PML L5 Flashcards
Bernstein: three stages of learning
- Initial stage (novice)
freezing out - Second stage (intermediate)
freeing - Third stage (pro)
moving with the environment
Coordination
the process of mastering redundant degrees of freedom of the
moving organ, in other words, its conversion to a controllable system
Similitude
movement systems are open systems that adhere to the same laws as
other open physical and biological systems
Self-organization
order emerges out interaction of system components, without any
of them being prescriptive (ART)
Phase transition
change in one (or more) system components may induce a loss of
stability and a spontaneous reorganization of the entire system (e.g. tipping points)
Dynamic systems approach
aims to understand
(i.e., mathematically
model) stability and
change of (behavioral)
systems
Attractor landscape
Preferred behavioral states of system modelled as
a landscape with valleys (attractors)
– stability and instability
– inaccessibility
Learning (Zanone & Kelso 1992)
Learning brings enduring changes in the potential landscape. New valleys can
emerge or disappear, indicating a phase transition has occurred, or existing
valleys can deepen or flatten. This is like the real-time rhythmical finger
movements, but on a longer time scale; and rather than being spontaneous, the
changes due to learning are intentional
Intrinsic dynamics
(attractor) landscape
An attractor
Visuable as a negative slope in the landscape
A repellor
Visuable as a positive slope in the landscape (surrounding phases are repelled)
Seagull effect
In a SD (standard deviation) graph. How smaller the SD, how stabler the system is. Often seen as a seagull
Cooperation
To be learned pattern is already part of the repetoire. (make attractors even steeper or further stabilize)
Competition
The to be learned pattern is not part of the intrinsic dynamics (adding an attractor, learning a new phase)
Transfer of learning
practicing one pattern also affects stability/performance other patterns
Negative transfer
existing phase relations
disappear/less stable
Positive transfer
unpracticed patterns
emerge/more stable
Constraint-led approach
It emphasizes how movement and behavior emerge from the interaction of constraints rather than being pre-programmed or explicitly instructed.
Constraints
Constraints are factors that limit or guide how movement and actions emerge.
They act as boundaries that push the learner toward discovering effective movement solutions.
Three types of constraints
- Individual
(e.g., body size, strength, fatigue, motivation). - Task
Goals, equipment, or rules that shape performance - Environment
External factors like weather, surface, or social setting
Non-linear pedagogy
manipulating task constraints; small changes in a
constraint can induce large changes in co-ordination
Rather than instructing about idealized movement pattern, learners must actively
explore workspace to find individual adaptive solution to the movement problem (cf.
variability)
Degeneracy
multiple movement patterns are available to achieve same functional
outcome
Linear pedagogy
prescribing an idealized movement pattern; drill practice to gradually
(step-by-step) instill desired movement pattern
– reducing variability (or error)
Dexterity/skill (bernstein)
the ability to find a movement solution in any situation, even under unpredictable and changing conditions.
