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Motor Learning and Human Performance > Exam 3 > Flashcards

Exam 3 Flashcards

1
Q

Keep Your Eye on the Ball

A

when projectile is approaching at 100 mph

  • can’t keep eye on ball = professional batters
  • professional batters can only track the ball within 5 - 5 1/2 feet
  • angular velocity of 500 degrees/sec
  • humans can only track up to 70 degrees/sec
  • fastest reaction athletes were at 5 feet
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2
Q

Kinesthesis Perception

A

perceptional activity arriving from proprioceptors that reside in muscles, tendons, and skin

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3
Q

Proprioceptors

A

structural components in the body that reside in muscles, tendons, and skin

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4
Q

Kinethesis

A
  • information about the position of body parts
  • ability to discriminate speed or amplitude of movements
  • ability to discriminate movement
  • ability to discriminate pressure
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5
Q

Proprioceptor

A
  • ruffin receptors
  • golgi tendon organ
  • vestibular appartus
  • muscle spindles
  • joint receptors
    • pacinian corpuscle
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6
Q

Ruffin Receptors

A

heat sensitivity, deep in skin, lip and oral cavity

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7
Q

Golgi Tendon Organ

A

tendons, junction of tendons and muscles, function to detect force through tendons due to lengthening of muscle, work with muscle spindles, aid in spatial position

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8
Q

Vestibular Appartus

A

temporal lobe of inner ear and give information about head position, linear and angular acceleration, visual fixation

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9
Q

Muscle Spindles

A

located in muscles, function to direct change in muscle fiber length, limb movement and acceleration, limb spatial spatial position

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10
Q

Joint Receptors

A

located in capsules and ligaments, function to detect joint spatial positioning and joint velocity and direction

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11
Q

Pacinian Corpuscle

A

deep pressure, stretch vibration, found in ski and around ligaments, especially in fingers

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12
Q

To Practice Kinesthesis

A
  • close eyes/blindfold
  • manual manipulation
  • talk “feel” - proprioceptor terms
  • video
  • mirrors
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13
Q

Kinesthetic Aftereffects

A

perceived modifications in the weight, size of an object or perceived distortion of limb position, movement, intensity of muscular contraction as a result of exposure to environmental condition or object

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14
Q

KA Research

A

KA in 100% of studies felt faster or felt better but factual data said no improvements

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15
Q

Pain

A

perceptional process that represents an individual’s response to noxious injurious stimuli

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16
Q

Objective Measure

A
  • heat
  • cold
  • cleat
  • blood
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17
Q

Pain Tolerance

A

highly individual and variable, highest level of noxious injurious stimuli you will endure

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18
Q

Pain Threshold

A

common, inuring, lowest level reported pain

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19
Q

Pain Augmenters

A

individuals that engage in psychological behavior that increase perception of pain

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20
Q

Pain Reducers

A

individuals that engage in psychological behaviors that decrease perception of pain

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21
Q

Factors that Effect Pain Tolerance

A
  • past experiences
  • training state - meaning attached to pain
  • personality
  • nature of task
  • expectations
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22
Q

