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KNPE 261 > Week 2 > Flashcards

Week 2 Flashcards

1
Q

motor skill definition by guthrie, 1952

A

the ability to bring about some end result with maximum certainty and minimum outlay of energy, or of time and energy

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2
Q

general definition of a motor skill

A

task with a specific goal, performed voluntarily, requiring body and/or limb movement
- needs to be learned

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3
Q

are all movements motor skills?

A

no, reflexes are not motor skills
ex. blinking and breathing are not motor skills

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4
Q

components of a motor skill

A
  1. perceiving relevant environmental features (defining goal positions and outcomes)
  2. deciding what to do and the timing of the action (planning and programming how to achieve goal)
  3. producing the muscular activity required to generate the movement goal (sending commands and adjusting commands as needed)
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5
Q

classification of skills

A

motor skills are classified on a continuum

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6
Q

3 continuums of motor skills

A
  1. discrete vs. continuous
  2. open vs. closed
  3. fine vs. gross
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7
Q

discrete skill

A

start and end point are clear and recognizable

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8
Q

examples of discrete skills

A
  1. penalty shot in soccer
  2. free throw in basketball
  3. shifting gears
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9
Q

serial movement

A

set of discrete movements strung together
- skills in between have a clear start and end

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10
Q

example of serial movement

A
  1. gymnastics routine
  2. playing piano
  3. assembly-line tasks
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11
Q

continuous movement

A
  1. repetitive for longer period of time
  2. no clear start and end
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12
Q

example of continuous movement

A
  1. running
  2. walking
  3. swimming
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13
Q

open skills

A

unpredictable environment

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14
Q

examples of open skills

A
  1. football
  2. catching a butterfly
  3. wrestling
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15
Q

closed skills

A

environment is predictable

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16
Q

examples of closed skills

A
  1. bowling
  2. archery
  3. darts
  4. writing
  5. brushing teeth
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17
Q

between open and closed skills

A

semipredictable environment

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18
Q

examples of semipredictable environment

A
  1. steering a car
  2. fielding a bouncing ball
  3. carrying a pan of water
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19
Q

what traits define success in an open skill?

A

adaptibility

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20
Q

what traits define success in a closed skill?

A

planning and programming

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21
Q

fine motor skill

A

smaller muscle groups

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22
Q

gross motor skill

A

bigger muscle groups

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23
Q

gross and fine motor skills

A

classified depending on type of musculature used for the skill performance

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24
Q

where are finer skills often used?

A

in the laboratory settings because of space and measurement tools

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25
Q

measuring motor performance

A

critical for evaluations and helps us gauge the amount of learning

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26
Q

3 considerations when measuring motor performance

A
  1. objectivity
  2. reliability
  3. validity
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27
Q

objectivity

A

likelihood that 2 individuals/tools could come up with the same measurement of performance
- highly dependent on tools used

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28
Q

reliability

A

interaction between tool and measure should be as reliable as possible

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29
Q

validity

A

how well do these measurements translate to perform if we change the environment
ex. closed to open

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30
Q

tools used in motor learning and control research?

A

sensorimotor exploration laboratory

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31
Q

what are some ways we assess motor performance (archery or darts)?

A

assess accuracy as a measure of how far they are from target

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32
Q

how can we measure how far the arrow is from the target?

A

target and performance must be measurable values

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33
Q

constant error

A

indicates the magnitude of the error
- can be computed in more than one axis
- sign gives the direction of the error (over, under, left and right)

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34
Q

mean constant error (CE)

A

average error in the response
CE = sum (x - T)/n (number of trials)

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35
Q

what to do with CE if the target is 0

A

just average of trials

36
Q

what is constant error useful for providing feedback about?

A

tendencies or bias
- give people direction about their bias

37
Q

what are the limitations of constant error?

A
  1. errors can cancel out if someone is positive, negative, positive, negative
  2. can be biased by magnitude of error
38
Q

variable error

A

reflects the participants variability or consistency
- does NOT depend on whether the performer was close to the target (not concerned with target position)

39
Q

how is variable error computed?

A

by first summing the differences between the performance score and the persons own mean

40
Q

what does constant error measure?

A

accuracy

41
Q

what does variable error measure?

A

precision/consistency

42
Q

which athlete would you rather have- consistency or accuracy?

A

more consistency/precision over accuracy

43
Q

total variability

A

measure of overall error
- also known as Root Mean Square Error (RMSE)

44
Q

RMSE

A

sum of the squared differences between the achieved position and goal position
- similar to VE with reference to target position

45
Q

which error is the best measure of player performance?

A

variable error

46
Q

when the CE is close to zero, what is the relationship between the total variability and VE?

