Remaining Lectures For Exam

Question 1

Lecture 19:

Define Overlearning

Answer 1

Continuation of practice beyond the amount needed to achieve performance criteria
- positive influence on retention

Question 2

Lecture 19:

What are Procedural Skills?

Answer 2

Skills that include a combination of cognitive & motor components. Require series of movements that individually are easy to execute

Question 3

Lecture 19:

How does over learning apply to Dynamic Balance Skills?

Answer 3

Diminishing returns for amount of extra practice (more practice = no impact)
- 50% extra practice had same effects as 100 & 200%

Question 4

Lecture 19:

How does Overlearning work in the physical education class settings

Answer 4

Due to time constraints, learner-rotated style is better as more efficient use of time

Question 5

Lecture 19:

Can the overlearning strategy lead to poor learning?

Answer 5

Learning deficits were a result of excessive practice, meaning too much overlearning can be detrimental to

Question 6

Lecture 19:

Why does overlearning lead to poor learning?

Answer 6

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

Question 7

Lecture 19:

Practice Variables & Overlearning: does amount of practice influence skill acquisition?

Answer 7

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

Question 8

Lecture 19:

What are the 2 types of practice distribution?
- define each

Answer 8

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

Question 9

Lecture 19:

Does Practice Distribution better learning?

Answer 9

Learning results were better when people practice skills in more frequent & shorter sessions (distributed practice over massed practice)

Question 10

Lecture 19:

What are the 3 hypotheses that explain why distributed practice sessions are better for learning?
- define each

Answer 10

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

Question 11

Lecture 19:

What type of practice distributions is better for Continuous skills? Discrete skills?

Answer 11

Continuous Skills = distributed schedules

Discrete Skills = massed schedules

Question 12

Lecture 20:

What is the decision to practice a skill based on?

Answer 12

based on complexity & organization characteristics of the skill

Question 13

Lecture 20:

Define Complexity (of a skill)

Answer 13

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

Question 14

Lecture 20:

Define Organization (of a skill)

Answer 14

Relationships among the parts of the skill
- skill has high organization when parts are interdependent
- skill has low organization when component parts are independent

Question 15

Lecture 20:

By assessing complexity & organization of a skill, when is whole practice used & when is part practice used?

Answer 15

If low complexity & high organization, practice the whole skill

If high complexity and low organization, practice using part method

Question 16

Lecture 20:

Would you use whole or part practice for Discrete skills?

Answer 16

Whole practice likely best

Question 17

Lecture 20:

Would you use whole or prat practice for Serial skills?

Answer 17

Part practice likely best

Question 18

Lecture 20:

Would you use whole or part practice for Continuous skills?

Answer 18

Whole or part practice could work

Question 19

Lecture 20:

What are the 3 strategies used for practicing parts of a skill?

Answer 19

1.) Fractionization
2.) Segmentation (aka progressive part method)
3.) Simplification

Question 20

Lecture 20:

When practicing parts of a skill, what is the Fractionization Strategy?

Answer 20

Practicing individual limbs first for skills involving asymmetric & simultaneous coordination of arms or legs
- eg; playing the drums or piano

Question 21

Lecture 20:

When practicing parts of a skill, what is the Segmentation Strategy?

Answer 21

Begin the practice with first part of the skill, then progressively add each part until skill is practiced as a whole
- eg; tennis serve

Question 22

Lecture 20:

When practicing parts of a skill, what is the Simplification Strategy?

Answer 22

Practice an easier variation of skill before practicing skill itself
Eg; T-ball, then pitching machine, then pitcher

Question 23

Lecture 20:

When is the attention approach to involving part practice in whole practice used?

Answer 23

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

Question 24

Lecture 21:

Define Mental Practice

Answer 24

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

Question 25

Lecture 21:

Provide 2 examples of mental practice

Answer 25

1.) thinking about cognitive or procedural aspects of motor skill
2.) using visual or kinaesthetic imagery of the performance of a skill

Question 26

Lecture 21:

Is physical or mental practice better?

Answer 26

Research compare 3 practice conditions; physical, mental, and no practice
- research shows that physical practice is better than mental and no practice

Question 27

Lecture 21:

What are 4 situations that benefit from mental practice?

Answer 27

1.) Rehabilitation Settings
2.) Learning Medical Procedures
3.) Power & Speed Training
4.) Part of a general preparation strategy that aids learning

Question 28

Lecture 21:

What are 3 benefits of mental practice in a rehabilitation setting?

Answer 28

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

Question 29

Lecture 21:

What are 2 benefits of mental practice when learning medical procedures?

Answer 29

1.) cost-effective
2.) highlight the importance of imagery

Question 30

Lecture 21:

What are 3 benefits of mental practice for power & speed training?

Answer 30

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

Question 31

Lecture 21:

What are the 5 steps used for the mental practice strategy as part of a general preparation strategy that aids learning?

Answer 31

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

Question 32

Lecture 21:

What is the most common Mental practice strategy?

Answer 32

Imagery is the most common strategy for skilled athlete’s preparing for a skill

Question 33

Lecture 21:

What are the 5 types of imagery related to motor skill performance?

Answer 33

1.) Motivational - Specific
2.) Motivational - General Mastery
3.) Motivational - General Arousal
4.) Cognitive - Specific
5.) Cognitive - General

Question 34

Lecture 21:

What is the “Motivational - Specific” type of imagery used for motor skill performance?

Answer 34

Imagery of specific goals
Eg; winning a metal

Question 35

Lecture 21:

What is the “Motivational - General Mastery” type of imagery used for motor skill performance?

Answer 35

Effective coping & mastery of challenges
Eg; confidence & focus

Question 36

Lecture 21:

What is the “Motivational - General Arousal” type of imagery used for motor skill performance?

Answer 36

Relaxation, stress, arousal, and anxiety
Eg; relaxation before an important event

Question 37

Lecture 21:

What is the “Cognitive - Specific” type of imagery used for motor skill performance?

Answer 37

Imagining yourself Performing specific skills
Eg; a golf shot

Question 38

Lecture 21:

What is the “Cognitive - General” type of imagery used for motor skill performance?

Answer 38

Strategies related to an event
Eg; organize items while cooking

Question 39

Lecture 21:

What are the 3 generally accepted hypotheses that explain why mental practice is effective?

Answer 39

1.) Neuromuscular Hypothesis
2.) Brain Activity Hypothesis
3.) Cognitive Hypothesis

Question 40

Lecture 21:

What is the Neuromuscular Hypothesis explaining why mental practice is effective?

Answer 40

EMG recordings show muscle activity occurs during mental practice

Question 41

Lecture 21:

What is the Brain Activity Hypothesis explaining why mental practice is effective?

Answer 41

Brain activity during imagery is similar to the activity during actual performance

Question 42

Lecture 21:

What is the Cognitive Hypothesis explaining why mental practice is effective?

Answer 42

Helps learner answer “what to do” questions that are common during the initial stage of learning

Question 43

Lecture 21:

Provide a few points on imagery ability

Answer 43

• 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