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706 > Week 5 > Flashcards

Week 5 Flashcards

1
Q

Dedicated effort toward improving upon a skill is considered:

A

practice

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2
Q

How does continued practice helps shape, retain and develop a motor skill?

A
  • found in motor learning theories = learning takes repetition to increasingly stable MOTOR MEMORIES of that skill/task
  • used along w/ SENSORY FEEDBACK, SENSORY PROCESSING and ERROR CORRECTION while performing task.
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3
Q

What is training aimed at?

A

improving physiological function and physical proficiency

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4
Q

Practice is aimed at

A

learning decision-making skills and motor execution skills

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5
Q

Practice is improving ___________________, _____________, __________________, ________________, and _________________.

A

mental performance, tactics, strategies, team play, and motor skill

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6
Q

is it simply good enough to practice something over and over and over?

A

No

  • practice does not make perfect
  • perfect practice does not make perfect
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7
Q

Does perfect practice make perfect?

A

NO

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8
Q

Why do errors need to be made for learning to occur?

A

A subject learns how to solve the motor problem with self-generated solutions

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9
Q

What are 4 practice conditions?

A

1) # of practice attempts
2) scheduling practice
3) rest periods
4) fatigue

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10
Q

What are the 5 practice domains?

A

1) structure
2) schedule
3) spacing
4) components
5) rehearsal

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11
Q

structure =

A

constant vs variable

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12
Q

schedule =

A

blocked vs random

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13
Q

spacing =

A

masses vs distributed

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14
Q

components =

A

whole vs part

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15
Q

rehearsal =

A

physical vs imagery

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16
Q

constant practice =

A

practicing the same skill in the same condition

- constant –> closed EN

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17
Q

Variable practice =

A

practicing the same skill while varying parameters of the skill

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18
Q

How can you vary a practice structure?

A
  • relative COMPONENTS of skill
  • relative TIMING of the skill
  • relative DISPLACEMENT/VELOCITY and FORCE of the skill
  • relative ENVIRONMENTAL condition
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19
Q

For initial stages of learning:

A

-learner needs to understand basic components of the task before adding variability

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20
Q

Discrete –> fewer task components –>

A

early variability

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21
Q

Serial/continuous –>

A

if repetitive, early variability

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22
Q

Complex tasks –>

A

longer duration constant practice proportional to complexity

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23
Q

What should be varied?

A 
regulatory conditions (gentile) 
-determine how a task must be done
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24
Q

Practice schedule = for several tasks practiced in

A

same session

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25
Q

A blocked schedule =

A

practice of one skill before practicing the next skill’s trials are performed sequentially w/o interruption

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26
Q

What is a random practice schedule?

A

various skills practiced in unsystematic way; trials are never performed more than once in order

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27
Q

Schmidt predicted that practicing a variety of different ways to perform a skill during practice provides the learner _____________________________________________________.

A

opportunity to apply different parameters to skill.

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28
Q

Serial practice schedules =

A

each pattern is practice every session, in same order.

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29
Q

What is contextual interference (CI) =

A

A memory and performance DISRUPTION that results from performing multiple skills of variations of a skill w/n context of a single practice situation

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30
Q

What are 2 factors that make performing a task more difficult in practice?

A

1) internal to task

2) external to task

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31
Q

Random practice schedule –>

A

High CI conditions during acquisition

better performance on retention and transfer tests

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32
Q

Blocked practice schedule –>

A

Low CI conditions

better performance in post-practice acquisition

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33
Q

Practice schedule with high CI lead to better:

A

persistent improvement (long-term learning)

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34
Q

Poor performance during initial practice but better performance on retention and transfer tests for different skills - more learning is a result of :

A

High CI

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35
Q

On a scale from 1-5 (1 being low CI and 5 being High CI) rank the following practice schedules.

  • Serial repetition of short blocks of trials of each variation
  • Random order of trials of all task variations
  • Serial order of all tasks of all task variations
  • Nonrepeated blocks of trials of each task variation
  • Random repetition of short blocks of trials of each task variation
A

1) Nonrepeated blocks of trials of each task variation
2) Serial repetition of short blocks of trials of each variation
3) Random repetition of short blocks of trials of each task variation
4) Serial order of all tasks of all task variations
5) Random order of trials of all task variations

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36
Q

What is practice?

A

acquisition of a skill/tasks through repetitive performance of that skill/ task

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37
Q

What is practice?

A

1) acquisition of a skill/task through repetitive performance of that skill/task
2) dedicated effort toward improving upon a skill
3) continued practice helps shape, retain, and develop a motor skill

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38
Q

Found in motor learning theories =

A

learning takes repetition to increasingly stable motor memories of that skill/task

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39
Q

Continued practice used along w/ sensory feedback, sensory processing and __________________ while performing a task

A

error correction

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40
Q

What is training aimed at improving?

