Practice Structure

Question 1

Motor learning

Answer 1

set of processes associated with experience or practice leading to relatively permanent change in capability to produce skilled action

Question 2

Key components to Motor Learning

Answer 2

Consistency
Adaptability (transfer)
Stability 
Persistence (retention)
Improvement (in performance, skill acquisition)

Question 3

Power Law

Answer 3

During cognitive stage of learning - change in performance happens quickly
As become more skill changes become more minuscule
You want to see period of time where take off from practice and can come back and do skill at same level - expert

Question 4

Adaptability has to do with

Answer 4

types of transfer

Question 5

Examples of adaptability

Answer 5

Positive/Negative
Near/Far
Bilateral

Question 6

Positive vs. Negative Transfer

Answer 6

Negative - golf swing and baseball swing

Related, but conflict

Question 7

Near vs. Far Transfer

Answer 7

Near = close to the skill or context in which they learned it
Far = related to skill but a bit of a stretch for relatedness

Question 8

Bilateral Transfer

Answer 8

Things we learn on one side of the body that can benefit the other side of the body

Question 9

What transfers - Motor Skill

Answer 9

Goal

Task-specific, Processing

Question 10

What transfers - Motor Abilities

Answer 10

Strength, agility, flexibility, endurance…

Question 11

Cognitive or Novice Stage of Learning

Answer 11

Fitts = high conc, self talk
Gentile = learning task goal, developing strat, understanding environmental features
Vereij = co contraction to control DOF

Question 12

Associative or Advanced Stage of learning

Answer 12

Fitts = refining movement, less variability in performance
Gentile = refining movement through adaptation, efficient 
Vereij = added complexity, synergistic control

Question 13

Autonomous or Expert Stage of learning

Answer 13

Fitts = less attenuation needed, may multi task
Gentile = optimize movement for environmental constraints
Vereij = exploit DOF

Question 14

Fitts =
Gentile =
Vereji =

Answer 14

Fitts = Motor programming
Gentile = Ecological
Vereji = Dynamical

Question 15

Gentiles Taxonomy of Tasks says that

Answer 15

facilitating learning relies on task analysis

Question 16

2 major dimensions of Gentiles Taxonomy of Tasks

Answer 16

Environmental Context (open or closed)
Functional Role/Task (stability/mobility)

Question 17

Components in each dimension of Gentiles Taxonomy of Tasks

Answer 17

4 components in each dimension
Simple to complex
Manipulation and variability aspects

Question 18

Ver (dynamical systems) Organizing Factors

Answer 18

Task - nature of movement/skill
Environment - context or location
Individual

Question 19

Organizing Factors - Task includes

Answer 19

Mobility
Stability
Manipulation

Question 20

Organizing Factors - Environment includes

Answer 20

Regulatory - something that dictates how the movement will be performed (how high chair is)
Nonregulatory - impacts the way the movement is performed but doesnt dictate it (lighting, noise)

Question 21

Organizing Factors - Individual

Answer 21

Action - movement component like muscles and joints
Perceptual - what detects it and the connections in the brain
Cognition - motivation, intent, planning

Question 22

Challenge Point Hypothesis depends on

Answer 22

Depends on learner, task, and environment (practice and feedback)

Question 23

Challenge point hypothesis - Goal is to

Answer 23

Goal is to match practice of task to the learner

Active participation, purposeful task and avoid overwhelming

Question 24

Challenge Point Hypothesis - Nominal Task Difficulty

Answer 24

Constant; perceptual and motor processing requirements

Question 25

CHallenge Point Hypothesis - Functional Task Difficulty

Answer 25

Varies; depends on learner and conditions | Age, skill level, neurological health

Question 26

Practice Types Whole vs. Part

Answer 26

Whole = doing the entire thing Part = just doing parts of it and then putting it together Which depends on the task - walking would want whole because cant learn coordination with just parts

Question 27

Task Analysis for WHole vs. Part

Answer 27

Complexity (# of parts) | Organization (timing/coordination)

Question 28

Whole vs. Part | Low complexity, High organization

Answer 28

Whole

Question 29

Whole vs. Part | High complexity, Low organization

Answer 29

Part teaching

Question 30

Whole vs. Part | High complexity, High organization

Answer 30

Simplify - reduce attn demand and speed

Question 31

Guided vs. Discovery Practice Types

Answer 31

``` Guided = familiarize with task goals, ensure safety; improves performance Discovery = Trial and error; effective for retention and transfer ```

Question 32

Practice Type = Mental Practice

Answer 32

Enhances - is not superior to physical practice Triggers neural circuits May cause muscular activity

Question 33

When is mental practice typically good to use

Answer 33

Injury | Fatigue

Question 34

Learning involves

Answer 34

Exploration of perceptual motor workspace and using attention to detect info It is an active process and involves error detection

Question 35

Specificity

Answer 35

Target skill for target context; similar cognitive processing You want to design something specific to when they will perform the task, you want to relate to their real world and you want them to be able to know the feedback available to them

Question 36

Contextual Interference

Answer 36

Information processing Benefit in lack of repetition - forces active learning Interference theory - memory Elaboration - active strategies and more elaborate memories Action plan reconstruction - motor problem solving

Question 37

Practice Schedules - Massed vs. Distributed

Answer 37

``` Massed = practice --> rest (practice a ton and then rest) Distributed = practice = rest (practice a little, rest a little - ROM) ```

Question 38

Massed vs. Distributed Practice Schedules | Distributed

Answer 38

Cognitive effort Memory consolidation Specific to context

Question 39

Massed vs. Distributed Practice Schedules | Continuous Tasks

Answer 39

Massed practice lowers performance Limited effect in transfer tests Continuous has fatigue effect

Question 40

Practice Schedules - Random vs. Blocked

Answer 40

Refers to the type of task Blocked = best to learn dynamics, better performance n acquisition phase Random = best for diff coordination patterns, better for retention

Question 41

Random vs. Blocked Practice Schedules - how to choose

Answer 41

Depends on level of experience or intelligence | Blocked is better for less skilled (children, novice, neuro patients)

Question 42

Practice Schedules - Constant vs. Variable

Answer 42

Has to do with task conditions Refers to task parameters (speed, distance, force) Constant = same skill, same parameters Variable = same skill, different parameters

Question 43

Variable practice schedule

Answer 43

Novel situations generalize to different conditions and contexts More error - good or bad? Depends

Question 44

Motor programming perspective -

Answer 44

invariants with different parameters

Question 45

Which practice type (constant or variable) is more important for open skills

Answer 45

Variable - environment is changing

Question 46

How do you know when to use what?

Answer 46

Task Characteristics - complexity of the skill, movement variability Learner characteristics - stage of learning, age or intellectual capacity of learner

Question 47

Stages and when to use what - Cognitive

Answer 47

Blocked, more repition, shift to semi blocked (lower trial #)

Question 48

Stages and when to use what - Associative

Answer 48

Semi blocked to random

Question 49

Stages and when to use what - Autonomous

Answer 49

Random - switch skills