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25 Cards in this Set
- Front
- Back
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Motor Skill Acquisition |
-Important for lifelong participation -Complex at many of levels, individual and social (socio-economic status, parenting, etc) -Need to take account of individual characteristics, an instructional approach underpinned by a robust theoretical framework is essential -Traditionally, prescriptive approach with visual demonstrations, repetitive practice, using a 'criterion model' as assumption that there is an ideal movement pattern, and the learner should be taught how to create it |
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-DST- learning is non-linear due to multiple interacting subsystems -Learners are conceived as nonlinear dynamical subsystems that interact and self-organise to form stable movement patterns -Learners have to solve DoF problems (freeze, release, reorganise; coordinate structures) -DoF initially reduced due to constraints |
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Ecological Theory 3 types of constraints |
Task Environment Individual |
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Ecological Theory |
When accounting an movement: -3 constraints reduce DoF available to us |
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Ecological Theory |
Circular relationship between perception and action. Constraints-->Action-->Changes in perceptual variables-->Perception-->Constraints |
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Individual Constraints |
Functional: prosthetic limb, confidence (high self-efficacy=solve DoF problem quicker), high anxiety=solve DoF problem slower. Structural: genetic makeup |
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Task Constraints |
Rules of a sport Opponents? Markings on the pitch? |
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Environmental Constraints |
Physical attributes of where we are: weather, light, temp, altitude, etc Social attributes: cultural norms, peer groups, values, etc |
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Constraints change: |
-through age -move country -injury |
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Constraints of baby using a walker |
-Environment: inside on carpet -Task: use walker to give more stability |
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Constraints of patient with spinal cord injury learning to walk |
-Functional constraint- reduced efferent and afferent info from brain to muscles and back up to brain -Nervous -Environment: in hospital is a lot different to real life -Task: using walking so freezing DoF |
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Constraints of man failing to jump off a diving board |
-Low muscle to body fat ratio so struggle -Environment: in front of people and slippy diving board |
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Constraints |
-Learners should be conceived as nonlinear dynamical systems, comprising numerous parts that interact and self organise -The emergence of self organised functional movement solutions e.g. coordinative structures is facilitated via the task, environment, and the performer |
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Individual Variability |
-Individual differences= intrinsic dynamics (every person will approach the same task differently) -The conditions under which coordination changes occur are individual specific -Genetics: separate twins at birth to look at nature/nurture debate (doesn't happen anymore) |
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Study looking at genetic contribution to motor learning: Monozygotic (same egg) vs dizygotic (different eggs) twins |
-Stylus and you follow a light on a screen (tracking task) -Measured how much time they tracked it -No difference in mono and di, the twins were similar to each other -Mono: higher correlation between mono -Genetics can account for ability to learn a skill but they only looked at one stage of learning! Didn't look at retention |
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Genetic Polymorphisms |
-Angiotensin- converting enzyme (ACE) -BDNF-val met66 (neurotransmitter) |
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ACE |
-predicts variability in physical endurance -degrades bradykinin and tachykinin -stimulates vasoconstriction ad vasoconstrictor angiotensin -Sequence variation of DNA create 3 alleles (II, ID, DD) --ID/DD: 2 of these can cause lower activity of ACE in muscles |
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BDNF-val met66 |
-Substitution of met for the val on 66 amino acid chain -BDNF considered a prerequisite for synaptic plasticity (effects spatial learning) -BDNF released with exercise, does and intensty dependent -BDNF polymorphism, decreases rate of learning and relearning |
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Task and Environmental Constraints and Non Linear Pedagogy |
-Framework of pedagogicalprinciples that can be used to account for non linear behavioural changes -Key constraints that form boundaries for the learnerto explore functionalmovement solutions -Non-Linear Pedagogy |
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Info=movement couplings and Representative Learning Designs |
-Have learning situations that best represent where movements will be occurring -Otherwise we deny performer the opportunity to explore appropriate info-movement couplings |
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Task Constraints- Control and Coordination |
Exploratory practice for functional movement solutions -Novices: assemble coordinative structures to achieving task goal -Advanced stages: refine and adapt coordinative structures -Exploratory practice: direct learner to search (perceptual motor landscape) for effective coordinative solutions |
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RESEARCH (Lee, Chow, Komar, Tan and Button, 2014) Does Non-Linear Pedagogy work? |
-NLP: learners encourages to and experiment with different movement solutions, and adapt coordinative structures -Degeneracy: ability of complex neurobiological systems to achieve different solutions for the same task goal that may be suited to meet the task and environmental demands |
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RESEARCH (Lee, Chow, Komar, Tan and Button, 2014) They split girls into 2 groups and learning tennis stroke |
Traditional coaching: instructions are prescriptive, repetitive, drill like -Focus on a 'criterion model' -Reproduce movement patterns NLP coaching: explorative instructions -explore own solutions based on intrinsic dynamics |
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RESEARCH (Lee, Chow, Komar, Tan and Button, 2014) Reuslts |
-Accuracy: everyone became more accurate -Traditional group started to look like criterion model -Kinematics: traditional were consistent in movement patterns -Retention tests: NLP outperformed traditional |
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Key Implications |
-discovery learning, active learning, problem solving- performer encouraged to explore and assemble their own tentative solutions -discovering solutions -variability viewed as positive -learning occurs in similar environment -helps assembles coordinative structures in early learning |
