Week 5 Flashcards
(120 cards)
1
Q
Dedicated effort toward improving upon a skill is considered:
A
practice
2
Q
How does continued practice helps shape, retain and develop a motor skill?
A
- found in motor learning theories = learning takes repetition to increasingly stable MOTOR MEMORIES of that skill/task
- used along w/ SENSORY FEEDBACK, SENSORY PROCESSING and ERROR CORRECTION while performing task.
3
Q
What is training aimed at?
A
improving physiological function and physical proficiency
4
Q
Practice is aimed at
A
learning decision-making skills and motor execution skills
5
Q
Practice is improving ___________________, _____________, __________________, ________________, and _________________.
A
mental performance, tactics, strategies, team play, and motor skill
6
Q
is it simply good enough to practice something over and over and over?
A
No
- practice does not make perfect
- perfect practice does not make perfect
7
Q
Does perfect practice make perfect?
A
NO
8
Q
Why do errors need to be made for learning to occur?
A
A subject learns how to solve the motor problem with self-generated solutions
9
Q
What are 4 practice conditions?
A
1) # of practice attempts
2) scheduling practice
3) rest periods
4) fatigue
10
Q
What are the 5 practice domains?
A
1) structure
2) schedule
3) spacing
4) components
5) rehearsal
11
Q
structure =
A
constant vs variable
12
Q
schedule =
A
blocked vs random
13
Q
spacing =
A
masses vs distributed
14
Q
components =
A
whole vs part
15
Q
rehearsal =
A
physical vs imagery
16
Q
constant practice =
A
practicing the same skill in the same condition
- constant –> closed EN
17
Q
Variable practice =
A
practicing the same skill while varying parameters of the skill
18
Q
How can you vary a practice structure?
A
- relative COMPONENTS of skill
- relative TIMING of the skill
- relative DISPLACEMENT/VELOCITY and FORCE of the skill
- relative ENVIRONMENTAL condition
19
Q
For initial stages of learning:
A
-learner needs to understand basic components of the task before adding variability
20
Q
Discrete –> fewer task components –>
A
early variability
21
Q
Serial/continuous –>
A
if repetitive, early variability
22
Q
Complex tasks –>
A
longer duration constant practice proportional to complexity
23
Q
What should be varied?
A
regulatory conditions (gentile) -determine how a task must be done
24
Q
Practice schedule = for several tasks practiced in
A
same session
25
A blocked schedule =
practice of one skill before practicing the next skill's trials are performed sequentially w/o interruption
26
What is a random practice schedule?
various skills practiced in unsystematic way; trials are never performed more than once in order
27
Schmidt predicted that practicing a variety of different ways to perform a skill during practice provides the learner _____________________________________________________.
opportunity to apply different parameters to skill.
28
Serial practice schedules =
each pattern is practice every session, in same order.
29
What is contextual interference (CI) =
A memory and performance DISRUPTION that results from performing multiple skills of variations of a skill w/n context of a single practice situation
30
What are 2 factors that make performing a task more difficult in practice?
1) internal to task
| 2) external to task
31
Random practice schedule -->
High CI conditions during acquisition
| better performance on retention and transfer tests
32
Blocked practice schedule -->
Low CI conditions
| better performance in post-practice acquisition
33
Practice schedule with high CI lead to better:
persistent improvement (long-term learning)
34
Poor performance during initial practice but better performance on retention and transfer tests for different skills - more learning is a result of :
High CI
35
On a scale from 1-5 (1 being low CI and 5 being High CI) rank the following practice schedules.
- Serial repetition of short blocks of trials of each variation
- Random order of trials of all task variations
- Serial order of all tasks of all task variations
- Nonrepeated blocks of trials of each task variation
- Random repetition of short blocks of trials of each task variation
1) Nonrepeated blocks of trials of each task variation
2) Serial repetition of short blocks of trials of each variation
3) Random repetition of short blocks of trials of each task variation
4) Serial order of all tasks of all task variations
5) Random order of trials of all task variations
36
What is practice?
acquisition of a skill/tasks through repetitive performance of that skill/ task
37
What is practice?
