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Growth and Maturation > Unit 7: Strength & Motor Performance > Flashcards

Unit 7: Strength & Motor Performance Flashcards

1
Q

Physical fitness

A

an adaptive state that varies with an individuals growth and maturity status, and with their physical activity habits and lifestyle

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2
Q

3 basic components of fitness

A

muscular strength and endurance, cardiorespiratory endurance and motor ability

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3
Q

Muscular strength and endurance as a component of fitness

A

strength is the ability to express muscular force

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4
Q

Cardiorespiratory endurance as a component of fitness

A

endurance is the ability to carry out a task over a period of time

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5
Q

Motor ability as a component of fitness

A

includes several components that permit individuals to preform specific tasks
-eg: power, speed, agility or flexability

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6
Q

Ways to classify motor activities

A
  1. Fine vs gross motor activities
  2. discrete, continuous or serial skills
  3. open vs closed skills
  4. fundamental and specialized skills
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7
Q

Fine motor skills

A

movements that require precision and dexterity - manipulative tasks
Eg: using pencil, buttoning a shirt, opening a lunch box

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8
Q

Gross motor skills

A

require the entire body or major segments of the body - locomotor activities
Eg: walking, throwing, lifting

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9
Q

The speed-accuracy trade-off

A

Trade-off implies that higher movement speeds are generally accompanied by a loss in movement accuracy

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10
Q

Fitt’s Law

A

the time it takes you to move the cursor on the red rectangle depends on the size and distance

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11
Q

Discrete motor skills

A

Have a clear beginning and end
-tend to be brief, well defined actions
Eg: hitting or throwing a baseball

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12
Q

Serial motor skills

A

Represent a sequence of continuous and/or discrete motor skills
-more complex in nature
Eg: triple jump

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13
Q

Continuous motor skills

A

May have no apparent start or end
-the skill is repeated like a cycle
Eg: Running

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14
Q

Closed motor skills

A

Skill is preformed in a stable or predictable environment
-the movement patterns for the motor skill can be planned in advance
Eg: tennis serve, gymnastics routine

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15
Q

Open motor skills

A

Preformed in a dynamic and/or changing environment
-influenced by other factors than yourself
Eg: football, basketball, soccer

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16
Q

Fundamental motor skills

A

A basic motor skill that can be divided into locomotor, non-locomotor and manipulative skills

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17
Q

Locomotor as a fundamental skill

A

where the body is moved through space
Eg: walking

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18
Q

Non-locomotor as a fundamental skill

A

where specific body parts are moved
Eg: pushing, bending, twisting

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19
Q

Manipulative as a fundamental skill

A

Where an object is moved
Eg: throwing, striking, kicking

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20
Q

Specialized motor skills

A

Motor development involves the acquisition and refinement of basic motor skills
-basic patterns are integrated into more specialized and complex skills
-combines fundamental skills

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21
Q

Performance

A

how you are doing in the moment
-can vary from moment to moment
-can be affected by situational variables - functional and environmental constraints

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22
Q

Learning

A

-set of process occurring within the central nervous system
-produces an acquired capability
-changes are relatively permanent
-not directly observable
-changes are inferred from certain performance changes
-results form practice

23
Q

Practice

A

refers to deliberate attempt to achieve motor learning although can also result in learning

24
Q

Things that must be considered when comparing performance and learning

A

practice is critical for learning, performance curves, learning-performance distinctions, retention and transfer are true ‘tests’ for learning

25
Q

Performance curves

A

-plot performance as a function of time
-Negative accelerated curve: rapid initial improvements followed by decreasing gains in improvement from practice
-Positive accelerated curve: little improvement initially, followed by rapid improvement over time
-provide indication of changes that occur during the acquisition of skill
-performance can be masked by ceiling effect or floor effect

26
Q

Ceiling effect

A

when performance variable can go no higher - eg: percentage

27
Q

Floor effect

A

When performance variable can go no lower - Eg: reaction time

28
Q

Retention test

A

provides a better indication of the amount that had been learned during acquisition trials

29
Q

Sensory and Motor preformance: purpose

A

to determine whether the learning of a motor task is specific to the feedback conditions available during acquisition

30
Q

Sensory and Motor preformance: Methods

A

13 right handed physical education undergraduate students
-task involved displacement of stylus in a specific movement time of 550msec with a mechanical perturbation that participants had learned to compensate for
-target was red light

31
Q

Sensory and Motor preformance: procedures

A

group 1 (limb+target), groups 2 (target)
-later all groups return under limb + target condition

32
Q

Sensory and Motor preformance: Results

A

both groups improved over practice, limb + target group preformed better
-when both limb + target more errors from target group

33
Q

Sensory and Motor preformance: conclusions

A

the importance and dependence of our sensory systems on motor performance is something that is developed over practice.
-use of vision interfered with what had been learned
-the sensory conditions that we learn in are important in our performance

34
Q

Measures of strength

A

isometric, explosive, dynamic, muscular endurance

35
Q

Isometric strength

A

force against an external resistance without change in muscle length

36
Q

Explosive strength

A

release maximal force or torque in the shortest possible time

37
Q

Dynamic strength

A

force or torque generated by repetitive contractions of muscles

38
Q

muscular endurance

A

the ability to repeat or maintain muscular contractions over time

39
Q

Isometric strength in research

A

3 max voluntary contractions - take highest attempt
-if used to sandwich intervention compare two highests

40
Q

Clair’s grip strength study

A

-used hand grip dynamometer
-elbow placed on desk to isolate wrist flexors
-hold 60% until failure
-required to recreate wave forms
-If participants learn a motor task under the condition of fatigue, and then take a transfer test will there be a decrement in performance
-change in context was not detrimental
-learned skill was flexible

41
Q

specificity of learning effect

A

what was previously learned will have a negative impact on the performance of similar tasks
-body creates a specific sensorimotor representation for what was learned

42
Q

Performance in Children

A

-info not as extensive for early childhood as middle or adolescence
-intraindividual and interindividual variability in performance expressed from trial to trail

43
Q

When are fundamental skills developing in children

A

preschool years

44
Q

When does basic motor development occur

A

by age 6/7

45
Q

What is mature skill development

A

turning basic movements into more complex motor skills

46
Q

Preschool children motor skills gender differences

A

Balance and flexibility becomes greater in girls than boys
boys better at grip strength, throwing a ball

47
Q

when does static strength change

A

between 6-18 years old
-increases linearly until 13-14 in boys when there is an acceleration in strength development
-girls experience no spurt

48
Q

When does muscular endurance change

A

improves linearly with age from 5-13/14 in boys followed by a spurt similar to static strength
-no spurt in girls

49
Q

Balance measured in children

A

Through balance beam walk- child walks length of a beam without stepping off
-scored by number of steps before stepping off, number of seconds or through point system where points are deducted for stepping off

50
Q

Flexibility in childern

A

girls more flexible on average, biggest sex difference observed during adolescent growth spurt
-boys decline in lower back flexibility from ages 5 to 12

51
Q

Middle childhood/ adolescent motor performance differences summary

A

6-14 girls more flexible, boys throw better
14-15 strength slower to improve compared to boys

52
Q

Why are there strength-related gender differences

A

biological changes in maturation
adipose accumulation
socio-cultural factors

53
Q

Internal focus of attention

A

concentrating on the inside of the body while performing a motor task

Growth and Maturation (8 decks)

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