Module 2 Flashcards
1
Q
what are some of the neurophysiology of learning
A
- difficult to measure change
- selective strengthing and pruning
- refined neural representations of body parts
- gradual responsibility of body parts
2
Q
what does wraping myelin on acon do
A
helps to speed neural impulse signal
3
Q
what does skill look like
A
- accomplishment of task goal
- consistent
- persistent
- adaptability
-efficent
4
Q
what does a skill require
A
- perception
- intention to move
- postural control
- coordination
5
Q
what is fitts and posner 3 stage model of motor learning
A
- cognitive
- motor
- skilled
6
Q
learning or performance
result of permanent change, not observable, must monitor performance over long period of time
A
learning
7
Q
learning or performance
temporary, nonpermanent changes observable
A
performance
8
Q
why is perfomance improvament a good indicator of motor learning
A
- long period of time
- other factors (consistency, persistence, coordianction stability
9
Q
why is perfomance improvament a bad indicator of motor learning
A
- the performance measure doesn’t truely show gains
- improvement performance is a result of acquisition of bad habits
10
Q
why is it uncommon to see linear curve for performance
A
because learning is not linear
11
Q
what curve would expect to see for mor complex skills
A
- positive accelerating
- s-shaped
12
Q
what can performance curves provide measures of
A
performance, learning, adaptability
13
Q
what is retention
A
being taught a skill then after a year coming back to it e.g. driving when I moved to dunedin
14
Q
name transfer of learning types
A
- specific
- general
- vertical (difficualty)
- horzontal (context)
15
Q
Lateral or vertical
- broad application of skills and knowledge to range of tasks all with similar levels of complexity
A
lateral
16
Q
Lateral or vertical
-applying what has been learnt to a simpler or harder task
A
vertical
17
Q
ongoing, dynamic process, stabilization of specific, functional movement pattern as each individual adapts to variety of chaning constraints describes what
A
Motor learning
18
Q
what is the difference between skills and abilities
A
abilities: mainly genetics but also learned
Skills: learned
19
Q
what is a skilled made of
A
perception
decision-making
action
20
Q
what are some challenges to the pyramid of learning
A
- we all develop at different rate
- some children develop faster than others
21
Q
at what age do kids start to prefer to use one hand
A
3-5 years
22
Q
when the effect of experience on the brain is particularly strong what period is this
A
sensitive
23
Q
when the experience is essential for normal development alters performance permanently - what period is this
A
critical
24
Q
the preferred states of the system given its current architecture and previous history of activity - what type of dynamics
A
intrinsic
25
why do movement preferences exist
the structure of our bodies and how we control movement via the nervous system
26
what are three reasons why we move differently
- intrinsic dynamics
- task demands
- environment
27
when we become skilled humans learn to exploit the ______ in our body to achieve goal more consistently
redundancy (multiple ways to do a task)
28
humans utilise degrees of freedom and learn to adapt to different contexts remarkably - what variability is this
context-conditioned variability
29
higher levels of CNS activate lower levels (motor units) which temporarily grouped as muscle ____
synergies
30
how we learn to do this efficiently and to cope with all variability that life throws at us is described as what
motor learning
31
many researchers believe motor commands are represented and stored in what nervous system
central nervous system
32
why is it difficult for robots to pick up a cup
robots cant account for variability
e.g. how heavy it is
33
what is a key part of the cognitive approach
indirect perception
34
what model has key movement parameters are modified for generalises motor programm
info processing model
35
what is the looming response
shawdow looms and babies protect there bodies
36
explain self organisation simply
complex systems are placed in orderd patterns that are influenced by constraints
37
what is the product of physical laws of complex systems
coordination
38
movement systems DOF can potentially be configured in to move in variety of ways, But instead what is happening
constraints shape the way the DoFs in a dynamical movement system are configured
- movements become more predictable
39
how do movement constraints shape behaviour
dictates how we move - movement becomes predictable
40
who is the constraints model helpful for
teachers and learners
41
how is posture a rate of limiting constraint
if you don't have good posture then will be shaky and learn slower
- having good posture allows you to learn new skills faster
- therefore infants at disadvantages
42
when does posture control reach mature levels
8-9 years olds
43
what is the difference between direct and indirect influences of constraints
direct - change which influence movement e.g. pizza ski
indirect - subtle influnence e.g. poles