A

physiological function and physical proficiency

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41
Q

What is practice aimed at?

A

at learning decision-making skills and motor execution skills

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42
Q

What is practice aimed at improving?

A

mental performance, tactics, strategies, team play, and motor skill.

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43
Q

True or false: It is not good enough to simply practice something over and over and over.

A

True: practice does not make perfect, perfect practice does not make perfect.

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44
Q

Errors need to be made for ___________ to occur

A

learning

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45
Q

Subjects learn how to solve the motor problem best with ___________________ solutions.

A

self-generated solutions

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46
Q

What are 4 types of practice conditions?

A

1) number of practice attempts
2) scheduling practice
3) rest periods
4) fatigue

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47
Q

List the 5 practice domains:

A

1) structure
2) schedule
3) spacing
4) components
5) rehearsal

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48
Q

constant vs variable =

A

structure

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49
Q

blocked vs random =

A

schedule

50
Q

massed vs distributed =

A

spacing

51
Q

whole vs part =

A

components

52
Q

physical vs imagery=

A

rehearsal

53
Q

constant practice =

A

practicing the same skill in the same condition

constant –> closed EN

54
Q

Variable practice =

A

practicing the same skill while varying parameters of the skill
(relative components, timing, displacement/velocity and force, EN conditions of the skill)

55
Q

For the initial stages of learning, the learner needs to understand basic components of the task before:

A

adding variability

56
Q

discrete –> fewer task components –>

A

early variability

57
Q

serial/continuous –> if repetitve –>

A

early variability

58
Q

complex tasks–>

A

longer duration constant practice proportional to complexity

59
Q

What do we vary?

A

regulatory conditions

60
Q

Practice schedule for several tasks practice in:

A

same session

61
Q

Practice of one skill before practicing the next skill’s trials are performed sequentially without interruption =

A

blocked

62
Q

various skills practiced in unsystematic way; trials are never performed more than once in order =

A

random

63
Q

Schmidt predicted that practicing a variety of different ways to perform a skill during practice provides the learner and opportunity to:

A

apply different parameters to skill

64
Q

Serial practice schedule =

A

each pattern is practiced everyday in same order

65
Q

Contextual interference (CI) =

A

a memory and performance disruption that results from performing multiple skills or variations of a skill within context of a single practice situation

66
Q

What are factors that make performing a task more difficult in practice:

A

internal to task

external to task

67
Q

Random practice schedule –> __________ conditions during acquisition phase –> Better performance on retention and transfer tests

A

High CI

68
Q

Blocked practice schedule –> __________ conditions during acquisition phase –> Better performance in post-practice acquisiton

A

Low CI

69
Q

Practice schedules with high contextual interference lead to better:

A

persistent improvement (long-term learning)

70
Q

On a scale from 1-5 (1 being low and 5 being high) rank the following schedules on their level of CI:

  • Serial order of all trials of all task variations
  • Serial repetition of short blocks of trials of each variation
  • Non repeated blocks of trials of each task variation
  • Random order of trials of all task variations
  • Random repetition of short blocks of trials of each task variation
A

1) Nonrepeated blocks of trials of each task variation
2) Serial repetition of short blocks of trials of each variation
3) Random repetition of short blocks of trials of each task variation
4) Serial order of all trials of all task variations
5) Random order of trials of all task variations

71
Q

Poor performance during initial practice but better performance on retention and transfer tests for different skills =

A

more learning

72
Q

Define the elaboration hypothesis:

A

random practice causes learner to engage more strategies and then elaborate or discover the distinctive nature of each skill

73
Q

Learn can compare/ contrast the nuances involved so that each becomes distinct (find a new aspect of the skill); this doesn’t happen when performing:

A

a skill over and over

74
Q

Define action plan reconstruction hypothesis:

A

random practice creates inter-trial interference
(allows short-term forgetting, requiring learner to generate a solution on every trial / initial performance is hindered)

75
Q

High amounts of CI benefit _______ because person reconstructs action plan on the ____ practice trial

A

learning

next

76
Q

Random practice encourages use of ________________ with long-term memory.

A

retrieval skills

77
Q

Blocked practice tends to lend learners to _______________ how well they are learning during practice.

A

over-estimate

78
Q

List 2 practice components:

A
  1. whole-task practice

2. part-task practice

79
Q

What is whole-task practice?

A

-presenting a complete task to learners that can be practice as a single unit

80
Q

What is part-task practice?

