Pe 220 Test Review Two

Front 1

RETENTION TEST

Back 1

skill performance test given following a period of no practice that measures the persistence of improved skill performance

Front 2

TRANSFER TEST

Back 2

test that measures the adaptability of a response, determined by testing the learner's ability to use a skill in a novel context or manner (different context)

Front 3

PERFORMANCE PLATEAU

Back 3

a period of time during the learning process in which no overt changes in performance occur

Front 4

FITTS AND POSNER'S 3 STAGE MODEL

Back 4

3 learning stages: 1. cognitive stage, 2. associative stage, 3. autonomic stage

Front 5

LEARNER BEHAVIOR for F&P

Back 5

C - develop understanding of mvmt requirements, attempt strategies, reformulate past experiences to make new ones
A - commit to learning mvmt pattern, perform more consistently, detect errors
A - perform skill proficiently, multitask, detect errors, processing time decreases

Front 6

PRACTITIONERS RESPONSE for F&P

Back 6

C - demonstration (visual and verbal), develop appropriate activities
A - constructive and effective feedback helps consistency
A - serve as a motivator

Front 7

GENTILE'S 2 STAGE MODEL

Back 7

stages from learner's perspective and emphasizes the goal of the learner and the influence of the task and environment
1. "getting the idea of the movement"
2. fixation/diversification stage

Front 8

LEARNER BEHAVIOR for GENTILE

Back 8

1. GIM: organize a corresponding mvmt. concentration and coordination. Develop btwn regulatory and non-regulatory condition.
2. accomplish goal regardless of circumstance. Consistency.
Closed Skill: FIXATION.
Open Skill: DIVERSIFICATION

Front 9

PRACTITIONERS RESPONSE for GENTILE

Back 9

1. point out regulatory and non-regulatory conditions and communicate the goal clearly
2. continue to highlight reg and non-reg and direct learner's focus.

Front 10

INDICATORS OF INFERRING PROGRESS

Back 10

Movement pattern
Attention
Knowledge and memory
Error detection and correction
Self-confidence
mvmpt pattern: increase in coordination and control; fluid muscle activity; efficient energy expenditure; increased consistency.
attention: skill execution (becomes automatic), visual (recognize situations)
knowledge and memory: declarative (what - content), procedural (how to apply to contexts)

Front 11

GLOBAL LEARNER

Back 11

learner who learns more easily when first presented with the big picture and then asked to concentrate on details. Humor, anecdotes, graphics

Front 12

ANALYTICAL LEARNER

Back 12

learner who prefers to have new information presented in a sequential manner building towards the main concept. rules, guidelines, and procedures.

Front 13

MOTIVATION

Back 13

an internal condition that incites and directs action or behavior

Front 14

PERCEPTUAL MODES

Back 14

1. Visual learners
2. Kinesthetic learners
3. Analytical learners
4. Auditory learners

Front 15

LEARNING STYLES

Back 15

influenced by instructional environment preferences, emotionality preferences, sociological preferences, physiological preferences, psych preferences.

Front 16

TRANSFER

Back 16

the phenomenon in which the learning of a new skill or performance of a skill under novel conditions can be influenced by past experience with another skill

Front 17

POSITIVE TRANSFER

Back 17

occurs when a learner's past experiences with one skill facilitate the learning of a new skill or the use of a skill in a different context (ie. zone defenses in football and basketball)

Front 18

NEGATIVE TRANSFER

Back 18

occurs when a learner's past experiences with one skill hinders or obstructs the learning of a new skill or the performance of a skill under novel conditions (ie. tracking a baseball and tracking a softball)

Front 19

ZERO TRANSFER

Back 19

when two skills are completely unrelated the experience of the first skill has no influence on the second (swimming and waterpolo)

Front 20

TRANSFER THEORIES: IDENTICAL ELEMENTS

Back 20

hypothesizes that transfer was based on the number of common elements shared by two skills. The more identical elements, the greater the positive transfer.
Amended to say that the similarities btwn the stimulus and response conditions of the two tasks that were fundamental. For opposite stimulus-response requirements, negative transfer.

Front 21

TRANSFER THEORIES: TRANSFER APPROPRIATE PROCESSING

Back 21

accounts for cognitive processing similarities that occur btwn practice conditions and the performance criterion. Expect positive transfer when practice conditions require learners to engage in problem-solving processes similar to those that the criterion task requires. Need to change the direction, speed, position, trajectory in practice.

Front 22

FOSTERING POSITIVE TRANSFER

Back 22

understanding past experiences, highlighting similarities and differences, use analogies, maximize similarities, adjust instruction to the skill level of the learner.

