Motor Learning And Control Chp 5

Front 1

Cognitive Stage

Back 1

The Lerner is introduced to a new motor skill.

Develops an understanding of the movements requirements.

Attempts of numerous techniques and strategies for learning.

Reformulates past experiences to try to solve the current movement problem.

Needs guidance from practitioner to detect and correct errors.

Front 2

Associative stage

Back 2

The learner is committed to refining one particular movement pattern.

Performs more consistently with fewer errors.

Is better at detecting errors and developing strategies to eliminate them.

Needs constructive practice experiences and effective feedback from practitioner.

Front 3

Autonomous stage

Back 3

The learner can perform a skill proficiently.

Can perform multiple tasks simultaneously.

Performs consistently and confidently with fewer errors.

Can detect and correct errors.

May become discouraged and unmotivated if proficiency comes slowly.

Practitioner serves as a motivator

Front 4

Fitts and Posners Three stage Model

Back 4

It was proposed in 1967 and it suggests that Learners passed through three distinct stages. These three stages are cognitive associative an autonomous. Which model is it?

Front 5

Gentiles two stage Model

Back 5

This model contains two stages. It focuses more on the learning stages from the Learners perspective. It emphasizes the Learners goals and the influence of the task and environmental characteristics on that goal.

Hint 5

Front 6

Getting the idea of the Movement Stage

Back 6

The Learners goals are-

Develop an understanding of movement requirements and the environment in which the task is to be performed.

Organize a corresponding movement.

Attend to relevant information while ignoring irrelevant information.

Which stage is this in Gentiles two-stage model.?

Front 7

Fixation/Diversification Stage

Back 7

In this stage The Learners goal- Refine the skill

Fixation- closed skills fixed stable environment.

Example shooting a free throw

Diversification- open skills that are unpredictable environment.

Example shooting a hockey puck from various angles and positions also golf putting.

Front 8

Closed Skills

Back 8

Regulatory conditions stay the same and should be practice as such. However you can vary the non-regulatory conditions to bring some variability to the Learners training.

Front 9

Open Skills

Back 9

There may be changes to the regulatory conditions. You will also have changes to the non-regulatory conditions as well.

Front 10

Movement pattern

Attention

Knowledge and Memory

Error Detection and Correction

Self-confidence

Back 10

What are the performance indicators to let us know that learning has occurred?

Front 11

Freezing the Degrees of Freedom

Back 11

Stiff rigid movement and inefficiently timed movements.

Front 12

More fluid muscle activity

Back 12

This is a learner and performance changed. As a learner becomes more proficient the number of activated muscles needed to produce a movement will be reduced to only those that are fundamental for correct performance

Front 13

More efficient energy expenditure

Back 13

This is a learner and performance change.

Through practice movements become more efficient in the amount of energy needed to perform them will be reduced

Front 14

Increased consistency

Back 14

This is a learner and performance change.

The learner will begin to produce the New Movement with continued practice the movement will become consistent

Front 15

Attention to skill execution

Back 15

Front 16

Allocation of Visual Attention

Back 16

Front 17

A negatively accelerating curve

Back 17

This type of curve reflects the power law of practice. When learning a new skill individuals tend to demonstrate a large initial Improvement in performance which slows later in practice. This is the most common performance curve.

Front 18

A positively accelerating curve

Back 18

This curve is characterized by a little initial Improvement but larger gains occurring later.

Front 19

A linear curve

Back 19

This curve reflects a direct relationship between performance and time.

Front 20

An s shaped curve

Back 20

This curve is a combination of the negative and positively accelerating curves.

Front 21

Power law of practice

Back 21

When learning a new skill a large initial Improvement is shown in performance followed by a slowing later on in practice.

Front 22

Limitations of performance curves

Back 22

These are limitations

Represents temporary effects.

Cannot establish relative permanence and therefore cannot tell if learning has truly occurred.

Constructed from measurements that are often obtained by calculating the mean of several trials.

Front 23

Retention and transfer test

Back 23

These tests are used to infer that a relatively permanent change in performance has occurred.

Front 24

Retention

Back 24

This measures the Persistence of improved skill performance and is based on a timeline

Front 25

Transfer

Back 25

This measures the degree to which a learner can adapt a skill to a different performances situation.

Front 26

Retention test

Back 26

This test is given after a period of no practice to show True skill persistency

Front 27

Post test

Back 27

This test is given directly after practice period,But is not a true measure of skill persistency

Front 28

Performance plateaus

Back 28

This is a period of time during the learning process when no obvious changes in performance occur.

It may be a transitional.

Possible reasons for this to occur are fatigue, anxiety, lack of motivation, and limitations in type of performance measurement being used.