LEC3: Motor Learning for Strength Training

Question 1

What is motor learning?

Answer 1

Generally defined as a set of processes aimed at learning and refining new skills by practicing them

Task is learned when it can be repeated, used with efficiency and transferred to different situations

Question 2

Why is motor learning important

Answer 2

1. Will help the improvement of technique
2. Actual learning must take place to have a meaningful impact
3. A coach and/or program is only as good as the ability for the client to retain skill

Question 3

Motor learning is a ____________ change in the ability to execute a motor skill as a result of practice or experience.

This is in contrast to performance, the act of executing a motor skill that results in a ____________
change.

Answer 3

relatively permanent, temporary non permanent

Question 4

Successful learning and retention is guided by:

Answer 4

1. Skill presentation
2. Error detection/correction
3. Feedback
4. Retention

Question 5

What are the three stages of learning model? (Fitts and Posner, 1967)

Answer 5

1. Cognitive stage: beginner or novice
2. Associative stage: intermediate or practice
3. Autonomous stage: advanced or fine-tuning

Question 6

What are the two types of focus of attention?

Answer 6

Internal and External

Question 7

What is internal focus of attention?

Answer 7

occurs when an athlete concentrates on their body and its movements
1. direction (towards vs away, up vs down)
2. distance (proximal (close): novice; distal (far): advanced)

Question 8

What is external focus of attention

Answer 8

occurs when an athlete concentrates on objects or actions outside of the athlete’s body
1. direction (towards vs away, up vs down)
2. distance (proximal (close): novice; distal (far): advanced)
3. description (action (visual) words; analogies and metaphors)

Question 9

Long Loop (DDCDD)

Answer 9

1. Describe it: extended description of the movement
2. Demonstrate it: physical demonstration of the movement
3. Cue it: Brief phrase used to focus attention on the movement
4. Do it: athlete maintains focus while performing the movement
5. Debrief it: Athlete + coach feedback is considered

Question 10

Short Loop (CDD)

Answer 10

1. Cue it: Brief phrase used to focus attention on the movement
2. Do it: athlete maintains focus while performing the movement
3. Debrief it: Athlete + coach feedback is considered

Question 11

What are some ways to measure performance outcomes?

Answer 11

1. Movement efficiency
2. Movement effectiveness

Question 12

How is movement efficiency measured?

Answer 12

Measured by muscular activity, maximum force production, speed, or endurance

Question 13

How is movement effectiveness measured?

Answer 13

Measured by balance or accuracy.

Question 14

What is the focus of attention in weightlifting?

Answer 14

Internal focus of attention had greater barbell-cervical-hip angle at maximal barbell height. This indicated that the lifter was dropping under the barbell too soon.

Internal focus of attention subjects had more unsuccessful attempts versus those using external focus

Question 15

Example of narrow internal

Answer 15

“extend your hips as explosively as you can”

Question 16

Example of broad internal

Answer 16

“drive your leg back as explosively as you can”

Question 17

Example of Hybrid

Answer 17

“drive your leg back into the ground as explosively as you can”

Question 18

Example of close external

Answer 18

“drive the ground back as explosively as you can”

Question 19

Example of far external

Answer 19

“drive towards the finish as explosively as you can”

Question 20

Cues: NCMJ Box Jump

Answer 20

Internal: extend your legs as fast as possible/contract your leg muscles rapidly

External: push the floor away as fast as possible / Jump as high over the box as possible

Question 21

Cues: CMJ Box Jump

Answer 21

Internal: Bend your legs then extend them as fast as possible / Contract your leg muscles rapidly

External: Dip quickly and push the floor away as fast as possible / Jump as high over the box as possible

Question 22

Cues: Squat Clean

Answer 22

Internal: Extend your legs as fast as possible / Drive your elbows up

External: Drive the floor away as fast as possible / Keep the bar as close to your shirt as possible

Question 23

Cues: Goodmorning w/ Jump

Answer 23

Internal: Shift the weight into your heels then jump through your toes / Try to get your head as high as possible

External: Shift to the back of the room / Try to jump the bar as high as possible

Question 24

Cues: Back Squat (heel lift)

Answer 24

Internal: Contract your leg muscles as hard as possible / Drive your legs

External: Push through the bar as hard as possible / Push the floor away

Question 25

The Effects of Internal and External Focus of Attention on a Four Week Strength Training Intervention

Answer 25

External had a 13.2% change while internal had a 7.3% change

Question 26

When should external focus cues be used?

Answer 26

Most beneficial in speed and power movements

Question 27

When should internal focus cue be used?

