Motor Learning 3 Flashcards Preview

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Flashcards in Motor Learning 3 Deck (24)
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1
Q

What is overlearning?

A

The continuation of practice beyond the needed amount to reach a performance criterion

2
Q

What is ‘massed practice’?

A

When the amount of rest between trials/sessions is short

3
Q

What is ‘distributed practice’?

A

when the amount of rest between trials/sessions is long

4
Q

What is ‘complexity’ of a skill?

A

Number of parts or components and/or degree of information processing and attention demands in a skill

5
Q

What is skill ‘Organisation’?

A

Relationship between components of the skill (dependency)

6
Q

What is skill fractionation?

A

Practicing one part at a time, before putting it all together

7
Q

What is skill segmentation?

A

Starting with one part, and adding parts in until all of them are together

8
Q

When would skill fractionation be useful?

A

When a skill is complex with many steps, all of which are discrete from the other steps of the skill, and do not rely on the previous step to perform it e.g. a gymnastics routine

9
Q

When would skill segmentation be more useful?

A

When the steps of the skill work fit together and you cannot separate them discretely, like juggling.

10
Q

What are some examples of skill simplification?

A
  • Reducing object difficulty
  • reducing attention demands
  • reducing speed
  • Adding cues
  • sequencing
  • simulation
11
Q

What are the two types of feedback?

A

Task Intrinsic

Augmented

12
Q

What are the elements of Task intrinsic feedback?

A

Audio
Visual
Proprioception
Tactile

13
Q

What are the elements of Augmented feedback?

A

Knowledge of Results, and Knowledge of Performance

14
Q

What is augmented feedback?

A

Feedback that your sensory system cannot provide

15
Q

What is Knowledge of Results as augmented feedback?

A

Externally presented information about the outcome performance, e.g. error, score, yes or no.

16
Q

What is knowledge of performance as augmented feedback?

A

Externally presented info about the movement characteristics that determined the performance outcome, e.g. timing, joint angle pattern, overall technique told by a coach

17
Q

What is the potential issue of providing visual or audio simulated feedback?

A

It wont be present in the real context. Low practice specificity. Attentional demand takes away from focus on the activity itself, focusing too much on the cues

18
Q

What are the two roles of augmented feedback?

A

To facilitate and motivate

19
Q

Is augmented feedback always beneficial? Always needed?

A

Depends on skill and person.

  • Essential if sensory feedback not available, or a lack of self evaluating ability.
  • Maybe if involving multilimb coordintion or moving fast.
  • Maybe not if observation of other performers practice is available or learners become dependent on feedback info.
20
Q

What are the different ways feedback can be structured?

A
  • Focus on error vs reference
  • Focus on KR or KP
  • Qualitative or Quantitative
21
Q

KR feedback is useful when:

A
  • To confirm own assessment (intrinsic feedback)
  • When outcome cannot be determined
  • To motivate
  • To foster discovery-learning practice
  • To focus on effects
22
Q

KP feedback is useful when:

A
  • When movements need to follow specific patterns
  • When skills require complex coordination
  • To induce specific kinetic/kinematic/muscle activation profiles
  • KR is redundant
23
Q

What are the different types of KP feedback?

A
  • Verbal
  • Video
  • Movement kinematics/kinetics
24
Q

Is EMG, HR and other physiological process info KP or KR feedback?

A

KP