Practice Structure Flashcards
Motor learning
set of processes associated with experience or practice leading to relatively permanent change in capability to produce skilled action
Key components to Motor Learning
Consistency Adaptability (transfer) Stability Persistence (retention) Improvement (in performance, skill acquisition)
Power Law
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
Adaptability has to do with
types of transfer
Examples of adaptability
Positive/Negative
Near/Far
Bilateral
Positive vs. Negative Transfer
Negative - golf swing and baseball swing
Related, but conflict
Near vs. Far Transfer
Near = close to the skill or context in which they learned it Far = related to skill but a bit of a stretch for relatedness
Bilateral Transfer
Things we learn on one side of the body that can benefit the other side of the body
What transfers - Motor Skill
Goal
Task-specific, Processing
What transfers - Motor Abilities
Strength, agility, flexibility, endurance…
Cognitive or Novice Stage of Learning
Fitts = high conc, self talk Gentile = learning task goal, developing strat, understanding environmental features Vereij = co contraction to control DOF
Associative or Advanced Stage of learning
Fitts = refining movement, less variability in performance Gentile = refining movement through adaptation, efficient Vereij = added complexity, synergistic control
Autonomous or Expert Stage of learning
Fitts = less attenuation needed, may multi task Gentile = optimize movement for environmental constraints Vereij = exploit DOF
Fitts =
Gentile =
Vereji =
Fitts = Motor programming Gentile = Ecological Vereji = Dynamical
Gentiles Taxonomy of Tasks says that
facilitating learning relies on task analysis
2 major dimensions of Gentiles Taxonomy of Tasks
Environmental Context (open or closed) Functional Role/Task (stability/mobility)
Components in each dimension of Gentiles Taxonomy of Tasks
4 components in each dimension
Simple to complex
Manipulation and variability aspects
Ver (dynamical systems) Organizing Factors
Task - nature of movement/skill
Environment - context or location
Individual
Organizing Factors - Task includes
Mobility
Stability
Manipulation
Organizing Factors - Environment includes
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)
Organizing Factors - Individual
Action - movement component like muscles and joints
Perceptual - what detects it and the connections in the brain
Cognition - motivation, intent, planning
Challenge Point Hypothesis depends on
Depends on learner, task, and environment (practice and feedback)
Challenge point hypothesis - Goal is to
Goal is to match practice of task to the learner
Active participation, purposeful task and avoid overwhelming
Challenge Point Hypothesis - Nominal Task Difficulty
Constant; perceptual and motor processing requirements
CHallenge Point Hypothesis - Functional Task Difficulty
Varies; depends on learner and conditions
Age, skill level, neurological health
Practice Types Whole vs. Part
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
Task Analysis for WHole vs. Part
Complexity (# of parts)
Organization (timing/coordination)
Whole vs. Part
Low complexity, High organization
Whole
Whole vs. Part
High complexity, Low organization
Part teaching
Whole vs. Part
High complexity, High organization
Simplify - reduce attn demand and speed
Guided vs. Discovery Practice Types
Guided = familiarize with task goals, ensure safety; improves performance Discovery = Trial and error; effective for retention and transfer
Practice Type = Mental Practice
Enhances - is not superior to physical practice
Triggers neural circuits
May cause muscular activity
When is mental practice typically good to use
Injury
Fatigue
Learning involves
Exploration of perceptual motor workspace and using attention to detect info
It is an active process and involves error detection
Specificity
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
Contextual Interference
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
Practice Schedules - Massed vs. Distributed
Massed = practice --> rest (practice a ton and then rest) Distributed = practice = rest (practice a little, rest a little - ROM)
Massed vs. Distributed Practice Schedules
Distributed
Cognitive effort
Memory consolidation
Specific to context
Massed vs. Distributed Practice Schedules
Continuous Tasks
Massed practice lowers performance
Limited effect in transfer tests
Continuous has fatigue effect
Practice Schedules - Random vs. Blocked
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
Random vs. Blocked Practice Schedules - how to choose
Depends on level of experience or intelligence
Blocked is better for less skilled (children, novice, neuro patients)
Practice Schedules - Constant vs. Variable
Has to do with task conditions
Refers to task parameters (speed, distance, force)
Constant = same skill, same parameters
Variable = same skill, different parameters
Variable practice schedule
Novel situations generalize to different conditions and contexts
More error - good or bad?
Depends
Motor programming perspective -
invariants with different parameters
Which practice type (constant or variable) is more important for open skills
Variable - environment is changing
How do you know when to use what?
Task Characteristics - complexity of the skill, movement variability
Learner characteristics - stage of learning, age or intellectual capacity of learner
Stages and when to use what - Cognitive
Blocked, more repition, shift to semi blocked (lower trial #)
Stages and when to use what - Associative
Semi blocked to random
Stages and when to use what - Autonomous
Random - switch skills
