Lecture 3 Flashcards
Skill vs movement
the ability to bring about some end result with maximum and minimum outlay of energy, or of time and energy
how do we define a skill
- Skills have a desired environmental goal
- handstand
- walking after a stroke
- reaching to touch a button - Skills have a performance goal
- luck does not play a large role - Efficiency is required for optimum performance
- mechanics
- physiological energy efficiency
- psychological/mental energy efficiency - Time
- with practice, time is minimized
- balance between time and accuracy – faster may mean less accurate
what are the components of a skill
- Perception of the relevant information- taking in the important environmental info needed to perform the skill, pick the most relevant regarding the skill
- Deciding how to achieve the goal (skill outcome)- deciding what to do, when and where to achieve the goal
- Production of processes to achieve the goal- organization of muscles of body, chooses what the body needs to do
- Execution-
a) quality of execution- early learner vs skilled learner
b) perception- action- taking in visual info and asses and processes info and gain info about environment
c) muscle activation- how fast, how small, ect the body should move
2 classification of skills
- open skills and closed skills
2. discrete, continuous, and serial skills
open skills
a) open skills:
- environment is variable and unpredictable, therefore performer cannot effectively plan entire movement in advance
- with practice of an open skill, we know we can learn to adjust to our environment (football)
ex) drivers education: uncontrolled to more control and learn to predict
closed skills
b) closed skills:
-environment is stable and predictable
ex) swimming in an empty lane in a pool, drilled a hole into a black of wood
TABLE 1.1 open and closed skills continuum
predictable environment: gymnastics, archery, typing
semipredictable: walking a tightrope, steering a car, playing chess
unpredictable: playing soccer, wrestling, chasing a rabbit
discrete skills
a) discrete skills:
-easily defined beginning and end
-often results in a measured outcome score
-can be cognitive and can be primarily a motor task
Ex) throwing a ball, turning on a light switch
continuous skills
b) continuous skills:
- no particular beginning or end, the behavior flows for several minutes
ex) swimming in a pool
- unique continuous skill: the tracking task: the performer controls a type of lever/handle (steering wheel) to follow the movements of a target ex) typing, writing
- measured using RMSE- root mean square error
serial skills
c) serial skills:
- grouping of discrete skills performed together to create a more complex action
- with practice: can become smoother, and more rapid
ex) teaching how to throw a ball
3 ways: how do we measure skill accuracy
constant error
absolute error
variable error
constant error
- Constant error: measure of average bias/directional error
E= sum, i= the trail number, X= score, T= target distance, N= the number of trials
-the error deviation of each throw, relative to the target
-these error deviations are then averaged (divided by N, the number or trials)
-interpretation- participant A tended to overthrow by 4ft, participant B tended to underthrow the target by 2.6ft.
absolute error
- Absolute error: an absolute measure of error
E= sum, i= the trail number, X= score, T= target distance, N= number of trials
-the sum of the absolute value of the error scores, averaged
-interpretation-the direction of the error is disregarded, participant A was more/less off target than participant B
variable error
- Variable error: measure of consistency/inconsistency
- OR each individual score in comparison to his/her average CE score
- interpretation- even though participant A’s throw was closer to the target than was participant B’s average throw, A was more inconsistent in those throws than was B
