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S4- Motor Development and Behavior > Week 2- Setting the Stage for ML, Organizing the Practice Environment, Advanced ML Concepts > Flashcards

Week 2- Setting the Stage for ML, Organizing the Practice Environment, Advanced ML Concepts Flashcards

1
Q

PART 1: SETTING THE STAGE FOR MOTOR LEARNING

A

PART 1: SETTING THE STAGE FOR MOTOR LEARNING

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2
Q

What are 5 types of learning preferences and examples?

A
  1. Environment: sound, light, temperature, class design.
  2. Emotions – motivation, persistence, responsibility, structure.
  3. Sociological – individual, pair, peer, team, or varied.
  4. Physiological – perception, intake (chewing gum, eating), time, mobility.
  5. Psychological – analytic (details to big picture or vice versa), hemisphericity (right or left brain), and action.
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3
Q

What are 4 perceptual modes of learning?

A
  • Visual Learners
  • Kinesthetic Learners
  • Analytic Learners
  • Auditory Learners
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4
Q
  • What are some sample cue words for visual learners?

- What are some sample teaching strategies for visual learners?

A
  • See, look, watch, observe

- Demonstration, Pictures, Videos

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5
Q
  • What are some sample cue words for kinesthetic learners?

- What are some sample teaching strategies for kinesthetic learners?

A
  • Feel, touch, sense, move

- Stimulations, Guidance, Trial and Error

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6
Q
  • What are some sample cue words for analytic learners?

- What are some sample teaching strategies for analytic learners?

A
  • Analyze, think, examine, compare

- Principles, Testing, Investigating

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7
Q
  • What are some sample cue words for auditory learners?

- What are some sample teaching strategies for auditory learners?

A
  • Hear, listen, detect, tempo

- Clapping, Music, Sound

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8
Q
  • What is positive transfer of learning?
  • What is negative transfer of learning?
  • What is zero transfer of learning?
A
  • Positive – occurs when a learner’s past experience with one skill facilitates learning a new skill or using a skill in a different context.
  • Negative – past experience with one skill hinders learning a new skill.
  • Zero transfer – two completely unrelated skills.
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9
Q
  • _______, ____-_______ goals that are __________ challenging to achieve were beneficial to exercise and sport performance.
  • What happens when we achieve a goal?
A
  • Explicit, well defined goals that are moderately challenging
  • Dopamine is released
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10
Q

Were short-term goals and short-term goals combined with long-term goals better than long-term goals alone?

A

Yes

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11
Q
  • Does praise or criticism work better for motivation?

- ___________ criticism, not destructive can be helpful.

A
  • Praise

- Constructive

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12
Q
  • _________ enhances learning while failure tends to impair us.
  • How can we use this in PT?
A
  • Success
  • Design learning experiences in which difficulty levels are adjusted appropriately in relation to the learner’s capabilities.
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13
Q

Introducing and Explaining Movement Skills:

  • Be ______, _______, _______, and _______.
  • Point out one or two of the most relevant _____.
  • Be careful not to __________ the learner.
  • The remaining cues or details can be provided later.
A
  • brief, simple, accurate, and direct
  • cues
  • overload
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14
Q

Demonstrating The Skill:

  • The ______ model and __________ learning are used.
  • The effectiveness of this model can be influenced by variables such as ________, _________, ______ ______ development, and _________ orientation.
A
  • visual model and observational learning

- cognition, memory, motor skill development, and motivational orientation

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15
Q

Variables that Influence the Effectiveness of Modeling:

  • _______ cueing coupled with _______ rehearsal is particularly helpful to young children attempting to learn a new skill.
  • Highlight important parts of the skill – train the observer to use verbal cues that describe the modeled action.
A

-verbal cueing coupled with mental rehearsal

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16
Q

Describe internal and external focus of attention.

A

External focus of attention is described as “where the performer’s attention is directed to the effect of the action” while an internal focus of attention is described as “where attention is directed to the action itself”.

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17
Q

PART 2: ORGANIZING THE PRACTICE ENVIRONMENT

A

PART 2: ORGANIZING THE PRACTICE ENVIRONMENT

18
Q

___________ of Practice describes how motor abilities such as balance, strength, endurance, kinesthesis, coordination and speed are specific to the movement skill being performed.

