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KIN 342 > Motor Skills > Flashcards

Motor Skills Flashcards

1
Q

What is a complex response of a dynamic system that allows us to respond appropriately to different systems and demands?

A
  • Movement
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2
Q

What are the 3 kind of constraints that impact responses?

A
  • Performer Constraint
  • Environmental Constraint
  • Task Constraints
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3
Q

Describe Performer Constraints

A
  • Maturation Level
  • Physical Ability
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4
Q

Describe Environmental Constraints

A
  • Physical Environment
  • Weather Conditions
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5
Q

Describe Task Constraints

A
  • Rules of the Game
  • Student’s understanding of task
  • Equipment
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6
Q

What can be manipulated by the teacher to elicit appropriate responses?

A
  • Task Constraints
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7
Q

Describe Teaching Games for Understanding

A
  • Setting Task in game like environment to elicit a skill
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8
Q

How might a teacher alter the task constraints?

A
  • Change equipment
  • Change rules
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9
Q

Give an example of when a task constraint might be the reason for an inappropriate response

A
  • Ask for mature overhand serve when students are too close
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10
Q

What are the prerequisites to learning a motor skill?

A
  • Mastery of an earlier skill
  • Physical Ability
  • Maturation
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11
Q

Describe a clear idea of a task

A
  • What student think they are meant to do = what they are trying to do
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12
Q

Describe motivation/attention of learning a motor skill

A
  • Active engagement in the process
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13
Q

Describe the practice of a motor skill

A
  • Increased consistency of performance
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14
Q

Describe the two types of feedback for motor skill development

A
  • Knowledge of Result (KR)
  • Knowledge of Performance (KP)
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15
Q

What are the different types of skills?

A
  • Open or Closed
  • Discrete, Continuous, or Serial
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16
Q

Describe Open Skills

A
  • Externally Paced
  • Regulated by Variables
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17
Q

What are the implications of teaching Open Skills?

A
  • Gradually add the conditions under wich skill will be performed
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18
Q

What are some examples of a Open Skills?

A
  • Volleybal Forearm Pass
  • Basketball Set Shot
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19
Q

Describe Closed Skills

A
  • Self Paced
  • Body and Object begin at rest
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20
Q

What are the teaching implications of a Closed Skill?

A
  • Require consistency
  • Stable Practice Conditions
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21
Q

What are some examples of a Closed Skill?

A
  • Volleyball Serve
  • Archery
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22
Q

Describe a Discrete Skill

A
  • Performed once
  • clear beginning and end
23
Q

Example of Discrete Skill?

A
  • Diving
  • B-ball free throw
24
Q

Describe a Continuous Skill

A
  • Performed continuously
  • No clear beginning or end
25
Q

Examples of Continuous Skills?

A
  • Basketball Dribble
  • Hockey Stick handling
26
Q

Describe Serial Skills

A
  • Discrete Skills put together
  • Discrete and Continuous skills together
27
Q

Example of Serial Skills?

A
  • Hand-stand into forward roll
  • Basketball dribble into layup
28
Q

What are the 3 steps of defining a task?

A

Step 1
- Decide if skill is open or closed
Step 2
- Decide when to use task
Step 3
- Decide how to change task to make it open or closed

29
Q

What is an example of designing a task?

A
  • Group of Four
  • Stand in Line
  • Choose Rope or Ball
  • Skip four steps forward, four steps backwards
30
Q

What does it mean to simplify a task?

A
  • make it easier
31
Q

What does it mean to extend a task?

A
  • make more challenging
32
Q

Examples of simplifying a task

A
  • underhand passes only
  • balance on two body parts
  • stand still while passing
33
Q

Examples of Extending a Task

A
  • Bounce passes
  • Hop on 1 foot while playing catch
  • Run, Jump, and Roll
34
Q

What determines the appropriateness of a response? Example

A

Environmental Conditions
- To Close, no overhand throw

35
Q

What do learners do when a skill is not appropriate? example

A

Adapt the skill to their ability
- Children two hand underhand basketball shot

36
Q

Describe the different practice conditions

A
  • Whole or Part: start with whole (unless safety issue)
  • Practice variability: essential for open skill
  • Vary Skills
  • Massed or Distributed: shorter/more frequent
37
Q

Why would you use tasks and progressions to teach a motor skill?

A
  • Safety
  • Optimally challenging
  • Developmentally appropriate
  • Builds Confidence
  • Informative Feedback
38
Q

What are the different types of learning transfers?

A
  • Bilateral Transfer
  • Intratask Transfer
  • Intertask Transfer
39
Q

Describe Bilateral Transfer

A
  • One side of the body to the other
40
Q

Describe Intratask Transfer

A
  • Task in one situation to another
  • Practice to game
41
Q

Describe Intertask Transfer

A
  • One skill to another skill
42
Q

What side should you start practice with?

A
  • Dominant side
43
Q

How should practice resemble the skill? Why?

A
  • Accurately
  • More transferable
44
Q

What happens the more a skill is learned?

A
  • More positive transfer to game
45
Q

What can you use to help a clear transfer of a skill?

A
  • Information students already know
  • Abilities they already have
46
Q

Describe Motor Ability

A
  • Not everyone capable of Olympian
  • Most capable of successful participation
47
Q

How might different cognitive and intelligence levels effect teaching motor skills?

A
  • Learn differently
  • but little relationship in ability
48
Q

What can change the complexity of a movement task?

A
  • Body Use
  • Spatial Factor
  • Time
  • Weight
49
Q

Describe how Body Use can change the complexity of a task

A
  • Number of body parts involved (golf swing)
  • Size of movement (leap for height)
  • Control Required (roll on a beam)
  • Dominance
50
Q

Describe how Spatial Factors can change the complexity of a task

A
  • ON the spot or moving
  • Size of Equipment
  • Direction of Traveling
  • Pathway
  • Predictability
  • Size of Playing Space
51
Q

Describe how time can change the complexity of a task

A
  • Speed of ball/puck
  • Rhythm
  • Timing
52
Q

Describe how Weight can change the complexity of a task

A
  • Strength
  • Fine Touch
  • Weight of Object
53
Q

What are the three fundamental movement skills?

A
  • Locomotion
  • Stability
  • Manipulation
54
Q
A

KIN 342 (11 decks)

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