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Motor Learning > Final Exam > Flashcards

Final Exam Flashcards

1
Q

What is over learning?

A

Continuation of practice beyond the amount needed to achieve a certain performance criterion

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2
Q

Does over learning have a positive or negative influence on the retention of motor skill learning?

A

It can have a positive influence

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3
Q

What are procedural skills?

A

Skills that include a combination of cognitive and motor components and require performance of a series of movements that individually are relatively easy to execute

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4
Q

What are dynamic balance skills?

A

Research has found diminishing returns for amount of extra practice (50% additional practice did as well as 100 and 200%)

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5
Q

What is physical education class setting?

A

Due to the time constraints of a unit of instruction, the learner-rotated format is superior, because it provides more efficient use of the available practice time

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6
Q

What are learning deficits a result of?

A

Excessive practice (too much over learning)

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7
Q

Why would over learning lead to poor learning?

A

More practice of relatively simple skills may result in learners not continuing to engage in appropriate amounts of cognitive effort

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8
Q

Continued practice of the same movement can result in a decreasing capability to remember the movement and variations, why might this be?

A

Indicate need for more practice variability
Special skills are not taken into account

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9
Q

What is massed practice?

A

Longer practice sessions and shorter rest between sessions

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10
Q

What is distributed practice?

A

Time is distributed across many shorter sessions (short and long trials within each session)

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11
Q

What is distribution of practice?

A

Research related to length and distribution of practice sessions show support for the benefit of distributed practice

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12
Q

When are better results of distribution of practice shown?

A

Better learning results when people practice skills in more frequent and shorter sessions

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13
Q

What are the 3 hypothesis as to why distributed practice sessions are better for learning?

A
  1. Fatigue
  2. Cognitive effort
  3. Memory Consolidation
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14
Q

What is the fatigue hypothesis?

A

Massed practice is more physically tiring

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15
Q

What is the cognitive effort hypothesis?

A

Less effort, monotonous and boring

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16
Q

What is the memory consolidation hypothesis?

A

Time to form long-term memory

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17
Q

What are continuous skills?

A

Distributed schedules are more effective in promoting learning than massed schedules

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18
Q

What are discrete skills?

A

Massed schedules are more effective than distributed schedules in promoting learning

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19
Q

What is skill complexity?

A

Number of parts of components and the degree of information processing that characterize a skill

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20
Q

What is skill organization?

A

The relationships among the component parts of a skill

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21
Q

What is high level of organization of a skill?

A

When the component parts are spatially and temporally interdependent

22
Q

What is low level of organization?

A

When the component parts are relatively independent

23
Q

How do you assess the levels of complexity and organization of the skill?

A

If skill is low complexity and high organization, practice whole skill
If skill is high in complexity and low organization, practice part method

24
Q

What skill classification approach is best for discrete skills?

A

Whole practice

25
Q

What skill classification approach is best for serial skills?

A

Part practice

26
Q

What skill classification approach is best for continuous skills?

A

Whole or part practice could work

27
Q

What are the 3 strategies of practicing a skill?

A

Fractionization
Segmentation
Simplification

28
Q

What is fractionization of practicing part of a skill?

A

Involves practicing individual limbs first for a skill that involves the asymmetric and simultaneous coordination of the arms or legs

29
Q

What is segmentation of practicing part of a skill?

A

Begin practice with the first part of the skill, then progressively and each part until the skill is practiced as a whole

30
Q

What is simplification of practicing part of a skill?

A

Practice an easier variation of the skill before practicing the skill itself

31
Q

When do you use attention approach to involving part practice in whole practice?

A

Used when it is not advisable or practical to separate parts of a skill for practice

32
Q

What is the mental practice?

A

The cognitive rehearsal of a physical skill in the absence of overt physical movements

33
Q

What are some forms of mental practice?

A

Thinking of cognitive or procedural aspects
Engage in visual or kinaesthetic imagery of skill
Practice strategy to aid the acquisition of skill
Preparing to perform a learned skill

34
Q

What are the 3 practice conditions used to determine the influence of mental practice of skill learning?

A

Physical practice
Mental practice
No practice

35
Q

What do mental practice skill acquisition results consistently show?

A

Physical practice is better than mental practice and no practice

36
Q

Why would a combination of mental and physical practice trials lead to learning effects that are as goof as physical practice only?

A

Mental practice can also promote cognitive problem-solving activity

37
Q

What are some examples of learning situations that research has shown benefit from mental practice?

A

Rehabilitative settings
Learning medical procedures
Power and speed training
Part of a general separation strategy that aids learning

38
Q

Why is mental practice becoming increasingly popular in rehabilitation?

A

Enables intervention to begin very early in the recovery process
Inexpensive
can be done anywhere
Involves no safety risks

39
Q

What are the mental practice benefits for learning medical procedures?

A

A cost-effective way to augment the traditional training of surgical skills
An important role of imagery quality and the influence quality of physical performance

40
Q

How is Mental practice benefits for power and speed training used?

A

Can gain strength on a range of different tasks with various combinations of physical and mental practice

41
Q

What are the strategies involved of mental practice as parts of a general preparation strategy that aids learning?

A
  1. Get ready physically, mentally, and emotionally
  2. Mentally imaging performing the action, both visually and kinesthetically
  3. Concentrating intensely on relevant cue related to the action
  4. Execute the action
  5. Evaluate the performance outcome
42
Q

When is imagery used as a mental practice aid?

A

Immediately prior to or during a competitive event
rehabilitating an injury

43
Q

What are types of 9imagery related to motor skill performance?

A

Motivation: specific
Motivational: general mastery
Motivational: general arousal
Cognitive: specific
Cognitive: general

44
Q

What is motivational: specific imagery related to motor skill?

A

Specific goals and goal-oriented behaviour

45
Q

What is motivational: general mastery imagery related to motor skills?

A

Effective coping and mastery of challenges

46
Q

What is motivational: general arousal imagery related to motor skills?

A

Relaxation, stress, arousal, anxiety

47
Q

What is cognitive: specific imagery related to motor skills?

A

Performing specific skills

48
Q

What is cognitive: general imagery related to motor skills?

A

Strategies related to an event

49
Q

Why is mental practice effective?

A

No comprehensive theories that explain why mental practice in the form of imagery is effective

50
Q

What are the 3 generally accepted hypothesis of mental practice effective?

A

Neuromuscular
Brain activity
Cognitive

51
Q

What is neuromuscular hypothesis?

A

EMG recordings show muscle activity during mental practice

52
Q

What is brain activity hypothesis?

A

Brain activity during imagery is similar to the activity during actual performance

Motor Learning (3 decks)

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