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Motor Control and Skill Acquisition > Week 09 > Flashcards

Week 09 Flashcards

1
Q

Benefits of part practice design?

A
  • Simplifies the skill
  • Lets learners experience early success, leading to increased motivation
  • Lets learners practice on problem areas without wasting time on what’s already been mastered
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2
Q

Whole VS. Part Practice

A

Items to consider:

  • Nature of the skill
  • Capability of the learner
  • Part practice techniques
  • Attention cueing
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3
Q

Explain task organisation and task complexity

A

Task organisation:
- How much does the performance of each part of the skill depend on the component that precedes it?
Task complexity:
- How many subcomponents?
- How many information - processing demands?

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4
Q

Fractionization are skill components that are typically…

A

performed simultaneously, are partitioned and practiced independently.

  • Effectiveness is questionable
  • Whole body practice is recommended for some tasks, such as those that use arms and legs at same time
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5
Q

Simplification …

A

Reduces the level of difficulty of the task

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6
Q

Simplification can be done by…

A
  • Modifying equipment
  • Reduce coordination requirements
    Change the environments complexity
  • Use skill building activities
  • Sequence from simple to complex
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7
Q

Spatial accuracy:

A

An emphasis on speed negatively effects accuracy, and vice versa

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8
Q

Temporal (timing) accuracy:

A

Improves when a performer moves faster or movement distance is decreased

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9
Q

During early stages of skill acquisition, de-emphasize accuracy or speed?

A

accuracy

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10
Q

Bilateral Transfer

A
  • Practice with one limb enhances skill acquisition on the same task using the opposite limb
  • Question for practitioners: How should one sequence practice with the preferred vs. non-preferred limb
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11
Q

Psychological Strategies

A
  • Motivation and practice
  • Goal setting
  • Mental practice / imagery
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12
Q

Two possible reasons for loss of motivation:

A
  1. Boredom

2. Frustration

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13
Q

To become motivated again:

A
  • Practices should be fun and varied

- Learners should have some sense of success and achievement

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14
Q

What goals do:

A
  • Focus learners’ attention
  • Encourage development of new skills and strategies to improve performance
  • Provide a means of monitoring progress
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15
Q

Type of goals (3):

A
  • Outcome
  • Performance
  • Process
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16
Q

Mental Practice and Imagery

A

Visualisation or cognitive rehearsal of a movement in the absence of physical execution

17
Q

Mental Practice and Imagery can be helpful in that….

A
  • Acts as a preparatory strategy to enhance performance
  • In reducing/controlling anxiety and increasing self-confidence
  • In rehabilitation
18
Q

Imagery guidelines

A
  • Practice imagery
  • Avoid distractions
  • Focus on familiar skills/situations
  • Create positive, vivid, and controllable images
  • Focus on success and goal attainment
  • Incorporate all senses in the imagery, to replicate an actual situation or environment
19
Q

Variable practice

A
  • Variability in movement and context is a necessary ingredient for skill development
  • A learner should be able to generalise a skill to a variety situations
  • e.g. in performance, same move is not performed twice
20
Q

Variable practice guidelines - How to implement variability

A
  • Assess the nature of the skill being learned and the environment in which it will be performed
  • Then introduce variations in regulatory/non-regulatory conditions, or both
  • Other areas where one can vary practice:
  • Movement concepts
  • challenges
21
Q

Closed skills:

A
  • Depends on the degree of inter-trial variability (ITV)
  • Closed skills, no ITV - constant regulatory conditions; manipulate non-regulatory conditions
  • Closed skills, with ITV- manipulate both regulatory and non regulatory conditions
22
Q

Open skills:

A

Manipulate both regulatory and non-regulatory conditions

23
Q

Contextual interference

A
  • Switching from one skill to another
  • Changing the context in which a task is practiced
  • Blocked practice (low contextual interference)
  • Random practice (high contextual interference)
24
Q

Blocked practice =

A

Superior short-term performance during practice

25
Q

Random practice =

A

Greater long-term learning gains

26
Q

Challenge point framework

A

Practitioners should consider the relationship between skill level and task complexity to determine the optimal level of contextual interference

27
Q

Designing and organising practice

A
  • Practitioners should reconsider deeply rooted traditional practice methods
  • Use blocked practice until learners get the idea of a movement
  • Then introduce moderate or high levels of contextual interference to engage learners in higher cognitive processing activities
  • Organise practice using serial, repeated-blocked, and random schedules
28
Q

Designing Practice sessions for contextual interference

A
  1. Identify the skills to be practised
  2. Identify possible skill and performance context variations that will influence how the skill is executed
  3. Design practice where the learner is confronted with different variations and contexts using a randomised schedule
29
Q

Massed VS. Distributed Practice

A

Massed:
Amount of time allocated to rest between practice sessions is comparatively less than the time spent engaged in practice

Distributed:
Rest component between practice sessions is equal to or greater than the practice component

30
Q

Distributed practice recommended for…

A
  • New and complex skills
  • Continuous tasks
  • Tasks with high energy requirements
  • Tasks with some degree requirements
  • Tasks with some degree of risk
  • Skills practiced in a therapy setting
  • Learners who lack needed physical conditioning
31
Q

Massed practice effective for learners who…

A
  • Have acquired basic skills
  • are motivated
  • Are in good physical condition
  • Have long attention spans
    (avoid practising when highly fatigued)
32
Q

self-controlled practice

A
  • Allows learners to control their own practice schedules for multiple tasks
  • Enhances motor learning
  • When learners were given the opportunity to select their own practice schedule, the approach they most often adopted gradually increased the level of contextual interference

Motor Control and Skill Acquisition (9 decks)

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