1) acquisition of a skill/task through repetitive performance of that skill/task
2) dedicated effort toward improving upon a skill
3) continued practice helps shape, retain, and develop a motor skill
38
Found in motor learning theories =
learning takes repetition to increasingly stable motor memories of that skill/task
39
Continued practice used along w/ sensory feedback, sensory processing and __________________ while performing a task
error correction
40
What is training aimed at improving?
physiological function and physical proficiency
41
What is practice aimed at?
at learning decision-making skills and motor execution skills
42
What is practice aimed at improving?
mental performance, tactics, strategies, team play, and motor skill.
43
True or false: It is not good enough to simply practice something over and over and over.
True: practice does not make perfect, perfect practice does not make perfect.
44
Errors need to be made for ___________ to occur
learning
45
Subjects learn how to solve the motor problem best with ___________________ solutions.
self-generated solutions
46
What are 4 types of practice conditions?
1) number of practice attempts
2) scheduling practice
3) rest periods
4) fatigue
47
List the 5 practice domains:
1) structure
2) schedule
3) spacing
4) components
5) rehearsal
48
constant vs variable =
structure
49
blocked vs random =
schedule
50
massed vs distributed =
spacing
51
whole vs part =
components
52
physical vs imagery=
rehearsal
53
constant practice =
practicing the same skill in the same condition
| constant --> closed EN
54
Variable practice =
practicing the same skill while varying parameters of the skill
(relative components, timing, displacement/velocity and force, EN conditions of the skill)
55
For the initial stages of learning, the learner needs to understand basic components of the task before:
adding variability
56
discrete --> fewer task components -->
early variability
57
serial/continuous --> if repetitve -->
early variability
58
complex tasks-->
longer duration constant practice proportional to complexity
59
What do we vary?
regulatory conditions
60
Practice schedule for several tasks practice in:
same session
61
Practice of one skill before practicing the next skill's trials are performed sequentially without interruption =
blocked
62
various skills practiced in unsystematic way; trials are never performed more than once in order =
random
63
Schmidt predicted that practicing a variety of different ways to perform a skill during practice provides the learner and opportunity to:
apply different parameters to skill
64
Serial practice schedule =
each pattern is practiced everyday in same order
65
Contextual interference (CI) =
a memory and performance disruption that results from performing multiple skills or variations of a skill within context of a single practice situation
66
What are factors that make performing a task more difficult in practice:
internal to task
| external to task
67
Random practice schedule --> __________ conditions during acquisition phase --> Better performance on retention and transfer tests
High CI
68
Blocked practice schedule --> __________ conditions during acquisition phase --> Better performance in post-practice acquisiton
Low CI
69
Practice schedules with high contextual interference lead to better:
persistent improvement (long-term learning)
70
On a scale from 1-5 (1 being low and 5 being high) rank the following schedules on their level of CI:
- Serial order of all trials of all task variations
- Serial repetition of short blocks of trials of each variation
- Non repeated blocks of trials of each task variation
- Random order of trials of all task variations
- Random repetition of short blocks of trials of each task variation
1) Nonrepeated blocks of trials of each task variation
2) Serial repetition of short blocks of trials of each variation
3) Random repetition of short blocks of trials of each task variation
4) Serial order of all trials of all task variations
5) Random order of trials of all task variations
71
Poor performance during initial practice but better performance on retention and transfer tests for different skills =
more learning
72
Define the elaboration hypothesis:
random practice causes learner to engage more strategies and then elaborate or discover the distinctive nature of each skill
73
Learn can compare/ contrast the nuances involved so that each becomes distinct (find a new aspect of the skill); this doesn't happen when performing:
a skill over and over
74
Define action plan reconstruction hypothesis:
random practice creates inter-trial interference
(allows short-term forgetting, requiring learner to generate a solution on every trial / initial performance is hindered)
75
High amounts of CI benefit _______ because person reconstructs action plan on the ____ practice trial
learning
| next
76
Random practice encourages use of ________________ with long-term memory.
retrieval skills
77
Blocked practice tends to lend learners to _______________ how well they are learning during practice.
over-estimate
78
List 2 practice components:
1. whole-task practice
| 2. part-task practice
79
What is whole-task practice?
-presenting a complete task to learners that can be practice as a single unit
80
What is part-task practice?
