Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

faded feedback

A

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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

3 functions of augmented feedback

A
  1. error correction
  2. motivation
  3. reinforement
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

“sandwich” approach to providing feedback

A
  1. reinforce (what they do right)
  2. correct (give feedback of what needs work)
  3. encourage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what happens during the post feedback interval

A

learners synthesize the information they received and formulates a new plan

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

benefits of manipulating task constraints

A

allows for desired behaviors through the process of guided discovery

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

2 types of feedback

A
  1. intrinsic

2. augmented

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what is intrinsic feedback and the types

A

Feedback coming from our sensory system

  1. vision
  2. hearing
  3. proprioception
  4. touch
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what is augmented feedback

A

feedback coming from an external source

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

3 types of content of augmented feedback

A
  1. error vs correct
  2. descriptive vs prescriptive
  3. degree of precision in feedback
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
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
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
3 different types of errors due to constraints
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
26
Comprehension errors
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
27
3 Response selection errors
1. perceptual 2. decision making errors 3. recall errors
28
Perceptual errors
Learner can not distinguish between task relevant and irrelevant stimuli or focuses on the wrong cues
29
Decision making errors
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
30
Recall errors
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
31
3 Execution Errors and descriptions
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
32
2 Sensory Errors
1. Visual Errors | 2. Proprioception errors: inaccurate feedback that comes from our bodies, such as an injury
33
Deciding if the error should be corrected
1. is the learner capable of making that change 2. how much time is needed 3. is the learner motivated
34
3 types of corrections
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
35
6 practice components
1. Blocked vs random 2. Constant vs Variable 3. Massed vs Distributed
36
Blocked vs Random practice
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
Contextual interference effect Elaboration hypothesis Action Plan reconstruction hypothesis
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
Variable vs Constant
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
Massed vs distributed
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
Maximizing time on task
1. rest intervals 2. equipment substitutions 3. drill design: is it challenging
41
items to consider when deciding between whole and part practice
1. capability of the learner 2. attention cueing 3. nature of the skill 4. part practice technique
42
2 components of Nature of the Skill
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
Part practice method
1. simplifies the skill 2. lets learners experience early success 3. lets learners practice on problem areas
44
3 types of Part Practice Techniques
1. Segmentation 2. Fractionization 3. Simplification
45
4 types of segmentation
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
Forward Chaining
work on steps in order
47
Backward Chaining
work on steps in reverse order
48
Fractionization
skill components normally performed simultaneously partitioned and practiced independently - effectiveness is questionable because you are practicing the movement as one full movement
49
Fitt's Law (Spatial Accuracy)
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
2 parts of speed accuracy tradeoff
1. Fitts law 2. termoral accuracy (timing) Implications: during early stages of skill acquisition, de emphasize accuracy
51
3 types of goals
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
Elements of a well constructed goal (SMART)
1. Specific: what you want to accomplish 2. Measurable 3. Achievable 4. Realistic 5. Timely: time for completion providing a clear target
53
Simplification
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
2 ways to directly influence learning preparation
1. Capture learners undivided attention | 2. stimulate interest (enthusiasm is contagious)
55
3 ways to ensure you have learners undivided attention
1. distraction free 2. learner can hear and see you clearly 3. equipment
56
Considerations when providing verbal instruction
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
Internal vs external focus
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
4 things for effective verbal cues
1. be concise 2. limit the number 3. be accurate 4. use the same cues repeatedly
59
Demonstration
showing a learner a new skill | -modeling or observational learning
60
Mirror neurons
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
2 theories of observational learning
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
When designing demonstrations what decisions do you need to make
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
Discovery learning
learner tries to solve a movement problem by exploring different task solutions which facilitates learning -practitioner acts as facilitator
64
guided discovery
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
Manual Guidance
practitioner or device moves learner through a desired ROM | - this is not ideal because it encourages passive learning
66
Global learners
like to know the big picture first then the details later and they prefer humor, graphics, and anecdotes
67
analytic learners
look at new info in a step by step sequence | prefer rules, guidelines, and procedure
68
4 types of learners
1. visual 2. auditory 3. analytic (the why) 4. kinesthetic
69
Positive transfer
past experiences help you with new skill
70
negative transfer
does not help with new skill
71
zero transfer
no influence
72
Identical Elements Theory
transfer is a function of the number of elements two skills have in common
73
Transfer Appropriate processing theory
practice conditions similar to the performance - problem solving - decision making - strategy
74
How to foster positive transfer
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
For positive transfer: Analyze the Skill
1. examine the subcomponents 2. the movement pattern 3. perceptual elements 4. temporal and spatial elements
76
fostering positive transfer: motivation
give learners a reason to learn a new skill
77
how to increase motivation
1. give learners choices 2. provide opportunities for learners to initiate activites 3. allow for freedom of expression 4. establish clear expectations
78
What is learning
a relatively permanent change in behavior that is due to practice
79
what is performance
an observable behavior that is temporary and may not be due to practice -influenced by performance variables: fatigue and alertness
80
Characteristics of learning
- improvement - consistency - stability - adaptability
81
Fitts and posners 3 stage model
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
Gentiles 2 stage model
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
How to assess learning
1. consistency 2. time 3. accuracy 4. frequency 5. distance 6. performance curves 7. retention tests 8. transfer
84
limitations of performance curves
represents temporary effects | -often obtained by calculating the mean of several attempts
85
transfer tests
measures adaptiblity
86
performance plateaus
no obvious change in performance

Motor development (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions