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
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
3
Q
Motor learning:
A
a relatively permanent change, resulting from practice or experience, in the capability of responding
4
Q
Successful learning and retention is guided by:
A
- skill presentation
- error detection/correction
- feedback
- retention
5
Q
3 stages of learning model:
A
- cognitive stage
- associative stage
- autonomous stage
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)
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
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
9
Q
4 motor learning considerations:
A
- contextual interference
- goal setting
- augmented feedback
- focus of attention
10
Q
Interference =
A
distraction
11
Q
Contextual interference:
A
functional interference found in a practice situation when several tasks must be learned and are practiced together
12
Q
Block trials:
A
a number of sets and reps of a skill all completed without interruption
13
Q
Block trials:
A
a number of sets and reps of a skill all completed without interruption
14
Q
Motor learning:
A
a relatively permanent change, resulting from practice or experience, in the capability of responding
15
Q
Successful learning and retention is guided by:
A
- skill presentation
- error detection/correction
- feedback
- retention
16
Q
3 stages of learning model:
A
- cognitive stage
- associative stage
- autonomous stage
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)
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
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
20
Q
4 motor learning considerations:
A
- contextual interference
- goal setting
- augmented feedback
- focus of attention
21
Q
Interference =
A
distraction
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)
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
24
Q
Block trials:
A
a number of sets and reps of a skill all completed without interruption
25
Random trials:
mix sets and possibly reps of multiple skills in random order
26
Serial trials:
mix sets and possibly reps of multiple skills in a predictable order
27
Serial trials are similar to...
- super sets
| - complex circuit training
28
What are some potential negative outcomes that could occur if contextual interference is introduced into a strength training setting?
?
29
3 components that make up a skill:
- read
- plan
- do
30
Why do coaches often use block practice strategy?
- they want to control everything (ego problem)
| - want to see improvements themselves quickly
31
Why is block practice not necessarily good for learning a skill?
eliminates reading and planning from the equation
32
Retention is superior in ____ practice than ____ practice.
- random
| - block
33
What can we suggest to a coach who uses block practice to track progression?
- use random practice
| - use retention and transfer tests rather than trying to see results in a short session
34
What are possible things that we would be "reading" in strength training?
- load: grip, motor unit recruitment
- balance, surface area
- pieces around us (location)
35
What did Naimo et al. (2013) find with contextual interference?
- 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
What did Boyce (1992) find with goal setting?
- specific goal groups outperform the general group
| - specific goals and assigned specific goals group show significantly greater motor learning
37
Untrained athletes have what kind of goals?
- mix of instructor and self selected goals
| - often displayed with the rest of the group's goals on a goal board
38
Trained athletes have what kind of goals?
- target goals prescribed to them by the coach based on previous testing results
- still encouraged to set their own SMART goals
39
SMART goals stands for:
- specific
- measurable
- agreed upon
- realistic
- time-based
40
Different types of augmented feedback:
- knowledge of performance
- knowledge of results
- faded feedback
41
Knowledge of performance:
- information provided to a performer
- indicates quality or patterning of their movement
- may include info such as displacement, velocity or joint motion
42
Example of knowledge of performance feedback:
you are extending your hips too slowly on a squat jump
43
Knowledge of results:
extrinsic information about the movement outcome in relation to the goal
44
Example of knowledge of results:
you got 500 watts on that rep, your next goal is 600 wats
45
What is the problem with augmented feedback for novice athletes?
- 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
Faded feedback:
- used in earlier stages of motor learning: athlete benefits from more frequent feedback
- as retention of the skill increases, less feedback is beneficial
47
2 types of focus of attention:
- internal
| - external
48
Internal focus of attention:
athlete concentrates on their body and its movements
49
External focus of attention:
- 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
Why is efficiency higher with lower peak EMG (MU recruitment)?
- created same speed with less MU recruitments at all speeds
| - high motor recruitment in agonist and antagonist = less synchronizing = less efficiency
51
Movement efficiency is measured by....
- muscular activity
- max force production
- speed
- endurace
52
Movement effectiveness is measured by....
balance or accuracy
53
What did Schutts et al. (2016) find with focus of attention?
- 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
Positive application of internal focus of attention:
- 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
Purposes of putting a ball on the plate during a plate squat:
- focus of attention changes
- feedback
- knowledge of performance
56
Purposes of putting plates under toes when squatting:
- external
| - immediate feedback
57
Purposes of having guidelines on floor when completing clean and jerk:
- external
| - goal setting (measurable goals)
58
Why is the stop snatch a good exercise?
- 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)