Answer 27

Use only in technique focused session or correct form

Question 28

Cues: power clean

Answer 28

Internal: - engage the leg muscles as hard as you can - elbows up External: - push the ground away - forcefully pull the bar - stay close to the bar

Question 29

Cues: Sprint

Answer 29

Internal: - activate glutes - drive with the knees - kick heel upwards External: - push off the ground - ball of foot rebounds off the groundlike a bouncy ball - stay long and low (during acceleration)

Question 30

Cues: Countermovement Jump

Answer 30

Internal: Explosively extend ankles, knees, and at once External: - push the ground away - touch the sky - get off the ground quickly

Question 31

Cues: Landing Techniques

Answer 31

Internal: engage abdominals External: do not make a sound on the way down

Question 32

Cues: Weighted step-up with balance

Answer 32

Internal: - keep knee in alignment - keep foot horizontal on step - engage glutes External: - stay long and narrow - push against the step - keep bar horizontal

Question 33

Cues: Running

Answer 33

Internal: - focus on inhale and exhale - land midfoot - engage abdominals - activate glutes - drive knees up External: - gently fall forward as if someone is holding you up in front of you - focus on distance covered or surroundings - stay off the ground

Question 34

Cues: Cycling

Answer 34

Internal: - hinge from the hip - keep back long with loose grip on handlebars - engage glutes and hip flexors to circle leg - engage the abdominals External: - trace a circle with toes - keep resistance through entire wheel rotation

Question 35

Cues: Rowing

Answer 35

Internal: - keep head in line with spine - engage glutes and quads as you straighten knees - bend elbows and retract shoulders External: - push against seat with hips - push against the footbeds - bring bar to chest

Question 36

Cues: Walking

Answer 36

Internal: - activate glutes - push hips forward - pull shoulders back - engage abdominals External: - lengthen away from the ground - feel a string pulling you up from the crown of head - shoulders in back pockets

Question 37

Goal and Cues: Squat

Answer 37

Goal: strength Internal: simultaneously extend the ankles, knees, and hips External: bend the bar, spread the floor, push against the ground

Question 38

Goal and Cues: Bench Press

Answer 38

Goal: Strength Internal: activate the pectoralis major, move your arms away from you, extend the elbow External: push the bar away, explosively move the bar towards the ceiling

Question 39

Goal and Cues: Leg Curl

Answer 39

Goal: Hypertrophy Internal: activate the hamstring, bend at the knee External: pull ankle pad toward you

Question 40

Goal and Cues: Lat Pull-down

Answer 40

Goal: Hypertrophy Internal: engage latissimus dorsi to pull arms down, contract biceps to bend elbow, bring elbows to side of body External: pull the bar down, try to bend the bar inwards

Question 41

Goal and Cues: Deadlift

Answer 41

Goal: Strength Internal: hinge at the hips, keep back straight, extend hip, knee, and ankle External: drive your feet through the floor, pull the bar

Question 42

What is knowledge of performance?

Answer 42

Refers to information provided to a performer, indicating the quality or patterning of their movement.It may include information such as displacement, velocity or joint motion. (Schmidt & Wrisberg, 2004) - “You are extending your hips too slowly [on a squat jump]”

Question 43

What is knowledge of results?

Answer 43

extrinsic information about the movement outcome in relation to the goal. (Bilodeau, Bilodeau, & Schumsky, 1959) - “You got 500 watts on that rep, your goal is 600 watts” *measured with tendo unit

Question 44

What is continuous feedback?

Answer 44

Provide feedback before, during, and after. Good for beginners

Question 45

What is summative feedback?

Answer 45

Provide feedback after a summary of the set

Question 46

What is faded feedback?

Answer 46

As you develop, the coach provides less and less feedback

Question 47

What is bandwidth feedback?

Answer 47

Only providing feedback if it is outside the bandwidth of acceptable performance. "if it's good enough, it's good enough"

Question 48

What is contextual interference?

Answer 48

Functional interference found in a practice situation when several tasks must be learned and are practiced together.

Question 49

Contextual Interference: block trials

Answer 49

Consist of a number of sets and repetitions of a skill all completed without interruption. (Shea & Morgan, 2012)

Question 50

Contextual Interference: random trials

Answer 50

mix sets and possibly repetitions of multiple skills in random order. (Kalkhoran & Shariati, 2012)

Question 51

Contextual Interference: serial trials

Answer 51

mix sets and possibly repetitions of multiple skills in a predictable order. (Kalkhoran & Shariati, 2012)

Question 52

Low Contextual Interference (LCI)

Answer 52

Low contextual interference involves practicing a single skill or task repeatedly before moving on to another skill.

Question 53

High Contextual Interference (HCI)

Answer 53

High contextual interference involves practicing multiple skills or tasks in a random or mixed order, which can create interference between the different skills. (better than LCI)