MC/ML

Question 1

Discrete motor skill

Answer 1

specified beginning and end point
ex: hitting ball w/bat

Question 2

Serial motor skill

Answer 2

continuous series of discrete skills
ex: sit to stand, floor gymnastics routine

Question 3

Continuous motor skill

Answer 3

no recognizable beginning or end; usually involves reptitive, uninterrupted movements
ex: running, swimming, cycling

Question 4

Closed motor skill

Answer 4

stationary support surface, object, and/or other people

performer determines when to begin the action

Question 5

open motor skill

Answer 5

involves a supporting surface, object, and/or people in motion

environmental features determine when to begin the action

Question 6

General Motor Ability Hypothesis

Answer 6

many motor abilities are highly related, person can be described as having global motor ability

Question 7

Specificity of Motor Ability Hypothesis

Answer 7

many motor abilities are relatively independent, each person varies in the amount of each ability

Question 8

Massed practice

Answer 8

amount of practice time in a trial greater than amount of rest between trials

usually longer and fewer sessions

ideal for conditioning

often applied to continuous skills

Question 9

Distributed practice

Answer 9

amount of rest between trials is equal to or greater than amount of time for a trial

more frequent and shorter sessions, can improve learning

allows learner to reflect

preferred when: safety is of concern, goal is for strong performance on every trial, limit fatigue

Question 10

Constant variable

Answer 10

practice one variation of the skill

Question 11

Variable practice

Answer 11

increases ability to adapt and generalize learning
more difficult during acquisition and tends to degrade performance but tends to increase learning and transfer

Question 12

Random practice

Answer 12

no particular order

most effective when used with skills that use different patterns of coordination

does not integrate well with constant practice

Question 13

Contextual interference

Answer 13

memory and performance disruption that results from performing variations of a skill within the context of practice

high amount = better learning

Question 14

Regulatory conditions

Answer 14

features of the environment that shape the movement (movements much conform to achieve goal)
i.e. uphill/downhill

Question 15

Non-regulatory conditions

Answer 15

features of the environment that don’t shape movement and movement doesn’t have to conform but affects movement i.e. performance anxiety

Question 16

When is massed practice preferred?

Answer 16

conditioning; often applied to continuous

Question 17

Massed vs. Distributed Practice

Answer 17

Massed = amount of practice time is greater than rest
- longer fewer sessions

Distributed= rest is greater or equal to practice time
- more frequent, shorter

Question 18

When is distributed practice preferred?

Answer 18

safety is concern, goal is strong performance every trial, want to limit fatigue, limit provocation of symptoms

Question 19

What is variable practice good for? Bad for?

Answer 19

increasing adaptability and generalizes learning

difficult during acquisition and can degrade performance BUT can increase learning and performance

Question 20

When is random practice more effective?

Answer 20

with skills that use different patterns of coordination

Question 21

Knowledge of results

Answer 21

about outcome of movement

Question 22

Knowledge of performane

Answer 22

feedback about movement characteristics

Question 23

_____ of feedback should fade with learning improving

Answer 23

frequency

Question 24

What can happen if feedback is given to quickly?

Answer 24

does not allow learner time to internalize

Question 25

When is whole practice best used?

Answer 25

learner needs to learn how to coordinate actions

Question 26

What determines effectiveness of part practice?

Answer 26

degrees of transfer from part to whole

Question 27

Postural control

Answer 27

postural stability + postural orientation

Question 28

Postural stability

Answer 28

ability to control COM over BOS

Question 29

Postural orientation

Answer 29

ability to maintain relationship between body segments and body and environment

Question 30

Focused attention

Answer 30

focus on and respond to specific stimulus
i.e. start when is say “go”

Question 31

Sustained attention

Answer 31

sustain attention over time
i.e. watching movie, attentiveness during 2 hr lecture

Question 32

Selective attention

Answer 32

focus attention with distracting stimuli

Question 33

Alternating attention

Answer 33

shift focus between tasks
i.e. make dinner, answer phone, eat dinner, clean up

Question 34

Divided attention

Answer 34

responding simultaneously to different tasks

Question 35

What type of focus tends to benefit novice learners?

Answer 35

internal
“how does it feel to perform the movement”

Question 36

What type of focus tends to benefit to benefit skilled performer?

Answer 36

external
expected movement outcome, environment cues

Question 37

Dual Task

Answer 37

concurrent performance of two tasks that are distinct and have separate goals

Question 38

Declarative memory

Answer 38

facts/events/steps in a process

Question 39

Non-declarative memory non-associative

Answer 39

habituation and sensitization

Question 40

Non-declarative memory associative

Answer 40

classical conditioning (stimulus to outcome)
operant (behavior to reward)

Question 41

Non-declarative memory procedural

Answer 41

motor performance with more automaticity

Question 42

Schmidt’s Schema Theory