Retention and Transfer of Motor Learning Flashcards
Warm up decrement after a period of no practise
Decreased performance after a period of no practise
Difference in end of last practise to start of next one
Decay in performance after a period away from a task that disappears after a few trials. Related to ‘forgetting’
motor memories and reverting to baseline performance
Better at skill, less decay
Savings of learning
The rate of relearning a motor skill is
faster than the rate at which the skill is initially learned
This is measured by change in performance
Transfer of learning
How learning achieved in one task or
setting carries over to performance in an alternate task or setting
Types of learning transfer
Specialized transfer: performing exact same task in practise as in game
Closed skills can be practiced
directly
Generalized transfer: Two categories
- Near Transfer, Requires the learner to perform the target movement in the
target context (open skills)
- Same place/movement but in open environment. Hitting tennis ball
- Far Transfer, Focused on the development of more general
motor skills. Far Transfer does not require the target movement to be performed in the target environment
- Weight lifting to basketball
Open skills are more difficult to practice directly and must transfer to
some extent from practice to game setting
Factors that impact transfer of learning
Movement patterning - How similar a movement is to one in performance
Strategic and conceptual similarities - sports teams and strategies
Sensory/ perceptual elements - environment around us
Transfer of learning - Perceptual elements
The ability to transfer perceptual skills that are shared between activities
Perceptual skills needed to catch fly balls could transfer to catching a football pass
Aspects of a task that deal with
the use of sensory feedback to guide and control actions
Transfer of Learning – Similarity of
Movement Patterns
Practicing a sled run to improve skating performance
On a gross level similar, legs propel forward
Strategies and Conceptual Similarities
The ability to transfer high-level strategies (general player positioning) that are shared between activities
Defence strategies are similar in hockey and basketball (zone vs man)
Aspects of a task that deal with
the rules, principles, guidelines, or strategies of performance
How long go we retain motor skills? Retention interval
Retention of learning varies across types of motor skills
- Continuous easier to retain then Discrete
Retention Interval: The period of time where no further practice is undertaken. During this time ‘motor forgetting’ may occur and impede performance
Use it or lose it, Retention of Discrete motor skills vs less impactal retention of continuous motor kills
Discrete: over time skill gets worse and worse. Performance decreases wing retention interval
- Shooting basketball
Continuous: Only small decreases in performance with longer retention intervals. Holding onto much longer
- Riding bike
Continuous skills seem to be less
affected over long retention intervals
Different types of practise
Part practise: Practicing aspects or sub-units of performance in isolation
-Swimmers often practise upper and lower limb strokes in isolation
Whole practise: Practicing a whole skill or sequences of movements in their entirety
-Golf swing
Component interaction, part practise
Component Interaction: The extent to which actions involved in one part of a skill influence actions involved in other aspects of the skill
-the larger the CI the harder to practise
Interactions between body segments or
components of movement limits how
part practice transfers to whole movement
Part practise is not always effective and progressive part practise
When Component interactions are minimal and relatively independent. Part practice is effective. Component interaction is high – part practice is ineffective
Component interaction refers to interactions between body segments –
energy transfers that maximize movement speed, fluidity or energy of
impact (while minimizing the energy demand of doing the movement)
Progressive Part Practice: Practice and develop fundamental elements/movements in isolation. After the individual elements are learned, begin to string them together into a
sequence to account for component interaction