A

Specificity

19
Q

With __________ of Practice, we want to wait to introduce variability until the learner understands the dynamics (expert learner) of the skill to be learned.

A

Variability

20
Q

Describe the difference between blocked practice and random practice.

A
  • Blocked: A learner practices multiple variations of a skill but each variation is practiced for a given period of time before the next variation is introduced.
  • Random: The learner practices skill variations in random order.
21
Q

Random vs. Blocked:

  • Learners who are limited in their experience with related skills or with movement settings in general may not benefit from _______ practice schedules.
  • _________ practice schedules require higher levels of problem solving.
  • ___________ practice produces superior performance but inferior learning and/or transfer.
A
  • random
  • random
  • blocked
22
Q

Describe the difference between distributed and massed practice.

A
  • Distributed Practice: The amount of time that the learner is resting between practice attempts during any given practice session is equal to or greater than the amount of time that the learner is engaged in the practice of the movement skill.
  • Massed Practice: The amount of time that the learner is engaged in practicing a movement skill during any given practice session is considerably greater than the amount of time devoted to rest.
23
Q

When would you want to use distributed practice?

A

When a task is very taxing, not only in terms of cardiorespiratory, but also cognitively.

24
Q

What are 2 guidance techniques that can be used?

A
  • Verbal cues

- Physical guidance

25
Q

Physical guidance has a positive effect on the ______ performance of a new and complex movement. What is the issue with it?

A
  • early

- May produce undesirable dependence, learner fails to develop error detection.

26
Q
  • Nature of the skill- complexity but individual parts that can be put together – ______-task (gymnastics)
  • Less complex but highly organized in terms of component parts – _____-task (hitting a baseball)
A
  • part-task

- whole task

27
Q

What are 3 part-task practice methods? Describe each.

A
  • Segmentation: partitioning a movement skill according to certain spatial and/or temporal criteria – practice parts separately until a certain level of success has been obtained then combine to the whole.
  • Simplification: various aspects of the skill and or environment are simplified.
  • Fractionization: two or more components of the skill that normally performed simultaneously are practiced in isolation (not very successful).
28
Q

What is response produced feedback?

A

All sensory information that is available as the result of a movement that a person has produced.

29
Q
  • _________ feedback is feedback that comes to the individual through the various sensory systems as a result of the normal production on the movement.
  • What is an example?
A
  • Intrinsic (Inherent)

- Visual information concerning whether a movement was accurate

30
Q
  • __________ feedback is information that supplements augmented feedback (verbal or manual guidance while the task is being performed).
  • When can it be given?
A
  • Extrinsic (Augmented)

- Can be given concurrently or at the end of the task.

31
Q

What kind of feedback do PTs give?

A

Extrinsic

32
Q
  • KR (________________) is a form of _________ feedback. Describes the outcome of the movement in terms of the movement’s goal.
  • KP (_____________) is feedback about the movement pattern used to complete the goal.
A
  • (Knowledge of Results), terminal

- Knowledge of Performance

33
Q

PART 3: ADVANCED ML CONCEPTS

A

PART 3: ADVANCED ML CONCEPTS

34
Q
  • ___________ Focus are instructions that direct the patient’s attention to their own movements.
  • ___________ Focus are instructions that direct the patient’s attention to the effects of their movements on the environment.
A
  • Internal Focus

- External Focus

35
Q

95% of PTs use ________ focus.

A

internal

36
Q

_________ focus results in more effective and efficient movements, speeds up the learning process, facilitates automaticity of movements.

A

external

37
Q

________ focus involves the utilization of unconscious processes.

A

external

38
Q

Implicit Learning:

  • Implicit learningis thelearningof complex information in an incidental manner, without awareness of what has been learned.
  • For motor learning, this primarily refers to learning without ______ direction.
  • Analogy or metaphorical description works well.
  • This type of learning reduces the reliance on working memory and promotes ________ processes.
A
  • verbal

- automatic

39
Q

Differential Learning:

  • Based on _______ _______ Theory.
  • Practice in many different ways, in many different environments.
  • Practice should involve exposure to as many different combinations and environmental contexts as possible.
A

Dynamic Systems

40
Q

______ ________ of practice allows patients to be more active in their rehab, enhances motivation, increased effort and compliance.

A

Self control

S4- Motor Development and Behavior (9 decks)

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