Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
81 Cards in this Set
- Front
- Back
|
Gross Motor Skills |
- Little Precision - Whole-Body Movements - Multiple Limb Segment - Fundamental Motor Skill |
|
|
Fine Motor Skills
|
- Small Muscles - Precise - Perceptual Motor Skill |
|
|
Fundamental Motor Skills |
Learned early in development and foundational to other motor skills. |
|
|
Open Skills |
- Changing and unpredictable environment - Externally paced - environmentally determined |
|
|
Closed Skills |
- Stable and predictable environment |
|
|
Discrete Skills |
- Clear beginning and end - Can be complex - Can involve whole body
|
|
|
Serial Skills |
- Series of discrete movements - Done in an order to produce a movement |
|
|
Continuous Skills |
- Repetitive skill with some beginning and end |
|
|
Performance Measure |
- The measurement variable used to determine an outcome for a task - Needs to be both valid and reliable measure |
|
|
Validity |
- Does it measure what it says it will measure? - Refers to the degree to which a study accurately reflects or assesses the specific concept that the researcher is attempting to measure |
|
|
Reliability |
- Does it measure accurately over several iterations? - Concerned with the accuracy of the actual measuring instrument or procedure |
|
|
Response Outcome |
- Evaluates the result of a specific skilled action (Quantitative) - Reveals what happened, not how it happened |
|
|
Reaction Time |
- The time from a stimulus to an onset response (Cognitive) - Generally used to measure the information processing time involved in a task |
|
|
Information Processing |
- Take information in and interpret it, store it, and manipulate it - Essential job of the brain |
|
|
Talent |
- Genetic abilities that contribute to specific motor performances - In some usage includes all abilities and component motor skills that contribute to success at a particular sport or activity |
|
|
Talent Identification |
- The ability to predict future performance based on current abilities
|
|
|
Performance |
- Observable and measurable outcome of executing a motor skill |
|
|
Learning |
- Relatively permanent change in one's capability to perform a skill as a result of practice or experience |
|
|
Performance Plateau |
- A level period where skill learning or performance is flat (no improvement) |
|
|
Ceiling Effect |
- Quickly maximizing performance score leaving little room to improve |
|
|
Floor Effect |
- Task is so difficult that improvement is difficult to achieve, resulting in plateau
|
|
|
Positive Transfer |
- Facilitates the learning of the secondary motor skill |
|
|
Negative Transfer |
- Impedes the learning of the secondary motor skill |
|
|
Fitts and Posner Model (Stages) |
- Cognitive - Associative - Autonomic |
|
|
Multiple Resource Theory |
- Human beings have a variety of processing resources - Brain has different processing areas
|
|
|
Psychological Refractory Period |
- Two tasks have to happen, one is delayed, while the other is carried out. |
|
|
Motor Memory |
- Capacity to retain motor skills that we have learned over long periods of non-use |
|
|
Strategies for Learning |
- Repetition - Imparting Meaningfulness and Understanding - Learner Self-Control Over Movement Selection - Fostering Mastery and Intention to Remember |
|
|
Repetition |
- Rehearsal of the movement over and over again
|
|
|
Meaningful Movements |
- Understanding why the skill must be performed a certain way |
|
|
Learner Self-Control |
- The learner chooses when to receive feedback or demonstrations; also selects what to focus on |
|
|
Focus on Mastery |
- When effort is directed toward learning the skill, versus mindlessly performing it, learning is more quickly and deeply achieved. |
|
|
Attention |
- Mental process of concentrating on specific things. |
|
|
Focus of Attention |
- Quality of our concentration on a stimuli or ongoing situation |
|
|
Attention Switch |
- Moving focus from one stimulus to another |
|
|
Four Types of Attention |
- Narrow Internal - Narrow External - Broad External - Broad Internal |
|
|
Broad External |
- Court sense - Environmental Awareness |
|
|
Broad Internal |
- Analysis and Planning - "Big Picture" goals and strategies - Physiological body scanning |
|
|
Narrow Internal |
- Decision Making - Systematic problem solving - Mental imagery - Physiological processes |
|
|
Narrow External |
- Movement goal/Outcome - Environmental Obstacle |
|
|
Sensory Set Focus |
- Focusing on stimuli and reacting as fast as possible |
|
|
Stress |
- The physiological and psychological changes that occur in response to changing conditions |