A

-splitting a task into sub-tasks that may be practice in isolation from the whole

81
Q

Skill complexity =

A

the number of parts or components of a skill

- attention demands

82
Q

Skill organization =

A
  • High organization (components are spatially and temporally interdependent e.g. basketball jump shot, blacksmith hammering)
  • Low organization
83
Q

Can a skill be high in both complexity and organization, low in both, or high in one and low in another?

A

Yes

84
Q

Most complex skills have phases:

A
  • preparation phase
  • action phase
  • follow-through phase
85
Q

What can whole task practice help eliminate?

A

eliminate burden of repeating simple parts of a task

86
Q

Low complexity (few parts) & high organization (highly related parts) =

A

practice whole skill

87
Q

High complexity (many parts) and low organization (independence of parts) =

A

practice part skill

** eventually will need to bring it all together.

88
Q

Fractionization =

A

involves practicing components of the whole skill’ typically w/ asymmetric limb coordination

89
Q

Segmentation =

A

separating skill into parts, practicing parts so that after 1 part is practice, it is practice with next part

90
Q

Simplification =

A

reducing difficulty of different parts

91
Q

When practicing spacing, the practitioner must decide:

A
  • how many practice schedules to schedule each week

- how to space or distribute practice between each practice session

92
Q

Massed practice =

A

practice time&raquo_space;> rest time

93
Q

What does massed practice lead to?

A

leads to fewer practice sessions

94
Q

Distributed practice =

A

practice time = rest time

95
Q

Distributed practice must be extended over ___________ to equal practice volume of massed practice

A

longer time

96
Q

Generally (but not concrete) continuous task are best practiced:

A

distributed

97
Q

Generally (but not concrete) discrete task are best practiced:

A

massed

98
Q

Massed practice schedules produce ____________________________ vs distributed practice

A

immediate improvements in performance

99
Q

Learning advantages favor _________ practice

A

Distributed

- type of practice schedule chosen may ultimately be determined by the type of skill to be learned

100
Q

Shorter more frequent bouts is better!

A

Shorter more frequent bouts is better!

101
Q

physical practice =

A

physical performance of skill

102
Q

Mental practice =

A

active cognitive or mental rehearsal of a skill

103
Q

In mental practice, a person may think about _________________. Or engage in visual or ____________ imagery of performance (whole or parts)

A

procedural aspects of a skill

kinesthetic

104
Q

Imagery may be ________ and _________.

A

Internal and external

105
Q

Describe internal imagery:

A
  • 1st person perspective

- individual images being inside his/her body and experiences sensations which would be expected in the actual situatin

106
Q

Describe external imagery:

A
  • 3rd person perspective

- individual views from the perspective of the observer (ie watching yourself do task)

107
Q

What are 2 types of mental imagery?

A
  1. motivational

2. cognitive

108
Q

What are the 3 components of mental imagery?

A
  1. specific
  2. general mastery
  3. general arousal
109
Q

Specific:
General mastery:
General arousal:

A

Specific: represents specific goals (winning a medal for first place)

General mastery: effective coping strategies and mastery of a challenging situation (being confident or focused)

General arousal: represents feeling of relaxation, stress, anxiety (being relaxed before an event)

110
Q

The 2 components of cognitive mental imagery are:
specific =
and
general =

A

specific = imagery of performing specific skills (golf shot, walking dow a flight of stairs)

general = imagery of strategies related to an event (strategy to overcome a full-court press, organize items for cooking a meal)

111
Q

Neuromuscular theory =

A

postulates that the act of visualizing oneself executing a movement results in the activation of the same pathways in the brain that would have been activated had the movement actually been performed (sub-threshold activity in motor cortex)

112
Q

Visual cortex excitability increases in:

A

visual cortex w/ visualization

113
Q

Motor cortex excitability increases w/ imagery of limb movement in the absence of:

A

any physical movement

114
Q

Cognitive theory =

A

imagery facilitates the acquisition of the cognitive elements of a skill

115
Q

Learners develop an understanding of movement requirements and devleop:

A

performance strategies

116
Q

Efficiency of imagery in that learner can practice a skill without:

A

risk of injury or fatigue

117
Q

How effective is mental practice in acquisition of motor skills?
Mental + physical =

A

> all conditions

118
Q

How effective is mental practice in acquisition of motor skills?
Mental (alone) =

A

> no practice

119
Q

List examples that provide evidence that brain and muscle activation mirror the intensity of activity imagined:

A
  • minute electrical discharge from muscles (EMG) were in same proportion to actual task performance
  • vegetative responses covary with the degree of imagined effort
  • time taken to mentally perform task matches time to physically perform
120
Q

The amount of benefit from imagery is related to a person’s imagery ability; thus, some training in mental imagery may be needed to:

A

optimize the effects

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