1
Q
Kinesthesis
A
Perceptual activity arising from proprioceptors that reside in muscles, tendons, joints and skin
2
Q
4 bits of info kinesthesis provides
A
- Ability to discriminate position of body parts
- Ability to discriminate amplitude/speed of movement
- Ability to discriminate movement of body parts
- Ability to discriminate pressure differences
3
Q
Proprioceptors
A
Sensory receptors responsible for detecting body and limb positions and movements
4
Q
5 types of receptors
A
- Ruffini receptors:
- Heat sensitive
- Deep in skin (lips & oral cavity) - Golgi tendon organs:
- Junction of tendon and skeletal muscle
- Detect force through tendons due to lengthening of skeletal muscle
- Works with muscle spindles
- Aid in spatial positioning - Muscle spindles:
- All skeletal muscles
- Detect change in muscle fiber length, limb movement, velocity and acceleration, and limb spatial position - Vestibular apparatus:
- Located in temporal lobe or inner ear
- Head position, linear/angular acceleration of head
- Visual fiction aid - Joint receptors (pacinian corpuscles):
- Muscle corpuscles & ligaments of synovial joints
- Helps to detect joint spatial position, joint velocity, end joint detection
- Detects leigh of flexion or extension
5
Q
5 Generalizations of Kinesthesis
A
- Kinesthesis in final autonomous phase
- Improved Kinesthesis improves performance
- Kinesthesis is related to amount and rate of learning
- Improves with practice and systematic training that is task specific
- Reaches full Kinesthetic access at puberty
6
Q
How to use Kinesthesis
A
- If it’s safe, blindfold or restrict the vision of your clients
- Manual manipulation (physically moving the individual)
- Using feel language
- Use videotape feedback
- Use mirrors
7
Q
4 examples of Kinesthetic after effects
A
- Elbow flexion with weights then removing the weight
- Overweight and/or oversized basketballs
- Using weighted shoes or ankle weights
- Vertical jumping with weighted vest
8
Q
In almost every study of Kinesthetic illusions, the participants reported improvements but there was no data to support actual improvements. Why is this?
A
No measurable improvements were made due to the fact that motor skills are temporal and spatial and the changes from the kinesthetic illusions throw off spatial and temporal aspects
9
Q
When are Kinesthetic illusions beneficial?
A
If they lead to strength gains, however, there are many other more convenient ways to gain strength.
10
Q
Pain
A
Perceptual process that represents an individual’s response to noxious or injurious stimuli
11
Q
Pain tolerance
A
Individual, highly variable and represents the highest amount of noxious or injurious pain stimuli
12
Q
Pain threshold
A
Lowest level of pain stimuli that a human perceives as pain
13
Q
Pain augmenters
A
- Psychological coping mechanism
- People who engage in cognitive and/or behavioral practices to heighten the experiences of pain
14
Q
Pain reducers
A
- Psychological coping mechanism
- People who engage in cognitive and/or behavioral practices to lessen the experience of pain
15
Q
5 variables of pain tolerance
A
- Past experience:
- Social learning theory
- Experiences with family and coaches
- How they were treated as a child when they experienced pain - Training state:
- The meaning you attach to pain
- Example: childbirth is painful but it means more than the pain - Personality
- Nature of task:
- If pain is fundamental to the activity
- Example: Playing football or rugby, knowing you will get tackled and possibly hurt
- Example: Playing tennis and getting hurt, it’s the end of the world - Expectations:
- Expect to endure pain
16
Q
5 generalizations of pain
A
- Almost all humans have the same pain threshold
- There’s a low correlation between pain tolerance and severity of the injury (an athlete suffers extreme injury but doesn’t experience the pain)
- Contact-sport athletes have higher pain tolerance than non-athletes
- Anticipation of pain can heighten anxiety and could cause increased perception of pain (completing physical therapy and being physically ready to go back to practice but emotionally and mentally unprepared to go back - worried about getting hurt again)
- Higher-skilled performers have higher pain tolerance than lower-skilled performers (this could be the reason they became higher skilled performers)
17
Q
2 types of fatigue perception
A
- Objective fatigue:
- A specific, measurable, biochemical (lactic acid) or structural change (frayed cells)
- Need to look “under the hood” to see objective fatigue - Subjective fatigue:
- Arbitrary, subjective, perceptual, highly variable, varies person to person and situation to situation
- Saying “I’m tired”
- “Our minds slow us down”
18
Q
5 generalizations of fatigue
A
- Very low correlation between objective and subjective fatigue
- Moderate fatigue will impair activities that involve strength and endurance but not those who involve balance and accuracy
- Fatigue caused by one task doesn’t necessarily impact fatigue of another
- General fatigue on occasion can actually improve learning that task (having children run laps to get out excess energy so they can focus and learn the task at hand)
- For most tasks, moderate fatigue imparts performance but not learning (learning to perform under fatigued conditions - practicing while fatigued leads to better performance while fatigued)
19
Q
4 Pre-practice and practice variables
A
- Speed/accuracy trade off
- Early vs. late learners & prediction of success
- Warm up
- Skill vs. ability
20
Q
Speed/Accuracy trade off - Solley’s Law
A
- In skills in which speed is a prime factor, the best results occur when speed is practiced at the beginning - which decreases accuracy
- In skills in which accuracy is a prime factor, the best results occur when accuracy is practiced at beginning - which decreases speed
- If BOTH speed and accuracy are prime factors, then both need to be emphasized equally in practice
21
Q
5 generalizations regarding speed and accuracy
A
- Skills need to be performed under game-like conditions and pressure
- An early emphasis on speed is better than an early emphasis on accuracy BECAUSE there is a stronger transfer set from speed to accuracy than accuracy to speed
- At the proper speed, there are no movement variations
- An early emphasis on accuracy can actually be detrimental
- An extreme emphasis on either speed or accuracy is detrimental
22
Q
Fitts Law
A
As the target size decreases and the distance increases, the movement speed will decrease in order to allow more accurate movements
Example: a shortstop takes an extra step toward the target to decrease the distance to allow for a more accurate throw to first base
23
Q
3 Exceptions to generalizations of speed and accuracy
A
- If safety is a factor - go with accuracy
- If there are severe performance problems, go with accuracy and slow it down
- Understand that different abilities are related to different stages of development
24
Q
Early vs. Late learners and prediction of success
A
- Never write your learners off
- Prediction is more difficult unless 50% of the practice trials have been achieved
- At least 95% of your clients’ potential should be achieved before you can make a prediction that’s accurate - which is impossible
- Prediction is enhanced when predictor task finally represents the final task
- Frequently, early success is misleading
- Early success has 0 correlation with final achievement
- Rate of learning has 0 correlation with the amount that is learned
- Different abilities contribute to different learning stages
- In most studies, late learners achieve same level of proficiency, or higher, than early learners
- In a cognitive setting, when asking a question to students, wait 6-7 seconds before calling on someone
25
Brophy says that early expectations form subsequent treatment. What does this mean?
That hearing what other people think about a certain individual causes us to form judgments about that individual.
26
3 circumstances where predictions are more difficult to make
1. Task is not complex
2. Not allowed ample practice time
3. If it's a homogenous group
27
Each individual has a unique and optimal ___________ ______
Learning rate
28
Identify the caveat to warm up research
Research is equivocal, meaning that studies have shown warm up to help learning and performance and to not help learning and performance
29
4 benefits of warm up
1. Helps increase or decrease the performer's state of arousal or activation
2. Help decrease warm up detriment or performance decrement
3. Increases readiness set to perform
4. Any combination of the first three
30
Warm up decrement
A decrease in performance or a loss in retention from a lay off in performance
Example: putting in starters right after warming up but subs sit on the bench after warm up, creating warm up decrement.