|
|
Inverted U Principle |
- If arousal is too high or too low, performance suffers |
|
|
Intention |
- A psychological process that provides a goal or a plan of action that includes the what, why, and how of a movement |
|
|
Effort |
- The level of mental and physical engagement in a task |
|
|
Practice |
- Dedicated effort toward improving upon a skill or task |
|
|
Training |
- Improving physiological functioning and physical proficiency abilities |
|
|
Features of Practice |
1) Specific intention to improve and master the skill 2) Strong motivation and effort 3) Individual based practice and learner input into practice 4) Effective communication and information 5) Overlearning with variation |
|
|
Systems Theory |
- Movement emerges from an interaction of individual, task, and environmental factors |
|
|
Discovery Learning |
- Learner uses constraints to establish optimal movement strategies - Independent of other people |
|
|
Amount of Time Required for Mastery |
- 10 years of practice/ 10,000 hours |
|
|
Mastery Goal |
- Improve and learn the skill |
|
|
Performance Goal |
- Be better than others or normal standards |
|
|
Motivation v. Effort |
- Additional effort and motivation to learn the skill increases skill learning |
|
|
Good Instructions |
- Convey goals appropriate to situation - Lead learners to learn based on individual - Must be within cognitive/physical grasp of learner - Encourage exploration and discovery of movement solutions - Influence the learner's attention |
|
|
Feedback |
- Information passed from instructor to learner regarding performance |
|
|
Augmented Feedback |
- Technical term for what we define as feedback - Ex: Qualitative/quantitative, detailed/vague, verbal/physical, video/guidance, modeling/graphic. |
|
|
Biofeedback |
- Using electronic devices to amplify biological processes to make them noticeable to the learner - Ex: HR monitor, EEG, O2 uptake
|
|
|
Postural Control |
- The maintenance of body alignment and spatial orientation in order to put the body in a position to enable effective movement |
|
|
Muscle tone |
- The force with which the muscle resists lengthening (stiffness); maintain base level of postural control - Regulate storage and release of elastic NRG - Regulate force dampening |
|
|
Postural Tone |
- Stiffness of relevant muscles to resist sway or stiffen body segments and joints; present within spinal column at all times |
|
|
Factors of Muscle Tone |
- Viscoelasticity – passive tone - Level of neural activation – active tone
|
|
|
Stability |
- Position that is resistant to disturbance or returns to normal after disruption |
|
|
Whole Body Stability |
- Balance |
|
|
Dynamic Stability |
- Maintain the body in equilibrium during movement |
|
|
Segmental Stability |
- Anchoring and stabilizing of body parts to provide a firm foundation for other moving parts - Neutralizers, stabilizers, and fixator muscles
|
|
|
Predictive Postural Control |
- Prepares the body in advance of an anticipated disturbance |
|
|
Compensatory Postural Control |
- Adjustments occurring in response to a disturbance
|
|
|
Levels of Postural Control |
1) Reflexive 2) Autonomic 3) Voluntary |
|
|
Reflexive Postural Control |
- Function of somatosensory, vestibular, and visual systems - Ex: Eyes closed balance test |
|
|
Autonomic Postural Control |
- Combination of innate and learned behaviors that provide subconscious postural corrections that are fast and task-related - Ex: Spinning in circles |
|
|
Voluntary Postural Control |
- Postural adjustments made with conscious awareness - Ex: Walking on ice
|
|
|
Working Memory |
- Temporary storage- 30 seconds- capacity of 5-9 digits/words - Ex: Remember the number I write on the board |
|
|
Optimal Amount of Characters |
- Unsure |
|
|
Perceptual Motor Skill |
Requires a long time of interpreting environmental cues and decision making. |
|
|
Response Production |
- Evaluates how the performance was produced (Qualitative) |
|
|
Characteristics of Performance |
- Learning - Persistent improvement - Better consistency - Stability of performance - Adaptability |
|
|
Transfer of Learning |
- Previous learning and experience influencing the learning of subsequent motor skills. |
|
|
How is Attention Improved? |
Practice: - In chaotic, emotional, fast-paced environment - Alert, attentive, task focused throughout - Sensory Set Focused - Planning Ahead
|
|
|
Constraint-Led Theory |
- Important to have perceptual information that is available in game settings - Game speed - Game environment
|
|
|
Joint Stability |
- Process that maintains structural integrity of the joint while permitting motion
|
