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S2 Movement Science > Principles of Practice > Flashcards

Principles of Practice Flashcards

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1
Q

practice

  • definitions
  • continued practice helps…
A

acquisition of a skill/task through repetitive performance of that skill/task
dedicated effort toward improving upon a skill
continued practice helps shape, retain, and develop a motor skill

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2
Q

practice is the _____ phase of motor learning

A

acquisition phase

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3
Q

what is the most important factor in retaining motor skills

A

amount of practice

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4
Q

training vs practice

A

training
-aimed at improving physiological function and physical proficiency
practice
-aimed at learning decision-making skills and motor execution skills
-improving mental performance, tactics, strategies, team play, and motor skill

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5
Q

underlying principles of practice

A

it is not good enough to simply practice something over and over and over
-practice does not make perfect
-perfect practice does not make perfect
errors need to be made for learning to occur
-subject learns how to solve the motor problem with self-generated solutions

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6
Q

principles of experience-dependent plasticity

A 
use it or lose it
use it and improve it
specificity
repetition matters
intensity matters
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7
Q

specificity

-what does it mean

A

nature of training determines the nature of the plasticity

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8
Q

use it or lose it

A

failure to drive specific brain functions can lead to functional degradation

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9
Q

use it and improve it

A

training that drives specific brain function can lead to enhancement

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10
Q

repetition matters

A

induction of plasticity requires repetition

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11
Q

intensity matters

A

induction of plasticity requires sufficient training intensity

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12
Q

principles of experience-dependent plasticity pt. 2

A 
time matters
salience matters
age matters
transference
interference
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13
Q

time matters

A

different forms of plasticity occur at different times during training

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14
Q

salience matters

A

the training experience must have sufficient meaning to the learner to induce plasticity

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15
Q

age matters

A

training-induced plasticity occurs more readily in younger brains

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16
Q

transference

A

plasticity in response to one training experience can enhance the acquisition of similar behaviors

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17
Q

inferference

A

plasticity in response to one experience can interfere with acquisition of other behaviors

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18
Q

practice domains

A 
structure
schedule
spacing
components
rehearsal
optimal task difficulty
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19
Q

structure

-different options

A

constant vs variable

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20
Q

schedule

-different options

A

blocked vs random

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21
Q

spacing

-different options

A

massed vs. distributed

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22
Q

components

-different options

A

whole vs. part

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23
Q

rehearsal

-different options

A

physical vs. imagery

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24
Q

practice structure

-constant vs variable

A

constant: practice the same skill in the same condition
- closed environment
variable: practicing the skill while varying parameters of the skill
- relative components of skill
- relative timing of the skill
- relative displacement/velocity and force of the skill
- relative environmental conditions

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25
Q

which is better, constant or variable structure

A

variable
-practicing a variety of different ways to perform a skill during practice provides learner opportunity to apply different parameters to skill

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26
Q

practice variability vs. specificity

A 
not contradictory
variability relates to movement characteristics of skill performed in practice
specificity relates to
-sensory-perceptual information
-environmental context
-cognitive processes
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27
Q

practice structure

-for the initial stages of learning

A

relate this to cognitive stage of learning
learner needs to understand basic components of the task before adding variability
-discrete –> fewer task components –> early variability
-serial/continuous –> if repetitive, early variability
-complex tasks –> longer duration constant practice proportional complexity
THE MORE COMPLEX, THE LONGER THE CONSTANT PRACTICE SHOULD BE

28
Q

practice schedule

  • what does this refer to?
  • blocked vs random
A

practice shedule for several tasks practiced in same session
blocked
-practice of one skill before practicing the next skill’s trials are performed sequentially without interruption
random
-various skills practiced in unsystematic way; trials are usually never performed more than once in order

29
Q

contextual interference (CI)

  • definition
  • what are factors that make performing a task more difficult in practice
A

a memory and performance disruption that results from performing multiple skills or variations of a skill within context of a single practice situation
factors that make a task more difficult
-internal to task
-external to task

