Week 2- Setting the Stage for ML, Organizing the Practice Environment, Advanced ML Concepts Flashcards
PART 1: SETTING THE STAGE FOR MOTOR LEARNING
PART 1: SETTING THE STAGE FOR MOTOR LEARNING
What are 5 types of learning preferences and examples?
- Environment: sound, light, temperature, class design.
- Emotions – motivation, persistence, responsibility, structure.
- Sociological – individual, pair, peer, team, or varied.
- Physiological – perception, intake (chewing gum, eating), time, mobility.
- Psychological – analytic (details to big picture or vice versa), hemisphericity (right or left brain), and action.
What are 4 perceptual modes of learning?
- Visual Learners
- Kinesthetic Learners
- Analytic Learners
- Auditory Learners
- What are some sample cue words for visual learners?
- What are some sample teaching strategies for visual learners?
- See, look, watch, observe
- Demonstration, Pictures, Videos
- What are some sample cue words for kinesthetic learners?
- What are some sample teaching strategies for kinesthetic learners?
- Feel, touch, sense, move
- Stimulations, Guidance, Trial and Error
- What are some sample cue words for analytic learners?
- What are some sample teaching strategies for analytic learners?
- Analyze, think, examine, compare
- Principles, Testing, Investigating
- What are some sample cue words for auditory learners?
- What are some sample teaching strategies for auditory learners?
- Hear, listen, detect, tempo
- Clapping, Music, Sound
- What is positive transfer of learning?
- What is negative transfer of learning?
- What is zero transfer of learning?
- Positive – occurs when a learner’s past experience with one skill facilitates learning a new skill or using a skill in a different context.
- Negative – past experience with one skill hinders learning a new skill.
- Zero transfer – two completely unrelated skills.
- _______, ____-_______ goals that are __________ challenging to achieve were beneficial to exercise and sport performance.
- What happens when we achieve a goal?
- Explicit, well defined goals that are moderately challenging
- Dopamine is released
Were short-term goals and short-term goals combined with long-term goals better than long-term goals alone?
Yes
- Does praise or criticism work better for motivation?
- ___________ criticism, not destructive can be helpful.
- Praise
- Constructive
- _________ enhances learning while failure tends to impair us.
- How can we use this in PT?
- Success
- Design learning experiences in which difficulty levels are adjusted appropriately in relation to the learner’s capabilities.
Introducing and Explaining Movement Skills:
- Be ______, _______, _______, and _______.
- Point out one or two of the most relevant _____.
- Be careful not to __________ the learner.
- The remaining cues or details can be provided later.
- brief, simple, accurate, and direct
- cues
- overload
Demonstrating The Skill:
- The ______ model and __________ learning are used.
- The effectiveness of this model can be influenced by variables such as ________, _________, ______ ______ development, and _________ orientation.
- visual model and observational learning
- cognition, memory, motor skill development, and motivational orientation
Variables that Influence the Effectiveness of Modeling:
- _______ cueing coupled with _______ rehearsal is particularly helpful to young children attempting to learn a new skill.
- Highlight important parts of the skill – train the observer to use verbal cues that describe the modeled action.
-verbal cueing coupled with mental rehearsal
Describe internal and external focus of attention.
External focus of attention is described as “where the performer’s attention is directed to the effect of the action” while an internal focus of attention is described as “where attention is directed to the action itself”.
PART 2: ORGANIZING THE PRACTICE ENVIRONMENT
PART 2: ORGANIZING THE PRACTICE ENVIRONMENT
___________ of Practice describes how motor abilities such as balance, strength, endurance, kinesthesis, coordination and speed are specific to the movement skill being performed.
Specificity
With __________ of Practice, we want to wait to introduce variability until the learner understands the dynamics (expert learner) of the skill to be learned.
Variability
Describe the difference between blocked practice and random practice.
- Blocked: A learner practices multiple variations of a skill but each variation is practiced for a given period of time before the next variation is introduced.
- Random: The learner practices skill variations in random order.
Random vs. Blocked:
- Learners who are limited in their experience with related skills or with movement settings in general may not benefit from _______ practice schedules.
- _________ practice schedules require higher levels of problem solving.
- ___________ practice produces superior performance but inferior learning and/or transfer.
- random
- random
- blocked
Describe the difference between distributed and massed practice.
- Distributed Practice: The amount of time that the learner is resting between practice attempts during any given practice session is equal to or greater than the amount of time that the learner is engaged in the practice of the movement skill.
- Massed Practice: The amount of time that the learner is engaged in practicing a movement skill during any given practice session is considerably greater than the amount of time devoted to rest.
When would you want to use distributed practice?
When a task is very taxing, not only in terms of cardiorespiratory, but also cognitively.
What are 2 guidance techniques that can be used?
- Verbal cues
- Physical guidance
