practice Flashcards
important concepts for learning
- needs to understand task
- need feedback
- need practice
- need motivation
- need to be challenged (error detection, variable conditions)
specificity of practice
task
environmental
generalizability
task specificity of practice
practice results in learning about specific motor task
environmental specificity of practice
practice results in learning how to interact with the environment
generalizability
practice variability
regulatory constraints on environment
features in the environment that shape movement patterns
height of chair/ shape or size of object
non-regulatory constraint on environment
features in the environment that movement does not need to conform to (color, noise, light)
open task variability
environment is unpredictable
changes between each execution
closed task variability
environment is predictable
ways to categorize task
discrete continuous serial gross motor fine motor
physical practice
effectively designed and challenging practice leads to learning
why does practice need to be challenging?
leads to the neural changes that underlie learning
types of physical practice
simulators part vs. whole practice slow motion practice error detection practice guidance
simulators
virtual reality
goal: transfer learning to the target skill ASAP
part practice
Complex skills with multiple movement segments
- Break task down into component parts
- Practice components
- Put task back together
types of part practice
fractionalization
progress part practice
simplification
fractionalization
parts of skill are practiced separately
progress part practice
One part is practiced until mastered
A second part is added & practiced together w/ the first part
Additional parts are added until all parts are included
After each part is learned, the complete skill is learned
simplification
simplifying some aspect of target skill by using
- slow motion practice
- oversized targets
- less stringent rules
slow motion practice
May help form general motor program if speed is a parameter that is controlled within the program
error detection practice
Focusing on feedback from errors and correct performance
teach and then ask the learner to describe feedback once the task is complete
guidance
externally assist an individual through a task
mental practice
Cognitive rehearsal of physical skill in the absence of overt physical movements
mental rehearsal technique
Mental imagery = imagining performance either as the performer or as an observer
mass practice
practice without rest intervals
continuous skills and discrete skills effect on mass practice
continuous - performance suffers but learning continues
discrete - better to learn under this condition
distributed practice
practice with rest
constant practice
no intertrial variability
variable practice
- variable in each trial
- framework for building motor schema
- allows for error and error detections
what theory is variable practice integrated with
dynamic action theory
blocked practice
Repeated trials of one task, followed by repeated trials of second task, followed by repeated trials of third task…
Early in acquisition
But less learning in retention and transfer
random practice
Performing different tasks on each successive practice trial in a random order
May show slower in early acquisition
But will show better retention and transfer
why is random practice better
elaboration hypothesis and forgetting hypothesis
elaboration hypothesis
When switching from one task to another, learner discovers the distinctiveness of each task
This produces more distinctive and lasting long-term memories of the task
forgetting hypothesis
Between task learners forget what they did on the prior task and have to start planning in a new when asked to attempt it again
Because of this explanation, random practice is also retrieval practice (retrieving the motor plans for the task)
