Pstm Psychomotor Skills

Front 1

Action oriented that require neuromuscular coordination

Back 1

Psychomotor skill

Front 2

Deal with manual skills that learned through manual manipulation

Back 2

Psychomotor skill

Front 3

Involves coordinated muscular movements typified by intention and precise timing

Back 3

Psychomotor skill

Front 4

Psychomotor teaching principles

Back 4

Conceptualization

Visualization

Verbalization

Practice

Correction and Reinforcement

Skill mastery

Skill autonomy

Front 5

Understanding the cognitive elements of the skill

Back 5

Conceptualization

Front 6

It is about the why, when it's not, what precautions

Back 6

Conceptualization

Front 7

Identifying the instruments and tools

Back 7

Conceptualization

Front 8

Must the see the skill demonstrated in its entirety

Back 8

Visualization

Front 9

To have a model of expected performance

Back 9

Visualization

Front 10

Lead to student imitation

Back 10

Visualization

Front 11

Hear the narration of the steps along with second demomstration

Back 11

Verbalization

Front 12

Students is able to narrate correctly the steps before demonstrating it

Back 12

Verbalization

Front 13

Performing the skill after a student have seen it and heard and repeated the narration

Back 13

Practice

Front 14

Discreet units for practice

Back 14

Subcomponent, Linkage, Contiguous

Front 15

Practicing a small portion of the skill

Back 15

Subcomponent

Front 16

Practicing small portions linked together

Back 16

Linkage practice

Front 17

Practicing the entire skill repeatedly

Back 17

Contiguous practice

Front 18

Leads to student precision practice and eventual articulation

Back 18

Practice

Front 19

Need immediate correction

Back 19

Correction and reinforcement

Front 20

______ reinforcement should be used to comment correct performance

Back 20

Postive

Front 21

Ability to perform a sequence of skills in a practice without error

Back 21

Skill Mastery

Front 22

Lead to student articulation

Back 22

Skill Mastery

Front 23

Ability to perform the skills in real life situation without error

Back 23

Skill Autonomy

Front 24

Leads to student naturalization

Back 24

Skill Autonomy

Front 25

Phases or stages of Skill learning

Back 25

One: Getting the idea of the movement

Two: Fixation/Diversification

Front 26

Initial step of this stage is having a goal

Back 26

Getting the idea of the movement

Front 27

Student is confronted with a clear-cut need or goal

Back 27

Getting the idea of the movement

Front 28

Stimuli that influence the motor activity

Back 28

Regulatory stimuli

Front 29

Stimuli that do not influence the performance of the skill

Back 29

Non-regulatory stimuli

Front 30

Relevant stimuli remain stable throughout the performance of the skill

Back 30

Closed skill

Front 31

Most skills being practiced in a ______ are considered closed skill because the conditions there are usually held constant

Back 31

Laboratory

Front 32

Regulatory stimuli vary throughout the skill performance which the students can benefit because of unpredictable and changing stimuli

Back 32

Open skills

Front 33

Open skills are performed in a ______ because they take place in a changing environment

Back 33

Clinical setting

Front 34

A general mental preconception of what movements will be required to attain a goal

Back 34

Motor plan

Front 35

Student must practice and refine the skill in the same way at any time

Back 35

Fixation

Front 36

Student must practice performing the skill in changing environments to be modified as necessary at any time

Back 36

Diversification

Front 37

Closed skill results in ______

Back 37

Fixation

Front 38

Open skill requires ______

Back 38

Diversification

Front 39

In ________, student refines his performance, alter it and fixes it in memory

Back 39

Diversification

Front 40

Learning psychomotor skills

Back 40

Attention

Feedback

Practice

Front 41

Students must use selective attention

Back 41

Attention

Front 42

It proposes that our information processing system can handle a limited number of stimuli at one time

Back 42

Bottleneck theory of attention

Front 43

Competing stimuli reach a bottleneck where some stimuli may be filtered out ________

Back 43

Consciously or unconsciously

Front 44

People learn to focus their attention to necessary stimuli through _______

Back 44

Coaching and practice

Front 45

Strategies to focus attention while performing closed skill

Back 45

Muscle relaxation technique and breathing control, visualization or mental imagery, concentrating on an important segment of the skill

Front 46

Feedback that comes within the student; little internal voice

Back 46

Intrinsic feedback

Front 47

Feedback given by the teacher or other objective source

Back 47

Extrinsic feedback

Front 48

Extrinsic feedback is also called as ________

Back 48

Augmented feedback

Front 49

Forms of Augmented feedback

Back 49

Knowledge of results, knowledge of performance

Front 50

Refers to the external verbal feedback about the performance outcomes

Back 50

Knowledge of results

Front 51

Refers to the external information involved in the performance

Back 51

Knowledge of performance

Front 52

Student should be allowed to benefit from _______ feedback before given _______ feedback.

Back 52

Intrinsic ; extrinsic

Front 53

Gap between intrinsic and extrinsic feedback should be _______

Back 53

Not too long

Front 54

Repeated practice session with very short or no rest periods

Back 54

Massed practice

Front 55

Includes planned rest periods between trials

Back 55

Distributed practice

Front 56

Using a greater number of ______ practicr session is better than fewer _______ sessions.

Back 56

Short ; long

Front 57

Which one is generally better: distributed or massed practice?

Back 57

Distributed practice

Front 58

It is where the improvement is arrested or the performance even slips

Back 58

Learning plateau

Front 59

Learning plateau may be due to the following reasons:

Back 59

- Change of motivation or attention

- Nonlinear dynamics

Front 60

A natural phenomenom which postulates that the behavior does not always follow an expected smooth trajectory

Back 60

Nonlinear dynamics

Front 61

A practice technique that has been widely studied in movement science and applied in physical education

Back 61

Mental practice

Front 62

Also knows as mental imagery, mental rehearsal, guided imagery, visualization

Back 62

Mental practice

Front 63

It is about reading the instructions and picturing each steps

Back 63

Mental practice

Front 64

Approaches to Teaching psychomotor skills

Back 64

Independent Learning

Demonstrations

Simulations

Front 65

Primary teaching method of independent learning

Back 65

Self-instruction

Front 66

An approach where self-instruction is the primary teaching method

Back 66

Independent learning

Front 67

An approach where students are provided with a psychomotor skills handbook

Back 67

Independent learning

Front 68

An approach where students proceed with their own pace

Back 68

Independent learning

Front 69

In independent learning, _________ assist the students when necessary and monitor the testing procedures.

Back 69

Laboratory instructors

Front 70

An approach that is considered to be more efficient and cost effective

Back 70

Independent learning

Front 71

An approach where people learn as they observe other people's behavior

Back 71

Demonstrations

Front 72

An approach where students retain a mental model of the behavior after observation and attending a demonstration

Back 72

Demonstration

Front 73

Elements of effective skil demonstration

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- assemble all equipment ahead of time

- make sure all equipment are in working condition

- do a dry run

- prepare a realistic environment

- perform step by step procedure

- give a rationale of your action

- refer to the manual or handbook

- ethical standard must be followed

- return demonstration

Front 74

An approach in which a student practice a skill with equipment

Back 74

Simulation

Front 75

An approach where students learn and practice with mannequin or fellow students

Back 75

Similations

Front 76

Practice setting and conditons like the real world to increase the likelihood of positive transfer of learning

Back 76

Simulations

Front 77

The Five-Step Method

Back 77

Overview

Silent demonstration

Narrative demonstration

Mental practice

Return demonstration

Front 78

A method where you motivate the student to learn the skill and make them understand why the skill is needed

Back 78

Overview

Front 79

A method where a skill demonstrated exactlt as it should be done without talking through the procedure

Back 79

Silent demonstration

Front 80

A method where students use a mental picture to self-evaluate their own performance

Back 80

Silent demonstration

Front 81

A method where a student repeats the procedure while desribing in detail each steps in the process

Back 81

Narrative demonstration

Front 82

A method where student sees how each step fits into the optimal sequence

Back 82

Narrative demonstration

Front 83

A method where there is an alotted time for students' question and clarification

Back 83

Narrative demonstration

Front 84

A method where the students talk through the skill

Back 84

Mental practice

Front 85

A method where the students describe step by step how to do the skill

Back 85

Mental practice

Front 86

A method where the student understand and remember each step in sequence of performing the skill

Back 86

Mental practice

Front 87

A method where it helps the student commit the process to memory

Back 87

Mental practice

Front 88

A method where the students now perform the skill

Back 88

Return demonstration

Front 89

A method where a feedback or coaching is provided as needed

Back 89

Return demonstration

Front 90

Common means of organizing skill learning and assessment

Back 90

Skill performance checklists

Front 91

Describes the step by step progression of skill activity needed to achieve the goal

Back 91

Checklists

Front 92

Used to desribe how well the step by step procedure were done

Back 92

Rating scale

Front 93

Theory and practice come together in the clinical laboratory

Back 93

Clinical teaching

Front 94

To master complex psychomotor skills in clinical teaching, it requires _______ rather than simulated situation.

Back 94

Real patient

Front 95

In the clinical laboratory, students should be ______ rather than be more supervised and evaluated.

Back 95

Taught

Front 96

In the clinical laboratory, students should _______ rather than to be expected to perform.

Back 96

Practice

Front 97

In the clinical laboratory, the emphasis should be on _________.

Back 97

Teaching and guiding

Front 98

Clinical laboratory sessions

Back 98

Orientation

Scheduled didactic classes

Practice session

Conferences and seminars

Evaluation of students

Front 99

Evaluation that is also referred to as feedback or diagnostic evaluation

Back 99

Formative evaluation

Front 100

An evaluation througout the learning process and identifes the students strengths and weaknesses

Back 100

Formative evaluation

Front 101

An evaluation given at the end of the learning experience to assess whether a student achieved the learning objectives

Back 101

Summative evaluation

Front 102

An evaluation where a grade is given after computation

Back 102

Summative evaluation

Front 103

Referenced evaluation classifications:

Back 103

Norm-referenced

Criterion-referenced

Front 104

A referenced evalution where a student is compared with a norm group and grade is relative to the performance of the group

Back 104

Norm-referenced

Front 105

A referenced evaluation where grades are distributed on a normal curve and there is always passing and failing depending on their group

Back 105

Norm-referenced

Front 106

A referenced evaluation where a student is compared to a well-defined performance criteria not with other students

Back 106

Criterion-referenced

Front 107

A referenced evaluation which is less subjective

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Criterion-referenced

Front 108

For clinical grades, the use of __________ is strongly suggested.

Back 108

Pass/Fail or Satisfactory/Unsatisfactory