Motor Learning Definition And Assessment Flashcards
2 ways to assess motor learning
Performance in practice
Learning tests
How can you assess performance in practice
Performance curves
Coordination dynamics
2 types of learning tests
Retention tests
Transfer tests
Six general performance characteristics of skill learning
Improvement
Consistency
Stability
Persistence
Adaptability
Reduced attention demand
What are performance curves looking at
Performance changes over time/ practice
Graphical representation of performance during practice
Does not mean learning has happened
What are coordination dynamics for
Developing new temporal (time) and spatial patterns
- creating a new pattern from an old pattern vs learning something new
4 general types of performance curves
1) linear
2) negatively accelerated curve
3) positively accelerated curve
4) olive/S-shaped curve
Linear curve
Proportional increases over time
Steady performance improvement
Negatively accelerated curve
- large improvement early, small improvements later
- represents classic power law (functional relationship) of skill learning
What is the most prominent type of curve in motor learning
Negatively accelerated curve
Positively accelerated curve
Slight improvement early, large improvement later
Ex) coming off injury
Give/S-shaped curve
Combination of all 3 curves
How is improvement seen
General direction of the curve
(Error decreases)
how is consistency seen
Near end of practice session
How far the standard deviation lines are from the mean
Scores closer together
What do we compare performance to on performance curves for kinematic data
Criterion
How is improvement measured in kinematic data
Tracing in final block of trials compared to criterion
- improvement would be closer to criterion
How is consistency measured for kinematic data
Decreased SD from first to last block of trials
- amount of distance between criterion and what trying to achieve
What are 3 performance characteristics that demonstrate learning
Improvement, consistency, persistence
What does learning coordination dynamics require
Developing new spatial and temporal patterns
What does a learning test comparing to performance on 1st day (baseline) demonstrate
Amount of performance improvement
- beginning to end
What does a learning test comparing to most recent performance attempt demonstrate
Persistence (retention test) or adaptability (transfer test) of performance improvement
- if similar to last practice - persistence
Purpose of retention tests
Assess permanence of the performance level achieved during practice
What do retention tests assess
The persistence of improved performance
What can you infer from a retention test
How much you have learned based on your performance on the test
- if over period of time you can still complete the skill
What is a retention test test
Tests performance of the same skill following a period of not performing that skill
How long should be between the end of practice and the retention test (retention interval)
It is arbitrary
- 24 hours is recommended minimum
- long enough that the effect of performance variables will dissipate
What can you be confident in if the difference between the two trials (first practice day and test day) is significant
Learning has occurred (improvement)
What can you be confident in if the difference between the last practice and the test day is minimal
Learning has occurred (persistence)
What do transfer tests assess
The adaptability of performance
What do transfer tests involve
Performing the practiced skill in a performance context or situation different from practice
How to you provide a novel situation to assess learning
- Context variations (changing environment)
- Skill variations
3 novel context characteristics
Availability of augmented feedback
Physical environment
Personal characteristics
Availability of augmented feedback
Skill that is practiced is tested
Ex) game vs practice
Test vs lecture
Physical environment
Especially effective for a learning situation in which the goal is to enable the person to perform in locations other than those in which they practiced
Ex) rehab setting to home
Gold dome to golf course
Personal characteristics
How well a person can perform the skill while adapting to characteristics of their self that were not present during practice
Ex) stress, anxiety
Novel skill variation for transfer tests
Does the learning transfer from one variation of the skill to another
Changes in object being manipulated, speed of movement, direction of movement
Ex) change in speed of walking
Ex) passing ball vs puck
Pirouette turned out vs parallel
What do retention tests test
Persistence
What do transfer tests test
Adaptability
What are the 4 cautions when interpreting performance curves
- Performance is measure, not capability
- Performance plateaus
- Ceiling and floor effects
- Scoring criteria may change performance outcome
What are group averages not sensitive to
Individual differences in performance
What do ceiling and floor effects limit
Sensitivity of a measurement to detect further improvements
What may practice involve that affects how performance is measured
Performance variables which may enhance or impair performance
What can control for performance variables
Learning tests
- retention tests overcome this problem by evaluating persistence of learning
- transfer tests overcome this problem by evaluating adaptability to novel situations
- do practice test then learning test
How can practice performance misrepresent learning
If only go by practice can get wrong idea about was was learnt and retained
What are conclusions of concurrent feedback during skill and terminal feedback after a trial or after 5 trials
Concurrent feedback was beneficial for immediate performance improvement but not for learning (lack of persistence after tests 48hrs later)
How should you assess learning
Learning tests after retention period
When should you assess learning
Min 24 hrs
Performance plateau
Period of time in which there is no improvement, but then experiences improvement with continued practice
How do we see performance plateaus
Seen in individual data during practice
What are 2 possible causes of performance plateaus
- Cessation of learning
- A temporary performance artefact (unintended interference) (more likely)
What are possible performance artefacts causing plateaus
- Transition between two phases of learning (developing a new strategy needed to improve)
- Personal factors: period of low motivation, fatigue, lack of attention, etc.
- Measurement type causing ceiling or floor affects
What is the floor effect
Task is too difficult
- not much improvement
- too hard for improvement to occur
What is ceiling effect
Task is too easy
- improved significantly, mastered it
- curve cannot go any higher
How can scoring criteria change performance outcomes
Measurement must appropriately reflect performance changes
- sensitive enough to show improvement
- have ability to show individual changes
