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Flashcards in FINAL Deck (204)
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1

1. To ensure that you have the learners’ attention before introducing a new skill you should:

a) arrange the learners in an area free of background distractions.
b) arrange learners so that their backs are to the sun.
c) ensure that all learners can see and hear you.
d) all of the above.

All of the above

2

2. In order to ensure that the learner understands the instructions given, the practitioner should:

a) be as detailed as possible.
b) use developmentally appropriate terminology.
c) incorporate only technical terminology used in the sport.
d) change the cue words used throughout the explanation.

Use developmentally appropriate terminology

3

3. Initial instructions that are highly detailed:
a) capture a learner’s interest.
b) motivate a learner to try the skill.
c) challenge the learner’s attentional capacity.
d) are necessary for the learner to develop an idea of how to perform the sk

Challenge the learner's attentional capacity

4

4. An internal focus of attention directs a learner to:
a) concentrate on a specific body movement.
b) focus on the effects of his or her actions on the environment.
c) change attentional focus according to his/her level of arousal.
d) selectively attend to specific environmental information or focus one’s visual attention on a specific object.

Concentrate on a specific body movement

5

5. Providing learners with a frame of reference:
a) allows them to compare the correctness of their actions.
b) is the same thing as providing them with a learning mode.
c) should only be used with learners who are in the autonomous stage .
d) should only be done during a retention test.

Allows them to compare the correctness of their actions

6

6. Telling learners that they should feel their weight on their hands not in their armpits when using crutches is an example of providing:
a) a demonstration.
b) verbal rehearsal.
c) a frame of reference.
d) a check for understanding

A frame of reference

7

7. Verbal cues should be:
a) concise.
b) used repeatedly.
c) accurate.
d) all of the above.
e) A and C only

All of the above

8

8. Which of the following is NOT true of verbal cues?
a) They should be concise.
b) They are used prompt a movement or movement sequence.
c) They should be used repeatedly.
d) They are the same thing as key elements.

They are the same thing as key elements

9

9. A learning model emphasizes:
a) movement imitation.
b) movement exploration.
c) movement replication.
d) movement time.

Movement exploration

10

10. A learning model characteristically:
a) has a high level of skill proficiency.
b) performs the skill correctly.
c) results in the active engagement of the observer.
d) all of the above.

results in the active engagement of the observer

11

11. The initial demonstration should be:
a) performed in real time.
b) performed at a slower speed.
c) broken into parts.
d) broken into parts and performed at a slower speed

Performed in real time

12

12. Which of the following is true of an effective demonstration?
a) A circular formation is considered the most effective.
b) High status models are preferable.
c) It is not necessary to demonstrate a skill from multiple angles.
d) If there are both right and left limb dominant learners, the skill should be demonstrated from both sides.

If there are both right and left limb dominant learners, the skill should be demonstrated from both sides

13

13. When demonstrating the free throw, the learners should be positioned so that they can view the shot from:
a) behind.
b) the shooting hand side.
c) the front.
d) multiple viewing angles.

Multiple viewing angles

14

14. After the initial demonstration, practitioners should avoid product options on subsequent demonstrations. What does this mean?
a) The outcome of the skill is eliminated.
b) Verbal cues are no longer presented.
c) Student learners should not be used.
d) The skill should be broken down into parts.

The outcome of the skill is eliminated

15

15. Which of the following is the LEAST effective formation?
a) Full circle
b) Semi-circle
c) Two lines, one lower than the other
d) All of the above are equally effective

Full Circle

16

16. Discovery learning is:
a) a strategy where the learner attempts to solve a movement problem through the exploration of a variety of possible task solutions.
b) a part-practice technique that reduces the level of difficulty of a task on some aspect for the learner.
c) a part-practice technique that separates the skill into parts according to spatial or temporal elements.
d) a part-practice technique where skill components that are normally performed simultaneously are partitioned and practiced independently.

A strategy where the learner attempts to solve a movement problem through the exploration of a variety of possible task solutions

17

17. Guided discovery:
a) should not be used with beginning learners.
b) is a technique where the practitioner designs a sequence of questions, each of which elicits a single correct response discovered by the learner.
c) creates a situation where the learner becomes actively involved in problem solving through exploration.
d) B and C only
e) all of the above.

