Week 11

Question 1

motor skill

Answer 1

an act or task that requires voluntary body or limb movement to be properly performed

Question 2

acquisition of motor skill

Answer 2

a process in which the learner develops a set of motor responses into an integrated and organized movement pattern

Question 3

ability vs skill

Answer 3

ability- general, enduring trait affected by both learning and hereditary genetics
skill- specific to a given task and gained through experience

Question 4

motor abilities

Answer 4

muscular strength, muscular endurance, cardiovascular endurance, speed, agility, balance, control precision, reaction time

Question 5

characteristics of skilful motor performance

Answer 5

1. production of fast output and high quality
2. an appearance of ease and smoothness of movement
3. an anticipation of variations in the stimulus situation before they arrive
4. reduction in time to make a choice of responses once the signal is identified

Question 6

gross vs fine classification

Answer 6

based on precision of movement
most commonly used in special education, adapted physical education and rehabilitation

Question 7

gross motor skills

Answer 7

involve large musculature as the primary basis of movement- walking
while precision of movement is not an important component, the smooth coordination of movement is essential to the skilled performance of these tasks

Question 8

fine motor skills

Answer 8

skills that require the ability to control small muscles of the body in order to achieve the successful execution of the skill
generally these skills have hand eye coordination and require a high degree of precision movement
- writing

Question 9

discrete motor skill

Answer 9

clearly defined beginning and end points- throwing a ball
can be put together in a series- serial motor skills starting a standard transmission car

Question 10

continuous motor skill

Answer 10

has arbitrary beginning and end points
the performer or some external force determines the beginning or end point of the skill rather than the skill itself
- cycling

Question 11

3 based on stability of the environment which the skill is performed

Answer 11

closed vs open
classification is not commonly used in physical education’

Question 12

closed skills

Answer 12

the performance enviorment is stable and predictable- bowling
these skills are self paced
the stimulus waits to be acted on my the performer
require similar responses each time a response is required

Question 13

open skills

Answer 13

the performance enviorment is constantly changing and is therefore less predictable - hitting a tennis ball
externally paced task
performer is required to make rapid modifications to movement plan to match the demands of the situation

Question 14

fundamental movement skills

Answer 14

movement from basic to more specialized/complex skills used in play, dance, and sport
physical education teachers teach children to develop their motor skills

Question 15

active for life

Answer 15

development of fundamental movement skills at a young age will help population gain the confidence to move throughout their lives
maintaince of physical literacy can contribute to prevention of diseases

Question 16

motor learning

Answer 16

relatively permanent change in performance levels of a motor task as the result of practice

Question 17

sensorimotor adaptation

Answer 17

Sensorimotor system responds to altered environmental (or body) conditions by reducing errors to regain a previous level of performance
– E.g., Recovery of function following neurological injury

Question 18

skill learning

Answer 18

Involves acquiring new muscle activation patterns to achieve a greater level of performance
– E.g., Learning to ride a bicycle or play tennis

Question 19

performance curves

Answer 19

Plot of the level achieved on the performance measure across time – Assess improvement and consistency of performance
– Eg.Bowling score overtime

Question 20

retention tests

Answer 20

an assessment of the performance of a learned skill after a period of time following practice
assess the persistence of improved performance
eg: pre-post retention test paradigm for clinical trials in rehabilitation

Question 21

transfer tests

Answer 21

involve a novel situation so that the individual must adapt the skill to the chacrtertiscs of the new situation
eg; squat to tennis

Question 22

transfer of learning

Answer 22

Transfer of learning is the influence of a previously practiced skill on the learning of a new skill
- racquetball vs. squash; pitching machine in baseball
The transfer of learning concept is very important in the teaching of motor skills

Question 23

positive transfer

Answer 23

Occurs when experience with a previous skill aids or facilitates the learning of a new skill
* surfing, snowboarding
* higher the degree of similarity between the component parts of two skills=greater positive transfer