31
5 generalizations of warm up
1. Should directly relate to the task at hand
2. Beneficial to skills requiring precision, timing and coordination
3. Psychosomatic advantages
4. What is needed for physiological warm up benefits motor learning
5. Establish a consistent routine and follow it
32
3 considerations for performance quality
1. The learning process (everything we've learned about how people learn)
2. The learner (every characteristic about your learner that makes them unique)
3. Environmental/situational factors (the goals for learning, the meaningfulness, provided environment, practice schedules, readiness, feedback & reinforcements)
33
Skills
- Achieving a consistent degree of success in producing a reference movement with efficiency and effectiveness
- Relative quality highly dependent upon learning and practice
- The ability to bring about movement with maximum certainty and minimum time and minimum energy
- Highly impacted by learning
- A learned response dependent on underlying abilities
34
Ability
- A genetic, biological characteristic that is generally unaffected by learning and practice
- A general trait or capacity of the individual that is a determinant of the individual's potential
35
For every ability there are _______ _____
Multiple skills
36
Skill equation
Speed x Accuracy x Form x Adaptability
37
3 critical elements of a skill
1. Person has to perceive relevant environmental factors
2. Able to decide what to do, where and when
3. Produce organized muscular activity/movement production
38
3 components of movement production
1. Postural components - base/foundation
2. Body transport - movement considerations/limb movement
3. Manipulation component - equipment being manipulated
39
Modeling and demonstration
- Most effective way to teach
1. Coping models: an individual who exhibits characteristics that are more like their learner
2. Mastery models: excellent, proficient and skilled compared to their learners
40
Bandura's modeling
1. Help the observer attend to the important features of what you're modeling
2. Help them remember the relevant features by being consistent with your approach, information chunking and using symmetry
3. Observer must possess the physical skills or the modeling won't help them
4. The learner must be reinforced accordingly
41
4 ways to increase modeling effect
1. Similarity model: models who are more similar to their learner
2. Nurturing model: models who provide more attention and care
3. Competence model: models who are competent are better models
4. Reinforcement model: reinforces and provides feedback
42
Coping model
individual who expibits characteristics more simliar to their clients (not expert)
43
Mastery model
excellend, skilled, proficient, expert, compared to thier client
44
Generalizations of Modeling
1) Most effective in early cognitive phase
2) Enhanced with repeated demonstrations at different angles
3) When modeled, tasks are learned at a faster rate and higher level
4) 60% of college students could only identify 3/5 critical elements of the model
5) 60% of elementary students could only identify 1/5 critical elements of the model
45
Task organization
relationships between the components of a task
| If highly organized and less complicated = whole method
46
Task complexity
The demands on the memory that the task needs
| If highly complex and less organized = part method
47
5 Whole/Part Types
1) Pure part - for a very complex low organization task
2) Progressive part - teach 2 parts and then combine then before moving to the next part
3) Whole - teach entire skill - highly organized and low complexity
4) Whole repetitive part - teach the whole skill then repeat sections of it
5) Whole part - teach the whole skill then a single element to isolate problems
48
Fractionalization
practicing separate components of the whole skill
49
Segmentation
separating the skill into parts then connecting them later
50
Simplification
reducing the difficulty of a task
51
Singers 5 Step Strategy
1) Readying
2) Imaging - multisense imagining the scenario
3) Focusing attention - on 1 critical cue they struggle with
4) Executing - without thinking
5) Evaluating - feedback
52
Feedback Sandwich
```
Needs to all happen within 30 seconds
Top bun: Positive feedback - authentix
Middle meat: Delivered within 6-8 seconds
1)What they did
2)What they should have done
3)Why
Bottom bun: Positive feedback
```
53
Generalizations of feeback
1) Clients learn by doing
2) Teach vocab and jargon
3) Make feedback specific not vague
4) Keep it short and simple
5) Only correct one thing at a time
54
What Conditions Affect KR?
```
Task specifity
Spacing of KR
Delay of KR
Frequency of KR
Type of KR
Alertness of learner in supplying own KR
```
55
What Methods are Available for Providing KR?
```
Verbal direction
Manual guidance
Visual aids
Demonstrations
Kinesthetic feedback
```
56
Intrinsic Feedback
Comes from within
Proprioceptive and kinestheic in nature
Internal verbal analysis/thoughts
Ex: Knowing why you didn't use good form when you shoot a basket
57
Extrinsic Feedback
Comes from outside the performer
| Ex: Receiving a test score
58
Concurrent Feedback
Given during a response
| Ex: While executing a squat, therapist says "go down lower"
59
Terminal Feedback
Given after a repsonse is completed
| Ex: After the client finishes a squat, therapist says next time go down lower.
