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148 Cards in this Set
- Front
- Back
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Motor Skills
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Activites or tasks that require voluntary:
- Head - Body - and/or Limb movement to achieve a goal Need to be Learned or Re-Learned |
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Motor Learning
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The study of the acquisition of motor skills
The performance enhancement of learned or highly experienced motor skills Reacquisition of skills that are difficult to perform, or can't be performed because of injury/disease. Important to know is the behavioral and/or neurological changes that occur when learning - and variables that influence it |
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Motor Control
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The study of how our NM System functions to:
- Activate and Coordinate - Muscles and Limbs - Involved in the Performance of a Motor Skill Can research new skills, or highly experienced |
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Motor Development
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The Study of Human Development from:
- Infancy to Old Age - Focusing on either Motor Learning or Motor Control |
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Three Influences of Performing a Motor Skill
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1. Characteristic of the Skill Itself
2. Person Performing the Skill 3. The Environment in which the Skill is Performed |
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Skill
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A. An Activity or Task that has a
- Specific Purpose B. An Indicator of - Quality of Performance |
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Action
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Know Motor Skill
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Movements
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Behavioral Characteristics of:
- Specific Limbs or - Combination of Limbs that are - Component Parts of an Action or a Motor Skill |
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Gross Motor Skill
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A Motor Skill that Requires the use of:
- Large Musculature to - Achieve the Goal of the Skill |
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Fine Motor Skill
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A Motor Skill that Requires Control of:
- Small Muscles to Achieve the Goal of the Skill Typically Involves: - Eye-Hand Coordination and - Requires High Degree of Precision of - Hand and Finger Movement |
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Motor Skills
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Activites or tasks that require voluntary:
- Head - Body - and/or Limb movement to achieve a goal |
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Motor Learning
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The study of the acquisition of motor skills
The performance enhancement of learned or highly experienced motor skills Reacquisition of skills that are difficult to perform, or can't be performed because of injury/disease. Important to know is the behavioral and/or neurological changes that occur when learning - and variables that influence it |
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Motor Control
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The study of how our NM System functions to:
- Activate and Coordinate - Muscles and Limbs - Involved in the Performance of a Motor Skill Can research new skills, or highly experienced |
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Motor Development
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The Study of Human Development from:
- Infancy to Old Age - Focusing on either Motor Learning or Motor Control |
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Three Influences of Performing a Motor Skill
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1. Characteristic of the Skill Itself
2. Person Performing the Skill 3. The Environment in which the Skill is Performed |
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Skill
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A. An Activity or Task that has a
- Specific Purpose B. An Indicator of - Quality of Performance |
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Action
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Know Motor Skill
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Movements
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Behavioral Characteristics of:
- Specific Limbs or - Combination of Limbs that are - Component Parts of an Action or a Motor Skill |
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Gross Motor Skill
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A Motor Skill that Requires the use of:
- Large Musculature to - Achieve the Goal of the Skill |
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Fine Motor Skill
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A Motor Skill that Requires Control of:
- Small Muscles to Achieve the Goal of the Skill Typically Involves: - Eye-Hand Coordination and - Requires High Degree of Precision of - Hand and Finger Movement |
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Motor Skills
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Activites or tasks that require voluntary:
- Head - Body - and/or Limb movement to achieve a goal |
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Motor Learning
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The study of the acquisition of motor skills
The performance enhancement of learned or highly experienced motor skills Reacquisition of skills that are difficult to perform, or can't be performed because of injury/disease. Important to know is the behavioral and/or neurological changes that occur when learning - and variables that influence it |
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Motor Control
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The study of how our NM System functions to:
- Activate and Coordinate - Muscles and Limbs - Involved in the Performance of a Motor Skill Can research new skills, or highly experienced |
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Motor Development
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The Study of Human Development from:
- Infancy to Old Age - Focusing on either Motor Learning or Motor Control |
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Three Influences of Performing a Motor Skill
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1. Characteristic of the Skill Itself
2. Person Performing the Skill 3. The Environment in which the Skill is Performed |
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Skill
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A. An Activity or Task that has a
- Specific Purpose B. An Indicator of - Quality of Performance |
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Action
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Know Motor Skill
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Movements
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Behavioral Characteristics of:
- Specific Limbs or - Combination of Limbs that are - Component Parts of an Action or a Motor Skill |
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Gross Motor Skill
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A Motor Skill that Requires the use of:
- Large Musculature to - Achieve the Goal of the Skill |
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Fine Motor Skill
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A Motor Skill that Requires Control of:
- Small Muscles to Achieve the Goal of the Skill Typically Involves: - Eye-Hand Coordination and - Requires High Degree of Precision of - Hand and Finger Movement |
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Discrete Motor Skill
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A Motor Skill with:
- Clearly Defined Movement Beginning and End Points - Usually Requiring a Simple Movement |
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Continuous Motor Skill
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A Motor Skill with:
- Arbitrary Movement Beginning and End Points - Usually Repetitive Movement |
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Serial Motor Skill
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A Motor Skill Involving a Series of Discrete Skills
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Environmental Context
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The Supporting:
- Surface - Objects - People - Involved in the environment in which a skill is performed |
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Closed Motor Skill
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A Motor Skill that Involves a:
- Stationary Environment where - the Performer Determines when to - Begin the Action |
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Open Motor Skill
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A Motor Skill that Involves a:
- Non-Stable - Unpredictable Environment - Where an Object or Environmental context in --- Motion and --- Determines when to begin the action |
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Taxonomy
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A Classification System Organized according to
- Relationships among the component characteristics of the - Group of Items or Objects being Classified |
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Regulatory Conditions
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Characteristics of the:
- Environmental Context that Determine (Regulate) - The Movement Characteristics needed to Perform and Action |
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Intertrial Variability
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An Environmental Characteristic in Gentile's Taxonomy of Motor Skills.
Refers to whether the Regulatory Conditions associated with the Performance of a skill in - One Situation or For One Trial are - Present or Absent in the Next Situation/Trial |
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Motor Skill Classification (Characteristics)
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Classified by Common Characteristics
- One and Two Dimension Classification Systems |
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One-Dimension Classification System
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Place Skills into Categories Based on:
- One Common Characteristic |
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Two-Dimension Classification System
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Places Skills into Categories Based on
- Two Common Characteristics |
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3 One-Dimension Classification Systems
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Skills Based On:
1. Size of Primary Musculature Required to Perform a Skill - Gross vs. Fine 2. Specificity of Where Movement Skills Begin - Continuous vs. Discrete 3. Stability of the Environmental Context in which skill Performed: - Open vs. Closed |
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Two Dimensional Classification System (GT)
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Gentile's Taxonomy of Motor Skills (2-Dimensional)
- Describes 16 Categories of Skills - Created From Characteristics associated with - Dimensions: Environmental Context & Function of Action - Taxonomy provides means of Understanding the Factors that Influence Motor Skill Complexity and Unique Requirements Placed on a Person with skills of a different complexity |
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Taxonomy Purpose
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Serve as:
1. Useful Guide for the Evaluation of Movement Capabilities and Limitations 2. Valuable tool for Selecting a Progression of: - Functionally Appropriate Activities to help a person Overcome Skill Performance Deficit - Increase Performance Capabilities 3. Means of Charting the Individual Progress of Physical Rehab Patients - Students as they work to attain specific physical activity goals |
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Distinguish Movements from Skills/Actions
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1. People initially learn to achieve action goals differently
2. People Adapt Movement Characteristics to achieve an action goal in a Variety of Situations 3. People use different types of Measures to evaluate action and movements with |
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Taxonomy
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A Classification system Organized According to:
- Relationships among Component Characteristics of what's being classified - i.e. Motor Skills |
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Cognitive Stage
