exercise physiology > Motor Learning Chapter 9 > Flashcards

Motor Learning Chapter 9 Flashcards

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1
Q

the Specificity of learning principle states that

A

-Best learning experiences are those that most approximate the movement components and environmental conditions of the target skill

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2
Q

Performance is

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about trying to do your best at a task

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3
Q

Learning is

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practicing and experimenting with what works and betting comfortable with the movement

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4
Q

What are the benefits of proper practice?

A
  • Capability to perform the skill on future demand
  • Improve perceptual skills
  • reduces demands on attention. (as skill gets more automatic, it needs less attention)
  • reduces effector competition (once we’ve learned skill, muscles that shouldn’t be activated will no longer be competing with muscles that should be (aka noise)
  • Improves motor programs & error detection
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5
Q

What are Fitt’s stages of learning

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  1. Verbal Cognitive stage
  2. Fixation stage
  3. Autonomous stage
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6
Q

What are some characteristics of fitt’s stage 1. Verbal cognitive stage of learning?

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  • a lot of time spent thinking
  • attentional demanding
  • understanding the fundamentals of movement pattern
  • need verbal guidance
  • large gains
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7
Q

What are some charachteristics of Fitt’s stage 2. Fixation stage?

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  • solved the major cognitive problem
  • focus on refining the skill
  • building a motor program
  • monitor feedback
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8
Q

what are some characteristics of fitt’s stage 3. autonomous stage of learning?

A
  • Little or no attention on skill
  • longer motor programs
  • higher order cognition
  • increased perceptual anticipation
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9
Q

What are Bernstein’s stages?

A
  • Benstein’s stage 1, reduce degrees of freedom
  • Bernstein’s stage 2: release degrees of freedom
  • Bernstein’s stage 3: Exploit passive dynamics
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10
Q

what are some of the characteristics of Bernstein’s Stage 1: Reduce Degrees of Freedom

A
  • Freezing degrees of freedom
  • Conscious control (make movement happen)
  • Produce rudimentary aspects of the movement ( what are fundamental thinks trying to produce here?)
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11
Q

what are some of the characteristics of “Bernstein’s Stage 2: Release Degrees of Freedom”

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  • release additional degrees of freedom
  • allows for greater flexibility
  • produces more complex movements
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12
Q

What are some characteristics of “Bernstein’s Stage 3: Exploit Passive Dynamics”

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  • Exploit principles of energy and motion
  • maximize skill’s effectiveness
  • maximize skill efficiency
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13
Q

Limitations of Fitt’s and Bernsteins stages include:

A
  • Niether was meant to describe learning as a series of discrete, nonlinear, and unidirectional stages
  • Fitt’s considered performance change to be regressive as well as progressive
  • Task difference also play an important role in the stage views of both Fitts and Bernstein.
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14
Q

What are the characteristics of forgetting?

A
  • longer term retention depends on nature of the task
  • -discrete tasks are forgotten relatively quickly
  • -continuous tasks are trained well over longer period’s of no practice
  • -the amount of practice will influence a learners retention
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15
Q

What is the “warm up decrement?”

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Warm up decrement refers to a specific type of retention DEFICIT due to the loss of an activity SET

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16
Q

Transfer of learning refers to a

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gain or loss of a person’s proficiency on one task as a result of previous experience

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17
Q

movement elements are

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elements that deal with the fundamental patterns of a movement

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18
Q

Perceptual elements are

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aspects that deal with the environmental information

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19
Q

strategic and conceptual elements

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!Aspects that deal with the rules, principles, or strategies

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20
Q

Part practice is

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• Initial rehearsal of complex skills

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21
Q

Fractionalization is

A

parts of a complex skill practice separately

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22
Q

Segmentation is when

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A
  • initial part of a skill practiced

- then a second part is added until the entire target skill is practiced

23
Q

Simplification is when

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A

difficulty of the target skill is reduced in some manner

24
Q

what’s “near transfer”

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A

transfer of learning from one task or setting to another that is very similar

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What is "far transfer"
transfer of learning from one task or setting to another. Very difficult task or setting
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What are some off-task practice considerations?
- Motivation for learning: a learners internalized drive to learn a skill - Directional attention - --external focus - ----cues or information on the environment - --Internal focus: - ----attending to personal thoughts and/or mechanics - demonstrations and modeling. the process by which learners acquire the capability of learning by observing the actions of others - mental practice
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Massed practice is
little rest between performance bouts
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Distributed practice
amount of rest between bouts is longer than the amount of time spent practicing
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Varied Vs. Constant practice:
- Constant practice: rehearsing at one variation of a task - varied practice : different version of the same action (eg different distances) - --majority of learning is to acquire a number of variations of the movement class - --this in most cases, varied practices makes more sense
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Scheme theory:
a set of rules relating the various outcomes of a person's actions to the parameters (short distance of a throw) the person sets to produce those outcomes (eg, a small amount of force)
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Varied practice enhances
- a person's schema - flexibility, adaptability, and generalizability - allows people to apply their learning
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Block practice:
a sequence in which a significant amount of time is spent on one task, then the next task, and so on
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random practice:
a variation in the order of practice; tasks are intermingled or continuously rotated (random practice is supposedly better)
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What are the positives and negatives of block practice?
positives - Block practice has better results during immediate learning - skills become automatic during initial practice negatives - does little to promote comparison of movements - does not produce lasting effects
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What were the findings for random practice?
- demonstrates better retention learning - diminish immediate learning - better for longer term learning
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random practice Elaboration hypothesis:
-increases meaningfulness/ distinctiveness of movements -when shifting to new movements learners are forced to become aware of the -distinctiveness among the skills distinctive memories are easier to retrieve
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Forgetting hypothesis
- The learner Forgets A to do task b - learner must relearn/replan task each time - Forces repeated retrieval l of mp stored in LTM
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Contextual interference
-Conditions that depress performance during initial practice, but produces better learning as measured on a retention test
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What are the two types of feedback?
- inherent feedback: sources from inside the body generating information - augmented feedback: Information from an outside source: eg. time,
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why is augmented feedback important?
- it provides information for the learner that they may not be aware of - it’s the only means that a practitioner has of influencing a learner's behavior
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What are the types of Augmented feedback?
- knowledge of results (KR) | - knowledge of performance (KP)
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Functions of Feedback:
-Positive reinforcement: "I want the behavior to be repeated -Negative reinforcement: "I want to decrease that behavior" Motivation: challenges learner to pursue particular goals, and helps learners when they're making minimal progress
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Functions of feedback:
- Directing attention - Information properties - -movement pattern - -outcome - -descriptive - -prescriptive
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dependency should be
avoided
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How does feedback work?
tradition belief: more feedback was better, & feedback strengthen stimulus response relationship More recently: frequently feedback is detrimental to learning -leads to dependency
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How much feedback do we give?
-shouldn't be after every trial
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what is absolute frequency
the total number of feedback presentations given to the learner
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relative frequency
the percentage of trials receiving feedback.
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What are the types of feedback scheduling?
``` faded feedback bandwidth feedback summary feedback average feedback self controlled feedback ```
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what is faded feedback?
faded feedback is a feedback schedule in which the relative frequency is high in early practice and reduced in later practice
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what is bandwidth feedback
setting a threshold that acceptable for provided feedback when a certain amount of error is reached
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summary feedback:
feedback given over a set criteria during a predetermined time
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Average feedback
average feedback is a type of augmented feedback that presents a statistical average of two or more trials rather than results on any one of them
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Self controlled feedback
-learner decides when they receive feedback
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