30
Q

level of CI conditions for blocked vs. random practice schedules

A

blocked
-low CI conditions
-better practice performance in immediate retention tests
random
-high CI conditions during acquisition phase
-results in more errors during practice and acquisition
-learner is more accurate when performing a novel future transfer test

31
Q

practice schedules with high contextual interference lead to…

A

better persistent improvement (long-term learning)

32
Q

practicing a skill with high CI leads to poor _____ but better _____

A

poor performance during initial practice

better performance on retention and transfer tests for different skills - more learning

33
Q

continuum of contextual interference effect

-low to high

A

nonrepeated blocks of trials of each task variation
derial repetition of short blocks of trials of each variation
random repetition of short blocks of trials of each task variation
serial order of all trials of all task variations
random order of trials of all task variations

34
Q

hypotheses to explain the effectiveness of random scheduling

A

elaboration hypothesis

action plan reconstruction hypothesis

35
Q

elaboration hypothesis

  • what is it?
  • learner can…
A

random practice causes learner to engage more strategies and then elaborate or discover the distinctive nature of each skill
learner can compare/contrast the nuances involved so that each becomes distinct find a new aspect of the skill); this doesn’t happen when performing a skill over and over

36
Q

action plan reconstruction hypothesis (“forgetting” or “spacing” hypothesis

  • random practice creates….
  • high amounts of CI benefit learning because…
  • random practice encourages use of…
  • blocked practice tends to lead learners to…
A

random practice creates inter-trial interference
-allows short-term forgetting, requiring learner to generate a solution on every trial
-initial performance is hindered
high amounts of CI benefit learning because person reconstructs action plan on the next practice trial
random practice encourages use of retrieval skills with long-term memory
blocked practice tends to lead learners to over-estimate how well they are learning during practice

37
Q

implementing practice variability

-closed vs. open skill

A

closed
-if future performance has no inter-trial variability of regulatory conditions, deep regulatory conditions but vary non-regulatory
-if high inter-trial variability, vary both regulatory and non-regulatory conditions
open
-must perform novel variations within changing contexts

38
Q

practice components

-whole-task vs. prat-task practice

A

whole-task
-presenting a complete task to learners that can be practices as a single unit
part-task
-splitting a task into sub-tasks that may be practiced in isolation from the whole

39
Q

practice components

-can base practice on…

A

skill complexity
-number of parts or components of a skill
-attention demands (musket loading)
skill organization
-high organization = components are spatially and temporally interdependent (playing music)
-low organization
*complexity and organization lie on a continuum (pole vault)
*a skill can be high in both complexity and organization, low in both, or high in one and low in another

40
Q

part practice vs whole task

A

break a skill down into smaller parts

  • serial skills
  • complex tasks
  • can eliminate burden of repeating simple parts of a task
41
Q

implementing part vs. whole practice

  • low complexity and high organization
  • high complexity and low organization
A

low complexity and high organization
-practice whole skill
high complexity and low organization
-practice part skill

42
Q

part practice strategies

A

fractionization
segmentation
simplification

43
Q

fractionization

-what is it

A

involves practicing separate components of the whole skill

  • typically with asymmetric limb coordination
  • left hand or right hand on piano
44
Q

segmentation

-what is it

A

separating skill into parts, practicing parts so taht after 1 part is practices, it is practiced with next part

45
Q

simplification

-what is it

A

reducing difficulty of different parts

46
Q

practice spacing

-massed vs. distributed (spaced)

A

massed
-practice time&raquo_space; rest time
-leads to fewer practice sessions, short intervals between practice sessions
distributed (spaced)
-practice time < rest time
-long intervals between sessions
-practice must be extended over longer time to equal practice volume of massed practice

47
Q

practice spacing

  • quote
  • what must PT decide
A

“with any considerable number of repetitions a suitable distribution of them over a space of time is decidedly more advantageous than the massing of them at a single time”
PT must decide
-how many practice schedules to schedule each week
-how to space or distribute practice between each practice session

48
Q

spaced learning more effective than massed learning for…

A

facts, concepts, lists
skill learning/motor learning
classroom learning

49
Q

spaced learning theories

A

consolidation theory

50
Q

consolidation theory

-two assumptions

A

the state of a neural circuit following the first learning trial is such that a second trial will not increase consolidation of the first (molecular mechanisms saturated) - molecular effects must first decay
probability that second trial can reinforce first decreases with time

51
Q

practice spacing

-what are the mechanisms underlying this superiority

A

dendrites become primed by 1st stimulus, primed dendrites need time to grow before 2nd stimulus

52
Q

spaced practice neural correlates - Theta Burst Stimulation

  • what is it?
  • what does it do
A

repetitive transcranial magnetic stimulation (rTMS) protocol

  • enhances LTP in hippocampus
  • TBS delivered at 10 or 40 minute intervals –> no increase in LTP
  • 60-90 minute duration led to increased dendritic spine synthesis and stability
53
Q

spaced practice neural correlates - what is causing the change when the inter-trial interval is

  • > /= 1 day
  • > /= 1 hour
  • minutes to 1 hour
  • seconds to minutes
A 
>/= 1 day
-reactivation of stored memory
>/= 1 hour
-transcription and translation
minutes to 1 hour
-kinase activities and replacement of receptors
seconds to minutes
-second messengers
54
Q

practice rehearsal

-physical vs. mental

A

physical
-physical performance of the skill
mental
-active cognitive or mental rehearsal of a skill
–person may think about procedural aspects of a skill
–engage in visual or kinesthetic imagery of performance (whole or parts)
-acquisition or performance preparation

55
Q

focus of mental imagery

-internal vs external

A

internal
-1st person perspective
-individual imagines being inside his/her body and experiences sensations which would be expected in the actual situation
external imagery
-3rd person perspective
-individual views from the perspective of the observer

56
Q

mental imagery types

A

motivational

cognitive

57
Q

motivational mental imagery

-types

A 
specific
-represents specific goals
-winning a medal for first place
general mastery
-effective coping strategies and mastery of a challenging situation
-being confident or focused
general arousal
-represents feeling of relaxation, stress, anxiety
-being relaxed before an event
58
Q

cognitive

  • types
  • what is each?
A

specific
-imagery of performing specific skills
general
-imagery of strategies related to an event
-strategy to overcome a full-court press, organize items for cooking a meal

59
Q

theoretical explanations for why imagery works

A

neuromuscular theory

cognitive theory

60
Q

neuromuscular theory of imagery

  • what is it?
  • what happens?
  • transcranial magnetic stimulation evidence
A

act of visualizing oneself executing a movement results in the activation of the same pathways in the brain that would have been activated had the movement actually been performed
-sub-threshold activity in motor cortex
TMS evidence
-visual cortex excitability increases in visual cortex with visualization
-motor cortex excitability increases with imagery of limb movement in the absence of any physical movement

61
Q

cognitive theory

-what is it?

A

imagery facilitates the acquisition of the cognitive elements of a skill

  • learners develop an understanding of movement requirements and develop performance strategies
  • efficiency of imagery in that learner can practice a skill without risk of injury or fatigue
62
Q
A

mental + physical > all conditions

mental > no practice

63
Q

do brain and muscle activation mirror the intensity of the activity imagined
-examples

A 
minute electrical discharge from muscles were in same proportion to actual task performance
vegetative responses (HR, O2 consumption) covary with the degree of imagined effort
time taken to mentally perform task matches time to physically perform
64
Q

what impact does skill at imagery have?

A

amount of benefit from imagery is related to a person’s imagery ability

65
Q

optimal task difficulty

-factors to consider

A

nominal task difficulty

functional task difficulty

66
Q

nominal vs. functional task difficulty

A

nominal
-difficulty of task regardless of who is performing
-related to skill complexity
-information processing requirement increases with difficulty
function
-relative to skill level of performer

67
Q

optimal task difficulty: balance test

  • transfer test
  • retention test
  • % attentional demands
A

transfer test
-level 2 (of 4) showed the greatest improvements
retention test
-level 2 (of 4) showed the greatest improvements
at about 50% of max attentional demands produced greatest improvements

S2 Movement Science (13 decks)

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