Is a technique where the practitioner designs a sequence of questions, each of which elicits a single correct response discovered by the learner.

18

18. Which of the following is important to do before skill instruction begins?
a) Perform a demonstration.
b) Give the learners feedback.
c) Capture the learner’s undivided attention.
d) Have the learner engage in imagery.

Capture the learner's undivided attention

19

19. Effective instructions:
a) can only be given by an expert.
b) send clear messages to the learner.
c) are highly detailed.
d) always incorporate technical terminology.

Send clear messages to the learner

20

20. When instructions are used to introduce a learner to a new skill, the practitioner should:
a) explain all of the different criterion conditions in which the skill may be used.
b) supply only the key elements of the skill.
c) give as much detail regarding the skill as much as possible.
d) avoid comparing the skill to previously learned skills

Supply only the key elements of the skill.

21

21. Which of the following is true?
a) Beginning learners are able to discriminate between relevant and non-relevant stimuli.
b) Trial and error is the best strategy for efficient skill learning.
c) Practitioners should focus learner’s attention to the critical elements of the motor skill being learned.
d) When introduced to a new skill, learners can identify relevant stimuli without the help of the practitioner, but cannot identify irrelevant stimuli without direction.

Practitioners should focus learner's attention to the critical elements of the motor skill being learned.

22

22. An external focus:
a) directs a learner’s attention to the effects of his or her actions on the environment.
b) directs a learner’s attention to factors beyond the learner’s control.
c) directs a learner’s attention on his or her own body movements.
d) directs a learner’s attention to external factors in the environment such as the position of defenders.

Directs a learner's attention to the effects of his or her actions on the environment.

23

23. Which of the following statements is true?
a) Conscious awareness is necessary for learning about the environmental regulatory features of a motor skill.
b) Practitioners should instruct learners to focus on specific environmental cues.
c) Providing a variety of performance situations that contain critical environmental regulatory cues is confusing and should be awarded.
d) The learner’s attention should be directed at information rich areas to learn critical environmental regulatory cues.

The learner's attention should be directed at information rich areas to learn critical environmental regulatory cues.

24

24. Which of the following techniques would be optimal to check for understanding?
a) Asking learners specific questions regarding the instructions just given
b) Asking learners if they have any questions regarding the instructions just given
c) Letting the learners try an activity and then clarifying the instructions if necessary
d) It is not necessary to check for understanding.

Asking learners specific questions regarding the instructions just given

25

25. The name of the theory that suggests the development of a cognitive representation of a skill from seeing a demonstration or model is:
a) the dynamic interpretation of modeling.
b) the social cognitive theory of observational learning.
c) the representational modeling theory.
d) the blueprint theory.

The social cognitive theory of observational learning

26

26. The key to the use of a learning model is:
a) that the individual is able to correctly perform the skill.
b) that the observer views another learner practicing the skill.
c) that the observer views the teacher practicing the skill.
d) that the observer views another learner practicing the skill and hears the corresponding instructor feedback.

That the observer views another learner practicing the skill and hears the corresponding instructor feedback.

27

27. Which of the following are true with respect to sound?
a) Consequent sounds can provide learners with a frame of reference for error diagnosis.
b) Sound can be used to emphasize the internal rhythm of a skill.
c) Sound can supplement a demonstration.
d) All of the above are true.

All of the above are true

28

28. Which of the following should be avoided when giving a demonstration?
a) Repetition of cue words
b) Focusing of the learner on key aspects of the movement
c) Designing the demonstration so that the outcome is eliminated
d) Using the phrases “like this” and “like that” in conjunction with the demonstration

Using the phrases "like this" and "like that" in conjunction with the demonstration

29

29. What question(s) a practitioner must answer when designing a demonstration?
a) What Should Be Demonstrated?; and Who Should Demonstrate?
b) How Should the Demonstration be Organized?
c) When Should Be Demonstrated?; and How Often Should Be Demonstrated?
d) All of the above
e) All of the above and How Long Should Be Demonstrated?

All of the above

30

30. Structure a cue phrase / critical element can be based on four parts as behavior objectives: action, content, qualification, and special conditions. What does the “content” refer to?

a) description of the desirable motion
b) a short descriptions of how success can be gauged.
c) a short description of what is doing the action.
d) added to the teaching cues if more information is needed to evaluate the performance.

A short description of what is doing the action.