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The 1st Stage of Learning in the Fitts and Posner model
- The Beginning/Initial Stage of Learning continuum |
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Associative Stage
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The 2nd Stage of Learning (Fitts/Posner)
- Intermediate Stage on the Learning Stages of continuum |
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Autonomous Stage
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3rd Stage of Learning (Fitts/Posner)
- Final Learning State of continuum - AKA Automatic Stage |
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Non-regulatory Conditions
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Characteristics of the Performance Environment that
- Do Not Influence the Movement Characteristics requires to achieve an Action Goal |
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Fixation
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Learner's Goal in 2nd Stage of Learning
- Gentile's Model - Learn Closed skills - Leaner refines movement patters - To Produce: correctly, consistently, and efficiently, from trial to trial |
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Diversification
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Learner's Goal in 2nd Stage
- Gentile's Model of Learning - Learner Acquires the Capability to Modify the Movement Pattern - According to Environmental Context Characteristics |
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Power Law of Practice
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Mathematical Law Describing the
- Negative Accelerating Change in Rate of Performance Improvement during soil learning - Large improvements in early stages - Smaller improvements rates further practice |
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Freezing the Degrees of Freedom
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Common Initial Strategy of Beginning Learner's
- To Control Degrees of Freedom associated with the - Coordination Demands of a Motor Skill - In Order to Achieve the Action Goal - Person Holds Joints Rigid ("freezing") while performing the skill |
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Plasticity
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Changes in Neuronal Activity in the Brain
- Associated with shifts in Brain Region Activity - Changes commonly Associated with Behavioral Changes or Modification |
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Fitts and Posner Model of Learning
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Learner Progresses Through 3 Stages:
1. Cognitive Stage 2. Associative Stage 3. Autonomous Stage |
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Gentile's Model of Learning
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Learner Progresses Through 2 Stages:
1. Initial Stage 2. Later Stages |
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Gentile's Initial Stage
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The Goals of the Beginner are:
- Develop a Movement Coordination Patter - Allows for some Degree of Successful Performance - To Learn to Discriminate Regulatory/NonRegulatory Conditions |
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Gentile's Later Stage
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Learner's Goals are to:
- Acuire the Capability of Adapting the Movement Patter Acquired to an Performance Situation - Increase Performance Success Consistency - Perform the Skill with an Economy of Effort Movement Goals are Skill Specific - Closed Skill = Fixation - Open Skill = Diversification |
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Fitts and Posner Model of Learning
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Learner Progresses Through 3 Stages:
1. Cognitive Stage 2. Associative Stage 3. Autonomous Stage |
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Gentile's Model of Learning
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Learner Progresses Through 2 Stages:
1. Initial Stage 2. Later Stages |
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Gentile's Initial Stage
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The Goals of the Beginner are:
- Develop a Movement Coordination Patter - Allows for some Degree of Successful Performance - To Learn to Discriminate Regulatory/NonRegulatory Conditions |
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Gentile's Later Stage
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Learner's Goals are to:
- Acuire the Capability of Adapting the Movement Patter Acquired to an Performance Situation - Increase Performance Success Consistency - Perform the Skill with an Economy of Effort Movement Goals are Skill Specific - Closed Skill = Fixation - Open Skill = Diversification |
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Fitts and Posner Model of Learning
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Learner Progresses Through 3 Stages:
1. Cognitive Stage 2. Associative Stage 3. Autonomous Stage |
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Gentile's Model of Learning
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Learner Progresses Through 2 Stages:
1. Initial Stage 2. Later Stages |
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Gentile's Initial Stage
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The Goals of the Beginner are:
- Develop a Movement Coordination Patter - Allows for some Degree of Successful Performance - To Learn to Discriminate Regulatory/NonRegulatory Conditions |
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Gentile's Later Stage
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Learner's Goals are to:
- Acuire the Capability of Adapting the Movement Patter Acquired to an Performance Situation - Increase Performance Success Consistency - Perform the Skill with an Economy of Effort Movement Goals are Skill Specific - Closed Skill = Fixation - Open Skill = Diversification |
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Rate of Improvement (Learner Progression)
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The Amount of Improvement Decreases
- Power Law of Practice |
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Movement Coordination (Learner Progression)
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To Control the Many Degrees of Freedom required for a Skill
- Beginner Initially Freezes Certain Joints of Limbs - Eventually Allows the Limb Segments Involved to Work Together - As a Functional Synergy |
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Altering an Old/Preferred Coordination Pattern (Learner Progression)
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The use of Preferred Coordination Patterns typify Initial Performance
- When learning a skill - With Practice become Increasingly Less Stable - Eventually Become Stable New Coordination Patters |
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Muscles Involved (Learner Progression)
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The Number of Muscles Activated by a Beginner Decreases w/ Practice
- Timing Pattern of Muscle Activation Becomes Optimal for successful Performance |
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Energy Cost/Movement Efficiency (Learner Progression)
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The Amount of Energy Beginners Use
- Decreases Movement Efficiency: - Increases |
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Visual Selective Attention (Learner Progression)
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Visual Attention Increasingly Becomes
- Directed Specifically to Appropriate Sources of Information |
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Conscious Attention (Learner Progression)
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The Amount of Conscious Attention Given to the Movement Characteristics of a Skill are Reduced
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Error Detection/Attention (Learner Progression)
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The Capability to:
- Detect/Correct One's own Performance Errors Increases |
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Brain Activity (Learner Progression)
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Specific Regions of the Brain
- Activate During Initial Stage - Not Always the Same Areas Activated during Later Stages |
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Expertise
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The High Level of Skill Performance
- Characterizes an Individual at the - Extreme Opposite end of the Learning Continuum from a Beginner |
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Expertise Structure
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Have Knowledge Structure that is Organized into:
- More Concepts Related to Performing the Activity - Better able to Interrelate the Concepts - Knowledge Structure is Very Specific |
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Expertise Environment
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Look for Environments that Allows:
- Selection of More Meaningful Information in a Short Amount of Time |
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Performance Outcome Measures
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A Category of Motor Skill Performance Measure that:
- Indicates the Outcome or Result of Performing a Motor Skill (i.e. how far you walked, reaction time, time to complete a task) |
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Performance Production Measures
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A Category of Motor Skill Performance Measures that Indicates:
- Performance of Specific Aspects of the Motor Control System during the Performance of an Action (i.e. force, EEG, EMG, velocity, joint angle) |
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Reaction Time
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The Interval of Time Between:
- Onset of a Signal (Stimulus) - and the Initiation of a Response |
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Movement Time
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The Interval of Time Between:
- Initiation of a Movement - and Completion of a Movement |
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Response Time
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The Time Interval Involving both:
- Reaction Time - Movement Time - i.e. Time from the Onset of a Signal/Stimulus to the Complete of a Response |
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Simple RT
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The Reaction Time when the Situation Involves Only:
- One Signal/Stimulus - and One Response |
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Choice RT
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Reaction Time when the Situation Involves:
- More than One Signal - Each Signal Requires its own Specified Response |
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Discrimination RT
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Reaction Time when the Situation Involves:
- More than One Signal - But Only One Response, to One of the Signals - The other Signals Require no Response |
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Absolute Error (AE)
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The Unsigned Deviation from the:
- Target/Criterion - Representing Amount of Error A Measure of the Magnitude of an Error without: - Regard to the Direction of the Deviation |
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Constant Error (CE)
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The Signed (+/-) Deviation from the Target/Criterion
Represents Amount and Direction of Error - Serves as a Measure of Performance Bias |
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Variable Error (VE)
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An Error Score Representing the:
- Variability (or Conversely, the Consistency) of Performance |
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Root-Mean-Squared-Error (RMSE)
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An Error Measure used for:
- Continuous Skills to Indicate - Amount of Error Between the Performance Curve Produced, and Criterion Curve - For a Specific Amount of Time During which Performance is Sampled |
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Kinematics
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The Description of Motion without:
- Regard to Force/Mass - Includes: Displacement, Velocity, Acceleration |
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Displacement
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A Kinematic Measure Describing:
- Changes in Spatial Positions of - A Limb or Joint - During the Time Course of the Movement |
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Velocity
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Kinematic Measure Describing:
- Rate of Change of an Object's Position - With Respect to Time - Derived by Dividing Displacement by Time (i.e. m/sec) |
