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23 Cards in this Set
- Front
- Back
Motor Skill
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A skill which the primary determinant of success is the quality of the movement that the performer produces.
Is an act or task. |
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What are the three characteristics that are used to classify skills?
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1. Way the task is organized
2. The relative importance of motor and cognitive elements 3. Level of environmental predictability during performance. |
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Discrete skill
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Defined beginning and end and is often very brief.
For example, throwing and kicking a ball, firing a rifle, or casting a fishing lure. Hitting, kicking, jumping, and catching. Sit-to-stand transfer |
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Serial skill
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Several discrete actions are connected together in a sequence, often with the order of the actions being crucial to performance success.
Hammering a nail, taping an ankle, brushing teeth |
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Continuous skill
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No definable beginning and end, repetitive or rhythmic, often lasting many minutes.
Examples, swimming, running, skating, cycling. Either the performer or some environmental barrier or marker determines the beginning and end. |
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Cognitive skill
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A skill for which the primary determinant of success is the quality of the performer's decisions regarding what to do. Performance depends more on the strategy dictating the movement than on the production of the movement itself.
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Differences between a cognitive and motor skill?
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A cognitive skill mainly emphasizes knowing what to do whereas a motor skill mainly emphasizes doing it effectively. No skills is purely one or the other.
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Open skill
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A skilled performed in an environment that is unpredictable or in motion and that requires the performers to adapt their movements in response to dynamic properties of the environment.
Ex. playing soccer, wrestling, catching a butterfly |
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Closed skill
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A skill performed in an environment that is predictable or stationary and allows performers to plan their movements in advance.
Ex. gymnastics, typing, cutting vegetables |
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Capabilities
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Characteristics of individuals that are subject to changes as a result of practice and that underlie the performance of various tasks.
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Gentile's Two Dimensional System considers
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Requirements of actions and demands of the environment.
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Requirements of actions
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object manipulation and body transport
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Environmental demands
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Regulatory-the degree to which the environment is stationary or in motion.
Responding to to regulatory stimulus that is in motion and is differ Context-extent to which the environment changes from one performance attempt to the next. |
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Skill proficiency
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Consists in the ability to bring about some end result with maximum certainty and minimum outlay of energy and time. Movements performed with a desired environmental goal
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One quality of skill proficiency is movement certainty
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To be skilled implies that a person is able to meet the performance goal, or end result, with maximum certainty. Only those who show that they can achieve the goal with a high degree of certainty, on demand, without luck playing a very large role, can be considered skilled.
Throwing darts |
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Second quality of skill proficiency is the minimization, and occasionally conservation, of energy required for performance.
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Minimize their energy expenditure by reducing or eliminating unwanted or unneccessary movement.
Marathon runners |
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Third quality is minimum movement time
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Achieving the goal in the shortest time possible.
Sprinters, swimming, factory worker Sometimes those who perform too quickly leads to sloppy performance, or errors. |
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Motor performance
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The observable production of a voluntary action, or a motor skill. The level of a person's performance is susceptible to fluctuations in temporary factors such as motivation, arousal, fatigue, and physical condition.
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Motor learning
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The changes, associated with practice or experience, in internal processes that determine a person's capabilities for producing a motor skill.
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Implicit Learning
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Improvements that occur in a person's capability for correct responding as a result of repeated performance attempts and without the person's awareness of what caused the improvements (or that the improvements even occurred).
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Early stage performance characterized
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by considerable inaccuracy, slowness inconsistency, and stiff looking movements. Learners lack confidence and therefore hesitant and indecisive in their actions.
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Final stage of learning
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Performance is virtually automatic
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Automated movements
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Movements perfomed with little attention to or conscious awareness of skill execution; a characteristic of advanced learners.
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