Objectice Fatigue

A

physiological, measurable, biochemical, electrical, or structural changes

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23
Q

Subjective Fatigue

A

perceptional, highly individual, subjective feeling of tiredness, not measurable

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24
Q

So What? - Fatigue

A
  • optimally fatigue clients based on individual and task itself
  • more is not better
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25
Speed/Accuracy
- if you tell a client to be fast they will do it faster with more errors - if you tell a client to be accurate then they will do it slower and less errors - if you are told to be fast and speed then fewer errors and a little bit slower
26
Emphasize Speed or Accuracy
- in skills which speed is the prime factor for success then emphasize speed from the start - if accuracy is the most important then emphasize accuracy from the start - if both are important then emphasize both from the start
27
Either Speed or Accuracy
if it could go either way then emphasize on speed is preferred - transfer from speed to accuracy is greater than transfer from accuracy to speed - no spatial or temporal changes
28
Extreme Emphasize Speed or Accuracy
extreme emphasis on either is detrimental and leads to bad technique -want game like conditions
29
Exceptions to Rules
- severe performance problem - safety is an issue - different abilities impact speed/accuracy abilities depending on what stage you are in
30
Visual Learner
early advantage
31
Kinesthetic Learner
late advantage
32
3 Things That Making Predicting Even Harder
1. if the task is complex 2. ample practice time is not available 3. the group is the same
33
Warm Up Research
equival (goes either way)
34
Warm-Up Decrement
poor performance following a lay off after even a brief time (few minutes ----hours/days/weeks)
35
3 Considerations For Performance Quality
1. learning process is understood and has to do with perception 2. understand your particular learner (motivation, past experiences) 3. situational processes (feedback type, setting, practice schedule)
36
Skills
achieving a consistent degree of success against a reference movement with efficiency and effectiveness - relative quality not absolute - ability to bring about movement with maximum certainty and minimum time - skill = speed x accuracy x form x adaptability
37
Ability
general induring characteristics that are primarily effected by biology and hereditary -general trait or capacity of individual that is a determinate of their achievement potential
38
Skills - Elements
1. perceive that relevant environmental features 2. decide what to do, where, and when 3. produce the correct muscle movement - postural components - body transport components - manipulation components
39
Coping Modeling
demonstration done at or similar to the clients
40
Master Modeling
demonstration in the final stages of the final autonomous phase
41
You Want to be a Better Model
- model similarity - model nuturance - model competence - reinforce clients
42
Your Client to Benefit From Modeling
- attend to relative cue - remember those critical cues - process necessary cues - get reinforcement when they do things correctly
43
Singers 5 Step Strategy
- readying - imaging - focusing - executing - evaluating
44
Readying
mental and physical
45
Imaging
mental pictures of successful performance
46
Focusing
attending to most critical cue at the time
47
Excuting
performing automatic
48
Evaluating
self-evaluation of outcome
49
Massed-Distributed
- amount of time spent within a part of practice - no absolute value - total practice time has to be the same
50
Massed
all at the same time (15 minutes at once)
51
Distributed
spread out of time (5 min, 5 min, 5 min)
52
Instrinsic
- kinestetic or propriceptors (from within) | - self-talk
53
Extrinsic
- comes from outside performer | - non-verbal or sound
54
Concurrent
as the person is performing
55
Terminal
after the performance
56
Immediate
5 to 7 seconds
57
Delayed
anything greater than 7 seconds
58
Non-verbal
instruments, non-verbal communication, facial expressions
59
Verbal
outward expression with words
60
Seperate
after each response
61
Accumulated
2 or more
62
Augmenting IF Through Verbal Cues
IF is an explanation of the reason for success or failure
63
Several Difficulties with IF
- too much information provided so that learner is confused - Feedback (FB) may be so generalized and vague that it fails to communicate the specific information - FB may be delayed so that it has little meaning at the time
64
What Conditions Affect KR?
- task specificity - spacing of KR - delay of KR - frequency of KR - magnitude and direction of reported error - type of KR - alertness of learner in supplying own KR
65
What Methods are Available for Providing KR?
- verbal direction - manual guidance - visual aids - demonstrations - kinesthetic feedback
66
Optimal Level Hypothesis
increasing the precision of the feedback is most beneficial but only to certain level but after that it has diminishing and negative effects
67
Functions of Feedback
- inform - reward - motivate
68
Inform
- 80% of feedback should be this | - specific, factual, evidence bases information
69
Reward
feedback given to compliment something they are already doing
70
Motivate
feedback given to encourage behavior or performance you have not seen yet
71
Inappropriate Feedback Methods
- excessive praise for success on an easy task - excessive praise for moderate performance - ignore errors
72
Big Mac Attach - Feedback Guidlines
- positive - what was done - what to do - why - positive feedback
73
Positive
truthful, authentic, genuine, contingent
74
Whole Practice
a segregated, independent pattern which possesses unity, coherence, and meaning in itself above that implied by its part
75
Part Practice
an element in a total situation which is essential to the meaning as a whole but which loses its peculiar meaning when isolated from the whole
76
Task Complexiy
demands on a person's memory
77
Task Organization
interrelationship of the tasks components
78
Fractionization
- A, B, C, D - a part- task training method related to bimanual skills that involves practicing each arm separately before performing with the arms together
79
Segmentation
A, B, AB, C, ABC -a part-task training method that involves separating the skill into parts and then practiced the parts so that after one part is practiced, it is then practiced together with the next part, and so on
80
Simplification
decreasing difficulty of whole skill
81
Pure Part
(1,2,3,4,5)
82
Progressive Part
(1) (2) (12)(3) (123) (4)
83
Whole Repetitive Part
(1) (1-2) (1234)
84
Whole Part Whole
(12345) (2) (12345) (3)
85
Pure Whole
(12345) (12345)
86
High Task Complexity and Low Task Organization
Part
87
Low Task Complexity and High Task Organiation
Whole

Motor Learning and Human Performance (3 decks)

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