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Acceleration
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A Kinematic Measure that Describes:
- Change in Velocity during Movement - Derived it from Velocity by - Dividing Change in Velocity by Change in Time |
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Kinetics
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The Study of the Role of:
- Force as a Cause of Motion |
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EMG
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Electromyography
A Measure Technique that records the: - Electrical Activity of a Muscle or Group of Muscles - Indicates Muscle Activity |
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EEG
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Electroencephalography
The Recording of the Brain Activity via: - Detection of Electrical Activity in - Specific Areas on the Surface of the Cortex - By Several Surface Electrodes placed on a person's scalp Brain Activity is Recorded in Waves - Identified on the Basis - of the Speed of the Rhythmic Activity |
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fMRI
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Functional Magnetic Resonance Imaging
A Brain-Scanning Technique that - Assesses Changes in the Blood Flow - By Detecting Blood Oxygenation Characteristics while - A Person is Performing a Skill or Activity in the MRI Scanner Provides Clear images of Active Brain Areas - At Specified Time - Can Provide Quantitative Information about the - Levels of Brain Region Activity |
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TMS
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Transcranial Magnetic Stimulation
A Non-Invasive Method of Assessing Brain Activity - Involves a Short Burst (Pulse) of Magnetic Waves - Directed at a Specific Area of Cortex - The Pulse of Magnetic Activity Temporarily Disrupts the - Normal Activity in the Area of Brain - Allows Researchers to Observe a Subjects Behavior when that Area of Brain is Not Functioning |
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Relative Phase
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An Index of the Coordination Between:
- Two Limb Segments or Limbs - During the Performance of a Cyclic Motion Based On: - Phase Angles of Each Limb Segment, or Limb at a Specific Point of Time - Then Subtracting one Phase Angle from the Other Indicates In-Phase Relationship between Limbs/Segments - Which Indicates an Antiphase (or Out-of-Phase) Relationship |
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Purpose of Measuring Motor Performance
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Essential for the Assessment of
- Motor Deficiencies - Evaluation of Performance Clients/Patience during Progression through Practice/Therapy |
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Ability
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A General Trait or Capacity of an Individual that is a Determinant of a Persons:
- Achievement Potential for the Performance of Specific Skills |
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Motor Ability
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An Ability that is Specifically Related to the Performance of a Motor Skill
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General Motor Ability Hypothesis
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A Hypothesis that Maintains:
- That Many Different Motor Abilities that Exist in an Individual - Are Highly Related - And can be Characterized in Terms of a Singular, Global Motor Ability |
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Specificity of Motor Abilities Hypothesis
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A Hypothesis that Maintains:
- Many Motor Abilities in an Individual - Are Relatively Independent |
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Multilimb Coordination (Fleishman Ability)
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Ability to Coordinate Movements of a Number of Limbs
- Simultaneously Test: Complex Coordinator Task |
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Control Precision (Fleishman Ability)
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Ability to make:
- Rapid and Precise Movement Adjustments - Of Control Devies Involving - Single Arm-Hand or Leg Movements - Adjustments made to Visual Stimuli Test: Rotary Pursuit Test |
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Response Orientation (Fleishman Ability)
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Ability to Make a Rapid Selection of Controls
- To be Moved - Or the Direction to Move them In Test: Visual Discrimination Task |
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Reaction Time (Fleishman Ability)
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Ability to:
- Respond Rapidly - To a Signal when it Appears Test: Visual/Auditory Simple Reaction Time Task |
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Speed of Arm Movement (Fleishman Ability)
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Ability to Rapidly make:
- Gross/Discrete Arm Movement where - Accuracy is Minimized Test: Two-Plate Reciprocal Tapping Task |
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Rate Control (Fleishman Ability)
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Ability to Time:
- Continuous Anticipatory Movement Adjustments - In Response to Speed and/or Direction Changes of - A Continuously Moving Target or Object |
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Manual Dexterity (Fleishman Ability)
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Ability to Make Skillful:
- Arm-Hand Movements to - Movements to Manipulate Fairly - Large Objects Under Speed Conditions Test: Minnesota Manual Dexterity Task |
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Finger Dexterity (Fleishman Ability)
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Ability to Make:
- Skillful, Controlled Manipulations of - Tiny Objects involving - Primarily Fingers Test: Purdue Pegboard Task |
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Arm-Hand Steadiness (Fleishman Ability)
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Ability to make:
- Precise Arm-Hand Positioning Movements - Where Strength and Speed are Minimized - Includes: Maintaining Arm-hand Steadiness during Arm Movement or in a Static Arm Position Test: Hand-Steadiness Task |
