Remaining Lectures For Exam Flashcards
Lecture 19:
Define Overlearning
Continuation of practice beyond the amount needed to achieve performance criteria
- positive influence on retention
Lecture 19:
What are Procedural Skills?
Skills that include a combination of cognitive & motor components. Require series of movements that individually are easy to execute
Lecture 19:
How does over learning apply to Dynamic Balance Skills?
Diminishing returns for amount of extra practice (more practice = no impact)
- 50% extra practice had same effects as 100 & 200%
Lecture 19:
How does Overlearning work in the physical education class settings
Due to time constraints, learner-rotated style is better as more efficient use of time
Lecture 19:
Can the overlearning strategy lead to poor learning?
Learning deficits were a result of excessive practice, meaning too much overlearning can be detrimental to
Lecture 19:
Why does overlearning lead to poor learning?
more practice of simple skills may result in learners not engaging in appropriate amounts of cognitive effort
- continued practice of same movement can decrease memory capabilities
- indicates need for more practice variability
Lecture 19:
Practice Variables & Overlearning: does amount of practice influence skill acquisition?
Amount of practice is not the critical variable influencing motor skill acquisition
- amount of practice invariability interacts with other practice-related variables for optimal learning, such as practice distribution
Lecture 19:
What are the 2 types of practice distribution?
- define each
1.) Massed Practice - longer practice sessions & shorter rest
- longer practice trials & shorter rest between them
2.) Distributed Practice - time distributed across many shorter sessions
- short practice trials & longer rest between them
Lecture 19:
Does Practice Distribution better learning?
Learning results were better when people practice skills in more frequent & shorter sessions (distributed practice over massed practice)
Lecture 19:
What are the 3 hypotheses that explain why distributed practice sessions are better for learning?
- define each
1.) Fatigue Hypothesis - massed practice is more physically tiring
2.) Cognitive Effort Hypothesis - massed practice requires less effort & is boring
3.) Memory Consolidation Hypothesis - more time to form long-term memory of skill if practice is distributed
Lecture 19:
What type of practice distributions is better for Continuous skills? Discrete skills?
Continuous Skills = distributed schedules
Discrete Skills = massed schedules
Lecture 20:
What is the decision to practice a skill based on?
based on complexity & organization characteristics of the skill
Lecture 20:
Define Complexity (of a skill)
The # of parts & the degree of information processing that characterize the skill
- more complex = more parts & more information processing demands
**complexity is distinct from difficulty
Lecture 20:
Define Organization (of a skill)
Relationships among the parts of the skill
- skill has high organization when parts are interdependent
- skill has low organization when component parts are independent
Lecture 20:
By assessing complexity & organization of a skill, when is whole practice used & when is part practice used?
If low complexity & high organization, practice the whole skill
If high complexity and low organization, practice using part method
Lecture 20:
Would you use whole or part practice for Discrete skills?
Whole practice likely best
Lecture 20:
Would you use whole or prat practice for Serial skills?
Part practice likely best
Lecture 20:
Would you use whole or part practice for Continuous skills?
Whole or part practice could work
Lecture 20:
What are the 3 strategies used for practicing parts of a skill?
1.) Fractionization
2.) Segmentation (aka progressive part method)
3.) Simplification
Lecture 20:
When practicing parts of a skill, what is the Fractionization Strategy?
Practicing individual limbs first for skills involving asymmetric & simultaneous coordination of arms or legs
- eg; playing the drums or piano
Lecture 20:
When practicing parts of a skill, what is the Segmentation Strategy?
Begin the practice with first part of the skill, then progressively add each part until skill is practiced as a whole
- eg; tennis serve
Lecture 20:
When practicing parts of a skill, what is the Simplification Strategy?
Practice an easier variation of skill before practicing skill itself
Eg; T-ball, then pitching machine, then pitcher
Lecture 20:
When is the attention approach to involving part practice in whole practice used?
Used when it is not practical to separate parts of a skill for practice so this strategy provides both part & whole practice
- Focusses attention on specific parts needing work
Lecture 21:
Define Mental Practice
Cognitive rehearsal of a physical skill in the absence of actual physical movements
- it is a means of preparing for a skill & helps when acquiring motor skills
Lecture 21:
Provide 2 examples of mental practice
1.) thinking about cognitive or procedural aspects of motor skill
2.) using visual or kinaesthetic imagery of the performance of a skill
Lecture 21:
Is physical or mental practice better?
Research compare 3 practice conditions; physical, mental, and no practice
- research shows that physical practice is better than mental and no practice
Lecture 21:
What are 4 situations that benefit from mental practice?
1.) Rehabilitation Settings
2.) Learning Medical Procedures
3.) Power & Speed Training
4.) Part of a general preparation strategy that aids learning
Lecture 21:
What are 3 benefits of mental practice in a rehabilitation setting?
1.) Enables interventions to begin early in recovery process when little to no movement may be possible
2.) inexpensive & can be done anywhere
3.) involves no safety risks
Lecture 21:
What are 2 benefits of mental practice when learning medical procedures?
1.) cost-effective
2.) highlight the importance of imagery
Lecture 21:
What are 3 benefits of mental practice for power & speed training?
1.) can improve power
2.) can gain strength on tasks with combinations of physical & mental practice (eg; bench press, calf raises, etc)
3.) influences movement speed
Lecture 21:
What are the 5 steps used for the mental practice strategy as part of a general preparation strategy that aids learning?
1.) get ready (physically, mentally, and emotionally)
2.) Mental Imagery of the action
3.) concentrate on one relevant cue
4.) execute action
5.) evaluate performance
Lecture 21:
What is the most common Mental practice strategy?
Imagery is the most common strategy for skilled athlete’s preparing for a skill
Lecture 21:
What are the 5 types of imagery related to motor skill performance?
1.) Motivational - Specific
2.) Motivational - General Mastery
3.) Motivational - General Arousal
4.) Cognitive - Specific
5.) Cognitive - General
Lecture 21:
What is the “Motivational - Specific” type of imagery used for motor skill performance?
Imagery of specific goals
Eg; winning a metal
Lecture 21:
What is the “Motivational - General Mastery” type of imagery used for motor skill performance?
Effective coping & mastery of challenges
Eg; confidence & focus
Lecture 21:
What is the “Motivational - General Arousal” type of imagery used for motor skill performance?
Relaxation, stress, arousal, and anxiety
Eg; relaxation before an important event
Lecture 21:
What is the “Cognitive - Specific” type of imagery used for motor skill performance?
Imagining yourself Performing specific skills
Eg; a golf shot
Lecture 21:
What is the “Cognitive - General” type of imagery used for motor skill performance?
Strategies related to an event
Eg; organize items while cooking
Lecture 21:
What are the 3 generally accepted hypotheses that explain why mental practice is effective?
1.) Neuromuscular Hypothesis
2.) Brain Activity Hypothesis
3.) Cognitive Hypothesis
Lecture 21:
What is the Neuromuscular Hypothesis explaining why mental practice is effective?
EMG recordings show muscle activity occurs during mental practice
Lecture 21:
What is the Brain Activity Hypothesis explaining why mental practice is effective?
Brain activity during imagery is similar to the activity during actual performance
Lecture 21:
What is the Cognitive Hypothesis explaining why mental practice is effective?
Helps learner answer “what to do” questions that are common during the initial stage of learning
Lecture 21:
Provide a few points on imagery ability
- some people have difficulty imagining an action
- imagery ability is an individual-difference variable that comes from research using tests of movement imagery
- those with low imagery abilities can still benefit from mental practice