44
influence grows stronger with learning is emergent or decaying
emergent
45
what are the characteristics of the bioecological model
Holistic, longitudinal and contextual overview of human development
46
in the bioecological model what is the process of the interactions between individual and contextual called
proximal processes
47
what are the 4 nested subsystems of the bioecological model and what is the order (smallest to largest)
microsystem, mesosystem, exosystem, macrosystem
48
how does adaptability defines us as species
need to hunt, shelter, remain warm
49
repetition without repetition is not doing the exact same movement twice - but what also is it
problem solving
50
what is 80% of the teaching style
direct - feedback, demo
51
what do traditional pedagogies emphasize
specific detailed prescription of movement template for repetitive rehearsal
52
what does TGfU stand for
teaching games for understanding
53
whas does TGfU do
modified games
54
what approach does TGfU do
tatical
55
differences between TGfU and CLA
- overall aim
- use of questioning
- skill progression
- emphasis on tactical principles
56
what is a effective way for practitioners to guide learning
manipulating task constraints
57
what is plateau in performance likley during
skill acquisition
58
when learners have control of their practice what is enhanced
motor learning
59
power law of practice
e.g. cigar rolling
as you practice improve performance
- initial large improvements decrease with time (linear)
- difficult to improve after point
60
what are other ways of learning what you practice
- transfer
- representive learning
61
explain the challenge point framework in terms of task difficulty
difficulty should be modified to meet the demands of the learner in the environment
62
what is the paradox between performing and learning
as performance gets worse as task gets more difficult
63
what does part whole practice involve
task decomposition
- breaking down a skill
64
why might task simplification be better instead of task decompostion
task decomposition may break important perception-action coupling
65
what does the variability of practice hypothesis involve
better retention and transfer
66
what does high contextual interference mean for performance and learning
performance decreases but learning improves
67
what does high contextual interference involve - give an example
no one shot in a basketball drill is the same
- randomlised
- involves many skills
68
what is massed practice
longer and more frequent practice
69
distributed
shorter practice and less frequent
70
what does massed practice may result in
fatigue and injury
reduced cognitive effort
less time for memory consolidation
71
what practice does continuous skill benefit from
distributed practice
72
what type of practice is more effective
distributed
73
what matters in practice distribution
task and inter-trial spacing matter
74
when should you sleep after practice to help consolidate learning
5-7hrs
75
what are movement practioners like
- and why
architects - design a practice carefully to enhance learning
76
attentional capacity theories
- task are accomplished in serial order
- system can process only one task at a time
single channel theorie
77
attentional capacity theories
- multiple attention mechanism each with limited capactity
- id common mechanism they will be difficult to perform simultaneously (at the same time)
- e.g. driving with phone
multiple-resource theories
78
attention capacity
as skills become automatized the individual can attend to other aspects of the environment
79
what is selective attention guided by
info storing long term memory
80
what type of focus has mor benefits
external
81
for complex skill what focus (external/ internal should be used)
external
82
inattention blindness
+ example
something that has high cognitive demands it easy to miss info
- gorilla video
83
movements are _________ by emotions
flavoured
84
when is the effect of experence on the brain strong
sensitive period
85
context conditioned variability occurs because
a relation between muscle excitation and task demands changes
86
what does the schema theory represent
cognitive approach
87
which psychologist proposed the concept of affordances
JJ. Gibson
88
which type of learning is associated with subconscious changes in technique
implicit
89
what are examples of how affordances might directly specify a cyclists action going down mountain
quality of bike
track - if its ricky, grass
head wind
climbing up steep hill - need more force so get off seat
90
experimental design
what sociocultural factors influence proactice habits of snowboard athletes
qualitive, observational study using bronfenbrenners model
91
experimental design
in which environmentes do children learn water safety skills best
within subjects, repeated measures
91
experimental design
can virtual reality be an effective practice tool for different skill levels
between subjects, cross-sectional
91
experimental design
how can coaches harness emotions to improve skill performance under pressure
mixed methods (questionnaire and physiology)