A

they’re equal, or they become more similar as constant error decreases

47
Q

total variability

A

accounts for the bias and variability

48
Q

absolute error (AE)

A

absolute deviation between the performers movements and the target
- used a lot in early research

49
Q

AE

A
  1. complex mathematical relationship between CE and VE
  2. not as clear as total variability (E)
50
Q

absolute constant error (ICEI)

A

transformation of CE
- just removing the sign of CE
- sign is taken away after the averaging and computation is completed

51
Q

when would absolute CE be useful?

A
  1. when using a target
  2. stops things from cancelling out (bias)
    - gets rid of bias when summarizing a group
52
Q

measuring performance in a continuous task

A

can compute the difference between performed trajectory and target trajectory
- and RMSE to measure deviation over a sampling variable (usually time)

53
Q

common sampling variable

A

time

54
Q

RMSE equation

A

square root of the average of ideal-actual meaasure squared over number of trials subtract 1

55
Q

movement characteristics - biomechanics

A

biomechanics and rehabilitation is ofter concerned with the quality of movement

56
Q

what does movement characteristics - biomechanics examine

A
  1. loading
  2. muscle activation patterns
  3. joint reaction forces
57
Q

purpose of movement characteristics - biomechanics

A
  1. preventing injury
  2. making movements more efficient
58
Q

movement characteristics - motor control

A

motor control and learning if often concerned with error and performance

59
Q

what does movement characteristics - motor control examine

A

endpoint variables and strategies (kinematics)
- examines if you can do test or not, don’t care about quality

60
Q

how can movements be characterized?

A

by looking at kinematics

61
Q

kinematics

A

concerned with motion rather than the forces that created that motion

62
Q

kinematic markers

A

can be used to describe movements
- position information (where limb is in place)
- velocity information (rate of change of position)
- acceleration (rate of change of velocity)

63
Q

temporal and temporal-kinematic variables

A

also used to describe movement
- reaction time
- movement time
- time to/after kinematic markers

64
Q

why are kinematics useful?

A
  1. give a researcher/teacher/coach detailed information about current performance and improvements in actions
  2. can provide detailed and understandable feedback to participants
  3. neuronal firing patterns reflect direction and speed of upcoming actions
65
Q

kinematics in the brain

A

neuronal firing patterns in motor related areas in the brain predict the kinematics of movements
- posterior parietal cortex
- motor cortex

66
Q

reaction time

A

measure of the time from arrival of a stimulus to the beginning of the response
- stimulus is UNANTICIPATED

67
Q

what was reaction time traditionally used for?

A

used as a proxy for cognitive function

68
Q

what are some ways we can control for anticipation?

A
  1. vary the time the stimulus is presented so you can’t expect the time the signal will start
  2. go and stop stimulus
  3. make stimulus ambiguous
69
Q

2 components of reaction time

A
  1. premotor RT
  2. motor RT
70
Q

premotor RT

A

occurs when no muscle activity when stimulus is presented

71
Q

motor RT

A

muscle activity but response hasn’t overtly begun
- no movement yet

72
Q

movement time

A

time interval from the initiation of the response to the completion of the movement
- precision of units depend on the skill

73
Q

response time

A

RT + MT

74
Q

what different processes may be studied using RT and MT?

A
  1. processes to initiate a movement
  2. processes to complete a movement
    ***different processes may underlie correcting a movement as well - changes MT
75
Q

movement measuring devices

A
  1. KINARM
  2. markerless capture
  3. markered motion capture
76
Q

what relationship are we often concerned with?

A

relationship between movement characteristics and performance

77
Q

correlations

A

measures both direction and strength of a relationship

78
Q

correlation coefficient (R)

A
  1. number indicates- increased R = strong relationship
  2. sign indicates- direction
79
Q

R2

A

measures the shared variance (can convert to a percentage by multiplying by 100)

80
Q

regression

A

allows to predict one variable from another

81
Q

simple regression

A

fit a linear model to data that we have collected

82
Q

does correlation always = causation?

A

NO

83
Q

what is an indirect way of measuring capability in a motor task?

A

measuring performance on a dual cognitive task

84
Q

dual cognitive task

A
  1. attention is a limited capacity resource
  2. the less attention a task takes, the more the performer has mastered it
85
Q

dual cognitive task study results

A
  1. experimental group improves in all basketball-related tests compared to the control group
  2. no differences in ERP data
    - suggests very little underlying changes
86
Q

limitations to dual cognitive study

A

experimental group has more exposure than control group
- could influence performance

87
Q

is there any real scientific basis for these new cognitive-motor performance sports training devices?

A

there could be, but not necessarily for sport performance

KNPE 261 (10 decks)

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