-splitting a task into sub-tasks that may be practice in isolation from the whole
81
Skill complexity =
the number of parts or components of a skill
| - attention demands
82
Skill organization =
- High organization (components are spatially and temporally interdependent e.g. basketball jump shot, blacksmith hammering)
- Low organization
83
Can a skill be high in both complexity and organization, low in both, or high in one and low in another?
Yes
84
Most complex skills have phases:
- preparation phase
- action phase
- follow-through phase
85
What can whole task practice help eliminate?
eliminate burden of repeating simple parts of a task
86
Low complexity (few parts) & high organization (highly related parts) =
practice whole skill
87
High complexity (many parts) and low organization (independence of parts) =
practice part skill
| ** eventually will need to bring it all together.
88
Fractionization =
involves practicing components of the whole skill' typically w/ asymmetric limb coordination
89
Segmentation =
separating skill into parts, practicing parts so that after 1 part is practice, it is practice with next part
90
Simplification =
reducing difficulty of different parts
91
When practicing spacing, the practitioner must decide:
- how many practice schedules to schedule each week
| - how to space or distribute practice between each practice session
92
Massed practice =
practice time >>> rest time
93
What does massed practice lead to?
leads to fewer practice sessions
94
Distributed practice =
practice time = rest time
95
Distributed practice must be extended over ___________ to equal practice volume of massed practice
longer time
96
Generally (but not concrete) continuous task are best practiced:
distributed
97
Generally (but not concrete) discrete task are best practiced:
massed
98
Massed practice schedules produce ____________________________ vs distributed practice
immediate improvements in performance
99
Learning advantages favor _________ practice
Distributed
| - type of practice schedule chosen may ultimately be determined by the type of skill to be learned
100
Shorter more frequent bouts is better!
Shorter more frequent bouts is better!
101
physical practice =
physical performance of skill
102
Mental practice =
active cognitive or mental rehearsal of a skill
103
In mental practice, a person may think about _________________. Or engage in visual or ____________ imagery of performance (whole or parts)
procedural aspects of a skill
kinesthetic
104
Imagery may be ________ and _________.
Internal and external
105
Describe internal imagery:
- 1st person perspective
| - individual images being inside his/her body and experiences sensations which would be expected in the actual situatin
106
Describe external imagery:
- 3rd person perspective
| - individual views from the perspective of the observer (ie watching yourself do task)
107
What are 2 types of mental imagery?
1. motivational
| 2. cognitive
108
What are the 3 components of mental imagery?
1. specific
2. general mastery
3. general arousal
109
Specific:
General mastery:
General arousal:
Specific: represents specific goals (winning a medal for first place)
General mastery: effective coping strategies and mastery of a challenging situation (being confident or focused)
General arousal: represents feeling of relaxation, stress, anxiety (being relaxed before an event)
110
The 2 components of cognitive mental imagery are:
specific =
and
general =
specific = imagery of performing specific skills (golf shot, walking dow a flight of stairs)
general = imagery of strategies related to an event (strategy to overcome a full-court press, organize items for cooking a meal)
111
Neuromuscular theory =
postulates that the act of visualizing oneself executing a movement results in the activation of the same pathways in the brain that would have been activated had the movement actually been performed (sub-threshold activity in motor cortex)
112
Visual cortex excitability increases in:
visual cortex w/ visualization
113
Motor cortex excitability increases w/ imagery of limb movement in the absence of:
any physical movement
114
Cognitive theory =
imagery facilitates the acquisition of the cognitive elements of a skill
115
Learners develop an understanding of movement requirements and devleop:
performance strategies
116
Efficiency of imagery in that learner can practice a skill without:
risk of injury or fatigue
117
How effective is mental practice in acquisition of motor skills?
Mental + physical =
> all conditions
118
How effective is mental practice in acquisition of motor skills?
Mental (alone) =
> no practice
119
List examples that provide evidence that brain and muscle activation mirror the intensity of activity imagined:
- minute electrical discharge from muscles (EMG) were in same proportion to actual task performance
- vegetative responses covary with the degree of imagined effort
- time taken to mentally perform task matches time to physically perform
120
The amount of benefit from imagery is related to a person's imagery ability; thus, some training in mental imagery may be needed to:
optimize the effects
