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Motor development > Chapters 5-11 > Flashcards

Chapters 5-11 Flashcards

1
Q

5 different types of frequency of feedback

A
  1. faded
  2. bandwidth
  3. summary
  4. average
  5. learner regulated
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2
Q

faded feedback

A

augmented feedback that aids newer learners by providing feedback in the initial stages. as the learner progresses, feedback decreases

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3
Q

bandwidth feedback

A

augmented feedback that is given when a skill error falls outside of a pre determined “correctness”
This helps newer learners because it provides feedback when they perform a skill badly but once they start to perform it correct and get results within the “correct” range, they don’t receive and feedback which is a positive enforcement
-careful when using this because it can be taken as the coach does not know what they are doing by not providing feedback

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4
Q

summary feedback

A

the learner performs a set of trials and the practitioner then provides a summary of how they did in each trial, example is show jumping horses

-not ideal because learner might forget how it felt or what they did in a particular trial

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5
Q

average feedback

A

learner performs a set of trials, and the practitioner provides feedback on one or two particular areas of error

better than summary feedback because it does not overwhelm the learner by giving too much feedback
and it makes the learner focus on the analysis to uncover the true errors in the performance

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6
Q

learner regulated feedback

A

learner asks for feedback only when they feel they need it, this is beneficial because they can get feedback when they want to improve. This aids in the retention of the skill

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7
Q

3 functions of augmented feedback

A
  1. error correction
  2. motivation
  3. reinforement
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8
Q

“sandwich” approach to providing feedback

A
  1. reinforce (what they do right)
  2. correct (give feedback of what needs work)
  3. encourage
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9
Q

what happens when augmented feedback (feedback delay interval) is given too soon?

A

learner will not be actively engaged and wont be able to interpret and correct the error themselves

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10
Q

what happens during the post feedback interval

A

learners synthesize the information they received and formulates a new plan

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11
Q

benefits of manipulating task constraints

A

allows for desired behaviors through the process of guided discovery

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12
Q

5 ways to manipulate task constraints

A

Manipulate:

  1. rules
  2. equipment
  3. task criteria
  4. situational factors (manipulate positioning of players)
  5. playing area
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13
Q

2 types of feedback

A
  1. intrinsic

2. augmented

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14
Q

what is intrinsic feedback and the types

A

Feedback coming from our sensory system

  1. vision
  2. hearing
  3. proprioception
  4. touch
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15
Q

what is augmented feedback

A

feedback coming from an external source

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16
Q

Guided Hypothesis

A

augmented feedback can guide a learner in the correction of performance errors, but if you provide too much feedback it can be detrimental to the skill acquisition

a learner can begin to rely on the constant feedback and will then cease to actively think about what they are doing

children learn differently than adults and require more trials with feedback and a more gradual fading of feedback

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17
Q

5 stages of the temporal model of augmented feedback

A
  1. Performance attempt #1
  2. Feedback delay interval
  3. provision of augmented feedback
  4. post feedback interval
  5. performance attempt #2
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18
Q

3 types of content of augmented feedback

A
  1. error vs correct
  2. descriptive vs prescriptive
  3. degree of precision in feedback
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19
Q

error vs correct feedback

A

Error: use when the goal is to aid the learner in performing the correct form of the skill by providing what needs to be fixed

Correct: this focuses on the learners achievements and helps them know what they are doing right

it is best to use a combination of both

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20
Q

Descriptive vs prescriptive

A

Descriptive: practitioner simply states what the nature of the error was

Prescriptive: practitioner suggests what you can do differently to get the desired results

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21
Q

Degree of Precision in feedback

A

*dont use precise feedback with new learners

must consider the skill level of the learner when using this feedback

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22
Q

When analyzing skills and their erros, practitioners must be able to do what:

A
  1. Analyze the performance
  2. Determine if any errors were present in the performance
  3. What the cause of the error was
  4. And How to Fix the error
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23
Q

What are some limitations of comparing a learners technique to someone elses

A
  1. certain techniques may be more or less suitable due to individual differences
  2. there are various underlying causes
  3. not always a result of poor technique
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24
Q

What are the 5 causes of errors

A
  1. Errors due to constraints
  2. Comprehension errors
  3. Response selection errors.
  4. execution errors
  5. sensory errors
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25
Q

3 different types of errors due to constraints

A
  1. individual (developmental, equipment can cause unwanted movement patterns)
  2. task (structure of the task or drill)
  3. environment (changes in the environment)

and fear

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26
Q

Comprehension errors

A

learner does not understand the requirements due to a short attention span, or a lack of motivation
- can also occur when the learner is trying to correct or refine the skills because they might not know what the error actually is

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27
Q

3 Response selection errors

A
  1. perceptual
  2. decision making errors
  3. recall errors
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28
Q

Perceptual errors

A

Learner can not distinguish between task relevant and irrelevant stimuli or focuses on the wrong cues

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29
Q

Decision making errors

A

learner can misjudge velocity, direction, height, weight, distance, position or could select the incorrect motor program

Hicks law, more stimuli you have to interpret, the longer it takes you to make a decision