60
Immediate Feedback
Always terminal
Within 5 to 7 seconds of a movements completion
Ex: RIGHT after a bench press critiquing form
61
Delayed Feedback
```
Always terminal
Anytime after 7 seconds after a movement
Could be years.
Less effective
Ex: After a workout telling someone something about their bench press form
```
62
Non Verbal Feedback
Anything that is not spoken
| Ex: watching film for football
63
Verbal feedback
Anything that is spoken language
| Ex: "Good job!"
64
Seperate Feedback
Feedback given after each response
| Ex: After one rep of a pushup telling the performer to move their arms further apart
65
Accumulated Feedback
Feedback given after several responses
| Ex: After 10 push ups reps telling the performer to move their arms further apart.
66
Optimal level hypothesis
Increasing the precision of feedback improves performance, but only to an optimal level. Beyond that, too much precision leads to paralysis by analysis
Ex: Telling a new golfer to move hand position to an exact spot, change stance, change swing all at the same time.
67
What % of feedback should be informational?
80%
68
What % of feedback do professionals often give motivational and rewarding feedback instead?
80%
69
What are the 3 functions of feedback?
```
1)Inform
Ex: "During your free throw, you had a knee bend but I want you to bend your knees deeper"
2)Reward
Ex: "Great job"
3)Motivate
Ex: "Let's try this movement instead"
```
70
What are the 3 innappropriate feedback methods?
1) Excessive praise for success on an easy task
2) Excessive praise for moderate performance
3) Ignoring errors
71
Knowledge of Results (KR)
provides info regarding the outcome produced by the movement
72
Knowledge of Performance (KP)
provides info regarding the movement itself
73
5 Teaching Implications to teach the feel of the movement
1) Know the movement well enough to select relevant cues
2) Only use the relevant cues - don't overwhelme the student
3) Make sure the cues are easy enough to utilize
4) If cues are simple, introduce them right away
5) Use more complex cues for advanced learners but an internal cue will enhance performance no matter the skill level
74
Internal cues
how the movement feels
| kinethesis
75
7 tips for effective feedback
1) be positive
2) give immediate feedback
3) correct 1 error at a time
4) give indivual and group feedback
5) be specific
6) plan your feedback
7) use the feedback sandwich method
76
Factors for using WHOLE method
1) Task is not too complex
2) Learners have a good movement backgrond
3) More intelligent learners
4) The class is homogeneous
5) When the elements within the tast are all equal in the demands placed upon the learner
77
Factors for using PART method
1) task where actions are seperate and distinct
2) less motivated learners
3) when there is one key action that needs isolation
4) When the task includes some hard and some easy elements
5) when the task involved an element that needs stabalizing before practice of the next parts can take place
78
Massed practice
fewer practice session, which are longer in duration
79
Distributed practice
Shorter duration of practices, which are distributed over more sessions
80
Massed vs. Distributed generalizations
1) Distributed practices are generally more efficient for learning and performance than are massed
2) Relatively short practices (in time or in number of repetitions) make for more efficient learning than do longer practices
3) Proficiency, which has been gained over a long period of time, is retained better than that which is developed within a short period
4) A high level of motivation enables one to benefit from longer and more concentrated practices than would be possible with a lesser degree of motivation.
81
Mental imagery
process of mentally creating an experience by using images and a variety of senses
direct- imaging a motor skill done correctly
indirect- metaphor to help enhance understanding of motor skill (move your arms like an elephants trunk)
82
9 uses for imagery
1) learning
2) performing
3) focusing
4) self confidence
5) motivation
6) arousal
7) changing negatives to positives
8) relaxation
9) healing
83
Kinethetic aftereffects
the perceived modificaiton of the weight, size, shape of an object, perceived distortion of limb position movement or intensity of muscular contraction as a result of experience with environmental condition
- goofy feeling you get after prolonged exposure
Motor Learning and Development
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