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Motor Control Exam 3 > Exam 4 > Flashcards

Exam 4 Flashcards

(46 cards)

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1
Q

Useful communication (not directly related to skill development)

A
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2
Q

4 types of attentional focus, examples, and use

A

Broad vs narrow
Internal vs. external

Broad: better for performance (less conscious processing
Narrow: required for change with advanced performance
Internal:
External: better for learning and performance

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3
Q

What makes people nervous

A

Newness, uncertainty, ego (failure, public display, change), safety

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4
Q

Create quality cues:

A

Ideally 2-3 cues
Ideally 1-2 words each
Words that are helpful information
Words that are memorable

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5
Q
A
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6
Q

How to help with the nerves

A
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7
Q

30 point question
List 3 general approaches for instructing motor skills and describe at least five specific guidelines for each
(3x5)=15

A

Verbal (listening), visual (seeing), and kinesthetic (doing)

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8
Q

Issues with using words

A

Vocabulary, interpretation, precision
Possible overloading
Rapid forgetting
Knowing does not ensure doing

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9
Q
A
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10
Q

What percentage of people refer each style

A

15 % verbal
40 % visual
45 % kinesthetic

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11
Q

Verbal strategies

A
  1. Signal communication (names, non-verbal, wait)
  2. Eliminate distractions (back to wall, manage objects)
  3. Be interesting (inflect, move, enthusiasm, smile, humor)
  4. Organize/chunk/space out the information
  5. Relate it to prior knowledge and experience
  6. Repeat key information
  7. Use questions
  8. Be consistent with vocabulary
  9. Seek to be effective with less words
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12
Q

Visual strategies

A
  1. Show more than once
  2. Show more than one angle (side of the pool, uw, etc.)
  3. Consider if “show and tell” is too much at once
  4. Use “stop action” or slow motion to direct attention to spatial anchors
  5. But make the first demonstration full speed
  6. Avoid showing non-examples (don’t confuses unconscious)
  7. Use tech (videos, video analysis, video software)
  8. Realize information about parameters is often more easily communicated verbally
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13
Q

Kinesthetic strategies

A
  1. Use rehearsals
  2. Use active guidance and minimize passive guidance (read the book) active-client is in charge. Passive- it is guided by the instructor
  3. Make PG as real as possible, especially the relative timing

With PG:
B sensitive to possible discomfort
Limit areas touched
Inform/get consent
Soften resistance (“let me”

Relate to learned skills
Get to practice quickly, stop and refine quickly and provide ongoing information and feedback

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14
Q

Active vs passive guidance

A
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15
Q

Practical recommendations to provide feedback

A

Study, become an expert on the skill you teach
Learn to look carefully
Look for patterns of errors, not just errors

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16
Q

5 general considerations when giving feedback

A
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17
Q

Extrinsic feedback

A

Feedback from source outside of performer, usually from a professional (coach)

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18
Q

Benefits of FB

A

Guides improvement
Motivates

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19
Q

Risks of feedback

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A

Overthinking
Dependency

20
Q

Get real feedback considerations

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A

what part of the performance
How much
When
What type
How precise

21
Q

Program, parameter feedback

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A

Program: whether the program was selected well

parameter: part of the skill

22
Q

Summary, arange feedback

23
Q

Bandwidth feedback

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A

Bandwidth feedback is a strategy often used in teaching and coaching to encourage learning and independence. It involves giving feedback only when a learner’s performance goes outside a predefined range of acceptable results—the “bandwidth.” Essentially, if the performance stays within the range, no feedback is given; if it falls outside, constructive feedback is provided.

This method helps reduce constant corrections, allowing learners to self-assess and refine their skills more effectively. It’s commonly applied in areas like sports training, skill acquisition, or even classroom settings. Would you like examples or further exploration on how it’s used in practice?

24
Q

Fading, faded feedback

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A

Faded feedback, or fading feedback, is a teaching and coaching strategy where the amount of feedback provided to a learner is gradually reduced over time. Initially, learners receive frequent and detailed feedback to guide their performance. As they become more skilled and confident, the feedback is scaled back, encouraging them to rely on their own judgment and problem-solving abilities.

This approach is often used in motor learning, skill acquisition, and training programs to promote independence and long-term retention of skills. By reducing feedback gradually, learners are less likely to become dependent on external guidance and more likely to develop internal mechanisms for evaluating and improving their performance.

Would you like to explore examples of how this is applied in specific fields?

25
Error detection practice
26
What feedbacks are better in performance settings
Parameter FB, RS FB, SI FB Not a program FB
27
How to make feed back more effective
Ask questions before providing feedback
28
KR v KP
In motor learning, **KR (Knowledge of Results)** and **KP (Knowledge of Performance)** are two types of augmented feedback that help learners improve their skills: - **Knowledge of Results (KR)**: This feedback provides information about the outcome of a movement or task in relation to its goal. For example, a coach might say, "Your shot missed the target by 2 inches." KR focuses on the result rather than the process of the movement. - **Knowledge of Performance (KP)**: This feedback gives information about the movement pattern or technique used to perform the task. For instance, a coach might say, "You need to bend your knees more during the jump." KP emphasizes how the movement was executed. Both types of feedback are essential for skill acquisition, but they serve different purposes. KR helps learners understand whether they achieved their goal, while KP helps them refine their technique. Would you like to explore how these are applied in specific activities or sports?
29
Concurrent feedback
Concurrent feedback refers to feedback provided to a learner or performer **during the execution of a task**. This real-time feedback allows individuals to make immediate adjustments to their actions while they are still performing the task. It is commonly used in motor learning, sports training, and rehabilitation.
30
Instantaneous feedback
Instantaneous feedback refers to feedback that is provided immediately after an action or performance. This type of feedback is often used in learning, training, or work environments to help individuals quickly understand what they did well or what needs improvement. Because it happens in real-time, it allows for immediate adjustments and reinforces learning more effectively.
31
Delayed
32
Descriptive feedback
This is what happened (you turned too slowly, you dropped the elbow) Does not tell you what to do!!
33
Evaluative feedback
+/-
34
Prescriptive
“Do this”
35
Feedback division based on time of delivery
Immediate (right after, best for immediate performance), delayed (allows to process), concurrent (during performance,such as HR, mirrors… hard to do) Use more than just immediate feedback, determine when delayed and concurrent useful.
36
3 types of feedback
Descriptive Evaluative Prescriptive Use prescriptive the most, the others are good for error detection after prescriptive feedback Because feedback is usually experienced as negative evaluative fb can be helpful
37
How can you lessen resistance to changing old habits?
Effective instructional fb Avoid words like mistakes Promote patience Have them make a mistake on purpose Explain the long term reward Start small Begin asking “just notice” Use video and data to support your claims Humor
38
Difference between perfromance and learning
39
General issues related to assessment
40
Design analysis rubrics
41
42
Why is assessment important
For teachers Grading, motivation, credibility Providing feedback, planning, refining instructions, differentiation For fitness/health professional Motivation, progress, diagnosis, planning
43
Performance vs. learning
Performance:directly observable Learning: can be evaluated by pre-test post-test
44
Performance vs. Learning assessment
Performance useful to make some decisions (performance has much going into it tho) Ongoing assessments necessary for professionals to make good decisions
45
46
What to consider while assessing
Realizability- does it give reasonably similar data on different measure to, do different measures get the same data on the same thing Validity- does it measure what it is supposed to measure Efficiency- how efficient is an assessment in practice

Motor Control Exam 3 (2 decks)

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