ML 1 (introduction to motor learning) Flashcards Preview

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Flashcards in ML 1 (introduction to motor learning) Deck (31)
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1
Q

What is a motor skill?

A

a motor activity with a specific goal.
> has an objective
> is voluntary
> needs to be learnt

2
Q

What are 3 main criteria of a motor skill?

A
  1. consistent achievement of the goal
  2. success under different conditions (e.g. fatigue)
  3. efficiency
3
Q

skill = movement ?

A

no,

movement = specific patterns of joint/segment motion

4
Q

Describe a 1D classification of motor skill

A

classifies skills with respect to the opposite end of a characteristic feature

5
Q

Give 3 examples of continuums that may be used to classify skills in a 1D model

A

> gross vs fine
continuous vs discrete
open vs closed

6
Q

What are the two broad contexts in Gentile’s taxonomy (2D classification)?

A

> action function

> environmental context

7
Q

How is action function split in Gentile’s taxonomy?

A

body stability and body transport

each of which involve either object manipulation or no object manipulation

8
Q

How is environmental context split in Gentile’s taxonomy?

A

in motion conditions and stationary conditions

each of which involve either inter-trial variability or no inter-trial variability

9
Q

Explain the condition of body stability in Gentile’s taxonomy

A

the individual’s CoM is not in transport.

e.g. holding a yoga pose or shooting basketball free throws

10
Q

Explain the condition of body transport in Gentile’s taxonomy

A

the individuals CoM is being displaced.

e.g. running on a track

11
Q

Explain the condition of stationary environment in Gentile’s taxonomy

A

the environment around the individual is not changing

e.g. running on an empty track

12
Q

Explain the condition of in motion environment in Gentile’s taxonomy

A

the environment around the individual is changing

e.g. playing a game of football

13
Q

How can you assess execution performance?

A

> EMG
Kinematics
Forces

14
Q

How can you assess outcome performance?

A

> error (accuracy and consistency)

15
Q

What are the 3 types of error you can assess?

A
  1. absolute error (magnitude of error across reps)
  2. constant error (direction of error)
  3. variability error (consistency of performance)
16
Q

What do absolute and constant error give you an image of?

A

average behaviour

17
Q

What does variability error give you an image of?

A

variability (duh)

18
Q

What is learning?

A

a change in the capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice or experience
- (Magil & Anderson, 2014)

19
Q

How do performance (left side) and learning (right side) differ?

A

observable behaviour vs inferred
temporary vs relatively permanent
may not be due to practice vs due to practice
may be influence by condition vs not influenced by condition

20
Q

What are the 6 key features of learning?

A
  1. improvement over time
  2. consistency
  3. stability in light of int or ext perturbations
  4. persistence of improved performance
  5. adaptability to similar conditions
  6. reduced attentional demand (less focus and dual tasking)
21
Q

What typical trends may you observe in a performance (learning) curve?

A

> linear
-vely accelerated
+vely accelerated
S-shaped

22
Q

Other than performance (learning) curves, what other methods can be used to assess learning?

A

> retention tests (observing performance after time off)
transfer tests (novel context or variation to the skill)
dual task tests (adding additional task to the skill)

23
Q

What feature of learning do retention tests observe?

A

degree of persistence

24
Q

What feature of learning do transfer tests observe?

A

adaptability

25
Q

What feature of learning do dual task tests observe?

A

attentional demand

26
Q

What model describes how we progress through the stages of learning?

A

Fitts & Posner model

27
Q

Describe the cognitive stage of learning

A

focusing on cognitive objectives:
- what to do
- how to do it
external feedback required from the instructor

28
Q

Describe the associative stage of learning

A

basic mechanics are ok but there’s a need to improve accuracy and consistency of performance.
the performer is now able to recognise errors themselves

29
Q

Describe the autonomous stage of learning

A

performer does not need to think about performer the skill. execution and error correction are performed automatically
performer is able to multitask and think ahead as attentional demand is decreased

30
Q

What are the effects of moving through the stages of learning on coordination?

A

early stages of learning involve rigid movement and muscle co-contraction
as a skill is learnt, there is an increase of functional synergies

31
Q

What changes occur during the learning process?

A

> coordination (increased functional synergies)
neuromuscular activation (better timing and more efficient muscle use)
energy cost (increased mechanical efficiency)
error correction (more rapid and efficient corrections)
reduced conscious attentional demands