Question 24

negative transfer of learning

Answer 24

Occurs when experience with a previous skill interferes with the learning of a new skill.
– forehand in tennis vs badminton
* Negative transfer effects occur when a new response is
required for an old stimulus
* Negative transfer affects are typically temporary;
they are usually overcome rather quickly with practice

Question 25

zero transfer

Answer 25

experience with a previous skill has no influence on the learning fo a new skill
- learning to swim and learning to drive

Question 26

bilateral transfer of learning

Answer 26

involves the improvement in performance of one limb as a
result of practice with the opposite limb.
* This is important in motor skills such as dribbling a basketball, kicking a soccer ball, etc

Question 27

role of augmented feedback to facilitate success of motor skill

Answer 27

allows learner to determine if they’re correctly performing the skill
can motivate the learner to continue to try to reach their goal
not all situations benefit from or require feedback

Question 28

knowledge of results

Answer 28

information about the outcome of performing a skill or about achieving the goal of the performance” (Magill 2007)
* Could refer to the result or could be ‘yes’ or ‘no’ regarding whether goal was achieved

Question 29

knowledge of performance

Answer 29

“information about the movement characteristics that led to the performance outcome” (Magill 2007)
* Can be verbal or by non-verbal means (e.g., video replay)

Question 30

benefits of KR

Answer 30

Confirm own assessments of task-intrinsic feedback
* When the learner can’t determine the outcome of performing skill
– e.g., when the result is not visible to the learner
* Motivation
* Problem solving by making trial and error

Question 31

benefits of KP

Answer 31

motor skills require specific movement charchtertsics
highly coordinated movement components of a skill must be improved or corrected
the goal of the action is kinematic, kinetic or specific muscle activity not readily observable
KR is redundant with task inartistic feedback

Question 32

what should the content of augmented feedback relate to

Answer 32

providing error information is more effective for facilitating learning than providing information on the correct aspect of performance

Question 33

what info to give as KR/Kp

Answer 33

no more of no less info should be given than the learner is capable of handling
must provide focus on the skill to be corrected and provide info to allow a learner to a correction
augmented feedback should not be given every practice trial

Question 34

videotape as a method of KR and Kp

Answer 34

skill level of the student is critical factor-beginners need aid of instructor to point out info from the replay
meaningful info must be presented

Question 35

amount of variety and practice

Answer 35

purpose of practicing is to learn to perform skill in situations where you will be tested
establish practice conditions that will lead to maximum test performance
essential to have variety of practice experiences involving variation of skill being learned

Question 36

open skills vs closed skills

Answer 36

increasing the variability within each practice session is preferred to practicing one variation from one session to another
amount of practice affects the quality of learning although the effect is not always proportional
spacing or distribution of practice can affect both practice performance and learning

Question 37

mental practice

Answer 37

cognitive rehesearal of a physical skill in the absence of overt, physical practice
involves imaging the actual correct performance of the movement
reinforce a proper response as an aid to an upcoming response

Question 38

ergonomics

Answer 38

science that addresses human performance and well being in relation to the job, equipment, tools and enviorment
fitting the job equipment tools and enviorment to the person

Question 39

enhanced rehabilitation programs

Answer 39

task analysis techniques allow us to determine jobs or parts of jobs which can be perfumed by injured workers to allow them to return to work more quickly

Question 40

changing workforce and work

Answer 40

a more diverse workforce means that workplace design and job demands must reflect a wider range of worker capabilities and limiations

Question 41

worker placement

Answer 41

anaylsing the requirements of essential job duties can establish placement requirements while respecting human rights

Question 42

more effective training programs

Answer 42

identifying skills and knowledge required for workers to perform their jobs safely can be used to develop effective training programs

Question 43

increased productivity and quality

Answer 43

more comfortable workers are able to work more efficiently
engineering controls often reduce unnecessary production steps and allow for improve quality

Question 44

hierarchy of controls

Answer 44

elimination
substitution
engineering controls
adminsitrative controls
PPE