Front 23

CAPTURING ATTENTION

Back 23

1. location should be free of distractions.
2. learner should be able to hear/see clearly
3. equipment should be away from learning area
4. introduce skill in a manner that stimulates interest - dynamically, with enthusiasm

Front 24

VERBAL INSTRUCTIONS

Back 24

Role of task instructions - introduce skill, refining a goal?
Introducing the skill - describe critical elements
Amount of info - short and simple
Precise language - developmentally approp language
Focus - interval vs. external
Awareness of reg conditions - task relevant or irrelevant
Learning styles
Previously learned skills - find connections, etc
Verbal cues
Check for understanding - restate info, ask questions

Front 25

4 VERBAL CUES

Back 25

concise, accurate, limited, repetition

Front 26

THEORIES OF OBSERVATION LEARNING: SOCIAL COGNITIVE

Back 26

learner processes info conveyed by a model and transforms it into a cognitive representation (memory). This makes a frame of reference. More popular theory

Front 27

THEORIES OF OBSERVATION LEARNING: DYNAMIC INTERPRETATION

Back 27

learner acquires relative features of a movement pattern or, in other words, the pattern of coordination of the limbs relative to each other. This enables the learner to coordinate body movements to reproduce the observed relative motion

Front 28

DEMONSTRATIONS: WHAT

Back 28

Coordination vs. control, entire vs. partial, real time vs slow motion

Front 29

DEMONSTRATIONS: WHO

Back 29

expert vs learning model, model-observer similarity, alternative mediums - video, pictures

Front 30

DEMONSTRATIONS: HOW

Back 30

formation, avoid product options, limb preference

Front 31

DEMONSTRATION: WHEN & HOW OFTEN

Back 31

when introduced? interspersed throughout practice

Front 32

DISCOVERY LEARNING:
GUIDED LEARNING

Back 32

teacher guides and directs. Combines questions, problems, examples to move towards a desired result (convergent).

Front 33

DISCOVERY LEARNING: PROBLEM SOLVING

Back 33

teacher guides and directs - many answers possible from same question (divergent).

Front 34

MANUAL GUIDANCE

Back 34

moves learner through goal mvmt. Being led passively thru a mvmt is not ideal and shoudl ge used sparingly. Produces diff response and produced feedback, leads to being less attentive. eliminates opportunity to detect/correct one's own errors

Front 35

PRACTICE MAKES PERFECT?

Back 35

practice does not guarantee learner will become more proficient, and it needs to be designed so as to lead to optimal gains in skill proficiency

Front 36

WHOLE OR PART PRACTICE?
3 - considerations

Back 36

1. NATURE of SKILL:
Task complexity (motor actions required)
Task organization (how much the performance of each part depends on the component that precedes it)
2. CAPABILITY OF THE LEARNER
past experiences? overwhelmed? frustrated? motivated?
3. PRACTICE TECHNIQUES
segmentation, fractionization, simplification

Front 37

HIGH IN ORGANIZATION, LOW IN COMPLEXITY. whole or partial

Back 37

whole practice

Front 38

LOW IN ORGANIZATION, HIGH IN COMPLEXITY

Back 38

part practice

Front 39

SEGMENTATION

Back 39

Part-whole: catch, approach, drop, combine all.
Progressive-part: catch, approach, catch+approach, drop, catch+approach+drop
Repetitive-part: catch, catch+approach, catch+approach+drop
Forward chaining: catch, approach, drop
Backward chaining: drop, approach, catch

Front 40

FRACTIONIZATION

Back 40

skill components that are normally performed simultaneously are partitioned and practiced independently

Front 41

SIMPLIFICATION
how?

Back 41

reduce the level of difficulty of the task or some aspect of the task
1. modify equipment
2. reduce coordination requirements
3. change complexity of environment
4. lead-up games
5. simple to complex

Front 42

ATTENTION CUEING

Back 42

learner directs attention to a specific aspect of the skill during practice of the whole skill. Doesn't change temporal/spatial characteristics - allows learner to focus on 1 task component problem

Front 43

SPEED-ACCURACY TRADE-OFF

Back 43

emphasis on speed negatively affects accuracy and vice versa.
contradiction: increased speed, decreased timing errors.
If goal is spatial accuracy, speed not as important. If goal is temporal accuracy, speed is important.
Initial stages of learning: emphasize speed, de-emphasize accuracy

Front 44

BILATERAL TRANSFER

Back 44

transfer of a skill learned on 1 side of the body to the other side.
Learning a skill lefty is faster when skill is already learned with the right.
Transfer is not enough that practice is not needed. Skills should be practiced first with the preferred limb and then introduced to the non-preferred limb.

Front 45

PSYCHOLOGICAL STRATEGIES: MOTIVATION

Back 45

practice: fun and variety. Every learner should have some degree of success. Loss of motivation: boredom and frustration.

Front 46

GOAL SETTING TYPES

Back 46

1. outcome - final result
2. performance - self improvement - how YOU are gonna get there
3. process - technical elements needed to perform and have an outcome.
Participants need to be engaged

Front 47

GOAL SETTING COMPONENTS

Back 47

Specific
Measurable
Achievable
Realistic
Timely
Goals need to be individualized.

Front 48

MENTAL PRACTICE

Back 48

process in which performers think through or about the cognitive, symbolic or procedural aspects of a motor skill in the absence of overt movement. Strategy sessions

Front 49

MENTAL IMAGERY

Back 49

mental process in which people imagine themselves performing a motor skill from either a first person or third person perspective

Front 50

APPLICATION FOR MENTAL PRACTICE

Back 50

no substitute for actual practice, combo of both needed.
BENEFITS: reduce anxiety, increase confidence, enhance motivation, improve selective attention, injury rehab

Front 51

THEORIES FOR MENTAL PRACTICE

Back 51

Neuromuscular: activates same motor pathways that would have been used if the movement had been physically done. Supported by EEG
Cognitive: facilitates the acquisition of the cognitive elements of a skill (understanding, testing, strategy). Can practice the skill over and over w/o becoming fatigued.