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30
Q

Recall errors

A

Learner tries to remember what to do and have difficulty because of the time between practices, or when under stress if they have not practiced enough

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31
Q

3 Execution Errors and descriptions

A

Errors in neuromuscular coordination: learner knows how to execute the movement, they just have not had enough practice to get it totally correct, can also stem from lack of physical strength

Speed accuracy tradeoff: faster something is performed the accuracy can decrease, but with temporal accuracy increasing speed can actually help

Telegraphing: giving info about what you’re going to do before you do it

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32
Q

2 Sensory Errors

A
  1. Visual Errors

2. Proprioception errors: inaccurate feedback that comes from our bodies, such as an injury

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33
Q

Deciding if the error should be corrected

A
  1. is the learner capable of making that change
  2. how much time is needed
  3. is the learner motivated
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34
Q

3 types of corrections

A
  1. Retry: easy to correct, little to no learning required, quick, little to no effect on performance
  2. Refine: improve the established pattern, moderate effort to correct, varying amounts of time, initial performance decrement
  3. Rebuild: takes long periods of time, gets worse before it gets better, frustrating, negative transfer because they need to completely rebuild the skill
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35
Q

6 practice components

A
  1. Blocked vs random
  2. Constant vs Variable
  3. Massed vs Distributed
36
Q

Blocked vs Random practice

A

Blocked (facilitates performance): practice same skill over and over until done, then practice a different skill

Random (facilitates learning): never practice same skill twice in a row in a practice session, switch skill for every attempt

37
Q

Contextual interference effect

Elaboration hypothesis

Action Plan reconstruction hypothesis

A

by having blocked practice the learner produces superior short term performance
By having random practice the learner produces a greater long term learning gains

  • Elaboration hypothesis: during random practice, the working memory stores multiple tasks allowing the learner to make distinctions between them to be more readily formulated
  • Action Plan Reconstruction Hypothesis: random practice facilitates learning by causing temporary forgetting of task solutions, causing learners to regenerate a task solution each time the perform a task
38
Q

Variable vs Constant

A

Variable (learning): use once you have the basic skill down and add some variability in movement and context, changing parameters for the same skill

Constant (performance): use when first learning a skill so we get the basic movement down

Implications: dont design based only on your past experiences
-slowly introduce contextual interference

39
Q

Massed vs distributed

A
  1. Massed (performance): practice for long periods, short rests, fewer sessions
    - more for highly motivated individuals, not children
    - can enhance physical condition
  2. Distributed: work sessions are shorter but more of them, need more time
    - recommended for new and complex skills, tasks with high energy requirements
40
Q

Maximizing time on task

A
  1. rest intervals
  2. equipment substitutions
  3. drill design: is it challenging
41
Q

items to consider when deciding between whole and part practice

A
  1. capability of the learner
  2. attention cueing
  3. nature of the skill
  4. part practice technique
42
Q

2 components of Nature of the Skill

A
  1. Task complexity
    - how many subcomponents
    - how many information processing demands
  2. Task organization
    - interdependence of the components
    - how much does the performance of each part of the skill depend on the comonent that precedes it
43
Q

Part practice method

A
  1. simplifies the skill
  2. lets learners experience early success
  3. lets learners practice on problem areas
44
Q

3 types of Part Practice Techniques

A
  1. Segmentation
  2. Fractionization
  3. Simplification
45
Q

4 types of segmentation

A
  1. Part Whole Method: practice each part separately until you reach a certain criteria then move on to the next one then link them together
  2. Progressive Part Method: practice 1st and 2nd move separately until you reach a certain criteria then link together, Practice 3rd part then link all together
  3. Repetitive Part Method: practice first part at a criterion level and link the 2nd piece and work with both of those then link the 3rd piece. None of the added pieces are practiced individually
46
Q

Forward Chaining

A

work on steps in order

47
Q

Backward Chaining

A

work on steps in reverse order

48
Q

Fractionization

A

skill components normally performed simultaneously

partitioned and practiced independently

  • effectiveness is questionable because you are practicing the movement as one full movement
49
Q

Fitt’s Law (Spatial Accuracy)

A

Performers have to slow their movements as the distance to be moved increased to or the size of the target decreased if you want to perform the task correctly

50
Q

2 parts of speed accuracy tradeoff

A
  1. Fitts law
  2. termoral accuracy (timing)

Implications: during early stages of skill acquisition, de emphasize accuracy

51
Q

3 types of goals

A
  1. outcome goals: final results of a competition relative to ones opponent
    - problems: learner can perform at their peak performance but still get beat, and the performer can perform poorly yet still win
  2. Performance Goals: self improvement which is under the direct control of the learner so more effective than outcome goals
  3. Process Goals: direct the learners focus to achieving some technical element during skill execution
52
Q

Elements of a well constructed goal (SMART)

A
  1. Specific: what you want to accomplish
  2. Measurable
  3. Achievable
  4. Realistic
  5. Timely: time for completion providing a clear target
53
Q

Simplification

A

reduce the level of difficulty of the task by:

  • modifying the equipment
  • reduce coordination requirements
  • change the environments complexity
  • use skill building activities
  • sequence from simple to complex
54
Q

2 ways to directly influence learning preparation

A
  1. Capture learners undivided attention

2. stimulate interest (enthusiasm is contagious)

55
Q

3 ways to ensure you have learners undivided attention

A
  1. distraction free
  2. learner can hear and see you clearly
  3. equipment
56
Q

Considerations when providing verbal instruction

A
  1. introducing the skill
  2. amount of info
  3. precise language
  4. internal vs external focus
  5. verbal cues
  6. learning styles
  7. checking for understanding
57
Q

Internal vs external focus

A

Internal
-focuses learners attention on their own body movements, not always the best way with new learners because they over think their movements

External
- focuses learners attention on the effects of their actions on the environment which is more effective since they are not focusing on their every movement

58
Q

4 things for effective verbal cues

A
  1. be concise
  2. limit the number
  3. be accurate
  4. use the same cues repeatedly
59
Q

Demonstration

A

showing a learner a new skill

-modeling or observational learning

60
Q

Mirror neurons

A

these are nerve cells that fire when a learner is watching someone else demonstrate a skill

this is the neural mechanism through which observational learning occurs

61
Q

2 theories of observational learning

A
  1. Social Cognitive Theory
    - observe a performance
    - process information
    - transform it into cognitive memory
  2. Dynamic interpretation of modeling
    - demonstration teaches the movement pattern
    - learner can reproduce the movement
62
Q

When designing demonstrations what decisions do you need to make

A
  1. What should be demonstrated
    - Coordination over control
    - entire skill over part of the skill
    - real time over slow motion
  2. who should demonstrate
    - Learner should demonstrate so you can relate
  3. how should they be organized
    - use appropriate formation
    - demonstrate for both right and left limb dominance
  4. When and how often
    - several times before practicing
    - for how often it depends on the learns skill level
63
Q

Discovery learning

A

learner tries to solve a movement problem by exploring different task solutions which facilitates learning
-practitioner acts as facilitator

64
Q

guided discovery

A

step by step process that leads to the discovery of a concept

learner discovers technique and an understanding of why the technique is used

65
Q

Manual Guidance

A

practitioner or device moves learner through a desired ROM

- this is not ideal because it encourages passive learning

66
Q

Global learners

A

like to know the big picture first then the details later and they prefer humor, graphics, and anecdotes

67
Q

analytic learners

A

look at new info in a step by step sequence

prefer rules, guidelines, and procedure

68
Q

4 types of learners

A
  1. visual
  2. auditory
  3. analytic (the why)
  4. kinesthetic
69
Q

Positive transfer

A

past experiences help you with new skill

70
Q

negative transfer

A

does not help with new skill

71
Q

zero transfer

A

no influence

72
Q

Identical Elements Theory

A

transfer is a function of the number of elements two skills have in common

73
Q

Transfer Appropriate processing theory

A

practice conditions similar to the performance

  • problem solving
  • decision making
  • strategy
74
Q

How to foster positive transfer

A
  1. analyze the skill
  2. determine the cost benefit tradeoff
  3. get to know the learner
  4. point out similarities and differences
  5. make sure skills have been well learned
  6. consider the skill level of the learner
75
Q

For positive transfer: Analyze the Skill

A
  1. examine the subcomponents
  2. the movement pattern
  3. perceptual elements
  4. temporal and spatial elements
76
Q

fostering positive transfer: motivation

A

give learners a reason to learn a new skill

77
Q

how to increase motivation

A
  1. give learners choices
  2. provide opportunities for learners to initiate activites
  3. allow for freedom of expression
  4. establish clear expectations
78
Q

What is learning

A

a relatively permanent change in behavior that is due to practice

79
Q

what is performance

A

an observable behavior that is temporary and may not be due to practice

-influenced by performance variables: fatigue and alertness

80
Q

Characteristics of learning

A
  • improvement
  • consistency
  • stability
  • adaptability
81
Q

Fitts and posners 3 stage model

A
  1. Cognitive
    - getting the basic idea of movement
    - self talk
    - lots of errors
    - attention demanding
  2. Associative
    - refine movement pattern
    - more consistent
    - fewer errors and better at detecting them
  3. Autonomous Stage
    - goal is to reproduce the exact movement
    - automatic
    - consistent
    - error detection and correction
    - improve style and form
82
Q

Gentiles 2 stage model

A
  1. Getting the Idea of the Movement
    - development of ability to discriminate between regulatory and non regulatory conditions
    - development of the basic movement pattern
  2. a. Fixation (closed skill): refinement of the movement pattern

b. Diversification (open skill): adaptation of movement to conform to ever changing environmental demands

83
Q

How to assess learning

A
  1. consistency
  2. time
  3. accuracy
  4. frequency
  5. distance
  6. performance curves
  7. retention tests
  8. transfer
84
Q

limitations of performance curves

A

represents temporary effects

-often obtained by calculating the mean of several attempts

85
Q

transfer tests

A

measures adaptiblity

86
Q

performance plateaus

A

no obvious change in performance

Motor development (3 decks)

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