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;
55 Cards in this Set
- Front
- Back
|
skill |
a task or action that has a specific goal |
|
|
transfer of learning |
how previous practice on a task influences the learning of a new skill |
|
|
what is learning |
relatively permanent change in the ability to perform a skill |
|
|
3 stages of learning |
1.cognitive-encounters cognitive problems and must integrate information 2. associative-makes associations with environmental cues and movements 3.autonomous- learner performs skill in habitual or autonomic manner |
|
|
2 stage model |
1.getting idea of movement-learning organizes a movement pattern conditions and must discriminate between regulatory and non regulatory conditions 2. fixation-learner must acquire/consistency,economy of effort, adaptability for skill |
|
|
closed skills require_______ Open skills require_____ a.diversification b. fixation |
closed-fixation. must refine for consistency-free throw open-diversification-must be highly tuned to regulatory conditions-fast break |
|
|
negative transfer |
previous practice of one skill hinders learning of a new skill |
|
|
positive transfer |
previous practice assists learning of new skill |
|
|
significance of transfer |
1. can define the appropriate sequencing of skills to be learned 2. asses the effectiveness of practice conditiosn |
|
|
what should vary in practive |
1. task (skill) 2. enviornment (regulatory, non regulatory) |
|
|
non regulatory vs regulatory conditions |
non regulatory -doesnt affect skill such as crowd noise during free throw regulatory-vary distances |
|
|
3 different types of practice schedules |
blocked- aaa, bbb, ccc random-abc, cba, bca serial- abc abc abc |
|
|
blocked practice results in better___ Random practice results in better____ |
practice learning |
|
|
contextual interference |
interference in performance resulting from variations in practice content Low ci- blocked high ci-random |
|
|
contextual interference effect CI effect is more appraent in skilled or less skill performers? |
when learning benefits from high contextual interference more skilled
|
|
|
massed practice |
rest between trials or sessions is short |
|
|
distributed |
rest between trials or sessions is long |
|
|
does distributed or mass lead to better learning |
distributed leads to better performance in practice and retention |
|
|
2 negatives with massed practice |
1.increased fatigue 2. decreased opportunity for memory consolidation |
|
|
performance outcome measure |
measure that indicates outcome of performing a skill |
|
|
performance production measure |
performance of a specific aspect of motor control system during performance of a motor skill |
|
|
kinematic measure |
motion without regard to force or mass |
|
|
kinetic |
force as a cause of motion |
|
|
motor control |
how nueromuscular system activates and controls muscles and limbs involved in performing a motor skill |
|
|
activity is a skill if |
it is performed voluntarily, has a specific outcome, acquired by practice or skill |
|
|
constant error represents |
magnitude of error in a specific direction(not absolute) |
|
|
variable error is |
how much variability there is on consistency of performance |
|
|
goal of process measures |
understand what underlies performance |
|
|
2 forms of feedback |
task intrinsic augmented-KR/KP |
|
|
role of KR and KP |
facilitate achievement of task goal motivate learner |
|
|
when not effective? kr and kp |
less effective if task intrinsic is already robust can hinfer if presented concurrently with performance presented after each practice trial conflict between augmented and task intrinsic |
|
|
what message should feedback convey error detection and positive reinforcement |
error detection-effective for learning positive reinforcement-motivates learner |
|
|
when is kr effectively used |
motivate determine outcome information when task intrinsic is not available |
|
|
kp effectively used? |
specific techniques coordination must be improved |
|
|
KR during delay negative when.... positive when..... |
focus on secondary task focus on subjective performance-develop plan |
|
|
guidance hypothesis |
when too much external, augmented feedback during practice may cause learner to develop harmful dependency on feedback |
|
|
ways to reduce frequency feedback 4 |
1. fading schedule of feedback-decrease frequency of feedback through practice to wean learner from dependency, no difference in acquisition but better in retention 2.bandwidths-range or tolerance limit of performance-feedback given within a predefined range of error 3.summary-every 5 trials/every 10 4. self selected- ask for help when needed/encourages active participation |
|
|
coordination |
spacial and temporal patterning of body and limb motions relative to each other and enviornment |
|
|
motor skill |
skill that requires voluntary limb movement to achieve a goal |
|
|
skillfullness |
level of quality with which a person executes a skill |
|
|
ability |
capacity of the individual that is a determinant of a persons potential for performance of a specofic skill |
|
|
motor ability |
ability that is specifically related to the performance of a motor skill |
|
|
discrete serial continuous |
light switch serial- series of discrete movements-piano continous-arbitrary beginning and end-walking |
|
|
stability of enviornment |
closed vs open |
|
|
general motor ability hypothesis |
many different motor abilities that exist in an individual are highly related and can be characterized in terms of singular, global motor ability |
|
|
specificity of motor abilities |
individuals may have motor abilities and these abilities are relatively independent |
|
|
absolute error |
average distance between outcome and target Eabs(x1-T)/2 |
|
|
constant error CE |
the difference between the average outcome and target |
|
|
variable error |
variability in outcomes across trials-not between outcomes and target |
|
|
pre-motor-motor reaction time-movment time= respone |
g |
|
|
performance |
behavior act of executing a skill at a specific time and in a specific situation |
|
|
learning |
change in capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice experience |
|
|
4 characteristics of learning process |
1. performance of skill shows improvement over period of time 2. performance becomes more consistent 3 greater persistence in improvements 4 performance becomes more adaptable |
|
|
complexity vs organization |
complex-number of parts organization-relationship among the components |
|
|
skills into parts |
fractionizing-practice parts seperately segmentation-practice part a then b then ab then c then abc simplification-reduce difficulty of entire skill |
