyce (1992) find with goal setting?

A
  • specific goal groups outperform the general group

- specific goals and assigned specific goals group show significantly greater motor learning

37
Q

Untrained athletes have what kind of goals?

A
  • mix of instructor and self selected goals

- often displayed with the rest of the group’s goals on a goal board

38
Q

Trained athletes have what kind of goals?

A
  • target goals prescribed to them by the coach based on previous testing results
  • still encouraged to set their own SMART goals
39
Q

SMART goals stands for:

A
  • specific
  • measurable
  • agreed upon
  • realistic
  • time-based
40
Q

Different types of augmented feedback:

A
  • knowledge of performance
  • knowledge of results
  • faded feedback
41
Q

Knowledge of performance:

A
  • information provided to a performer
  • indicates quality or patterning of their movement
  • may include info such as displacement, velocity or joint motion
42
Q

Example of knowledge of performance feedback:

A

you are extending your hips too slowly on a squat jump

43
Q

Knowledge of results:

A

extrinsic information about the movement outcome in relation to the goal

44
Q

Example of knowledge of results:

A

you got 500 watts on that rep, your next goal is 600 wats

45
Q

What is the problem with augmented feedback for novice athletes?

A
  • too much feedback
  • they don’t know what they are doing anyway, more feedback won’t necessarily help
  • lots of feedback might not stick
  • need to evaluate if certain cues work (don’t overwhelm)
46
Q

Faded feedback:

A
  • used in earlier stages of motor learning: athlete benefits from more frequent feedback
  • as retention of the skill increases, less feedback is beneficial
47
Q

2 types of focus of attention:

A
  • internal

- external

48
Q

Internal focus of attention:

A

athlete concentrates on their body and its movements

49
Q

External focus of attention:

A
  • athlete concentrates on objects or actions outside the athlete’s body
  • leads to increases in motor learning and force production at all speeds
  • peak EMG (motor unit recruitment) is lower = higher efficiency
50
Q

Why is efficiency higher with lower peak EMG (MU recruitment)?

A
  • created same speed with less MU recruitments at all speeds

- high motor recruitment in agonist and antagonist = less synchronizing = less efficiency

51
Q

Movement efficiency is measured by….

A
  • muscular activity
  • max force production
  • speed
  • endurace
52
Q

Movement effectiveness is measured by….

A

balance or accuracy

53
Q

What did Schutts et al. (2016) find with focus of attention?

A
  • internal focus of attention had the lifter dropping under the barbell too soon
  • internal focus of attention subjects had more unsuccessful attempts vs those using external focus
54
Q

Positive application of internal focus of attention:

A
  • bodybuilding
  • mind muscle connection
  • EMG goes up with internal focus
  • high EMG, less synchronicity is better because the agonist has to work harder to lift lighter weight against antagonsit
  • higher gains from higher total EMG output (not net) from internal focus
55
Q

Purposes of putting a ball on the plate during a plate squat:

A
  • focus of attention changes
  • feedback
  • knowledge of performance
56
Q

Purposes of putting plates under toes when squatting:

A
  • external

- immediate feedback

57
Q

Purposes of having guidelines on floor when completing clean and jerk:

A
  • external

- goal setting (measurable goals)

58
Q

Why is the stop snatch a good exercise?

A
  • increased concurrent feedback (acquisition) vs dead/low hang
  • inc. opportunity for frequency of pos. feedback
  • increased TUT = possible earlier access to intrinsic mechanisms and increased self error detection
  • may decrease reliance upon augmented feedback (retention)

PAC 490 (12 decks)

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