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Wrist, Finger Speed (Fleishman Ability)
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Ability to Make:
- Rapid and Repetitive Movements with - Hands and Fingers - and/or Rotary Wrist Movements when Accuracy is not critical Test: Tapping Task |
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Aiming (Fleishman Ability)
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Ability to:
- Rapidly and Accurately - Move the Hand to a Small Target |
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Static Balance
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Ability to:
- Maintain Postural Stability on - A Stable Surface or - When Not Engaging in Locomotor Activities i.e. Standing on the Floor While Reading a Book |
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Dynamic Balance
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The Ability to:
- Maintain Postural Stability on a Moving Surface - or When Engaging in Locomotor Activites i.e. Walking on a Sidewalk |
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Visual Acuity
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The Ability to:
- See Clearly and Precisely i.e. Reading a Street Sign |
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Visual Tracking
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The Ability to:
- Visually Follow a Moving Object i.e. Watching the Flight of a Thrown Ball |
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Eye-Hand/Eye-Foot Coordination
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Ability to:
- Perform Skills Requiring Vision and the Precise Use of - Hand or Feet i.e. Kicking or Throwing |
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Timing Ability
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The Precise Timing Involved in
- Performing Motor Skills - Specific to the Requirements of the Task Being Performed |
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Types of Balance
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Static and Dynamic
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Test of Motor Abilities (Reason)
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Used to:
- Predict FuturePerformance of a Specific Activity and - Evaluate the Possible Cause of Performance Deficiencies - Or Effectiveness of Intervention |
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Theory of Motor Control
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Theory
> Understand and Explain > Motor Skill Performance: Constraints, Limits, Potential, Deficits > Enables Practitioner > Identify Performance Problems > Develop Intervention Strategies to Help Overcome Performance Problems > Predict Effectiveness of Intervention Strategies > Develop Systematic Approach to Help Person Increase Skill Performance Capabilities > Create New Intervention Strategies > Evaluate Effectiveness of Intervention Strategies |
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Coordination
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The Patterning of:
- Head - Body - and/or Limb Motions - Relative to the Patterning of Environmental Objects and Events |
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Degrees of Freedom
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The Number of:
- Independent Elements or Components in a - Control System and - The Number of Ways Each Component can Act |
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Degrees of Freedom Problem
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A Control Problem that Occurs in:
- The Designing of a Complex System that - Must Produce a Specific Result The Design Problem Involves Determining How to: - Constrain the System's many Degrees of Freedom so that it - Can Produce the Specific Result |
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Open-Loop Control System
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A Control System in which:
- All Information needed to Initiate and Carry Out an Action as Planned - Is Contained in the Initial Instructions to the Effectors |
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Closed-Loop Control System
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A System of Control in which:
- During the Course of Action - Feedback is Compared Against a Standard or Reference to Enable an Action to be Carried out as Planned |
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Feedback
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Information from the Sensory System that:
- Indicates the Status of a Movement to the Central Nervous System - In a Closed-Loop Control System Feedback is Used to: - Make Correction to an Ongoing Movement |
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Motor Program
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A Memory Representation that:
- Stores Information needed to Perform and Action |
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Generalized Motor Program (GMP)
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The Memory Representation of a Class of Actions that:
- Share Common Invariant Characteristics - Provides the Basis for Controlling Specific Action Within the Class of Actions |
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Invariant Features
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A Unique Set of Characteristics that:
- Defines a GMP and Does Not Vary from One Performance Action to Another |
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Parameters
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Features of the GMP that can be:
- Varied from one Performance of a Skill to Another - The Features of the Skill that must be Added to the Invariant Features of a GMP - Before a Person can Performa a Skill to - Meet the Specific Movement Demands of a Situation |
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Relative Time
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The Proportion, or Percentage, of:
- The Total Amount of Time Requires - By Each Component of a Skill During the Performance of that Skill |
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Schema
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A Rule or Set of Rules that serves to:
- Provide the Basis for a Decision Schmidt's Schema Theory: - An Abstract Representation of Rules Governing Movement |
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Dynamic Pattern Theory (AKA Dynamic Systems Theory
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An Approach to Describing/Explaining the Control Coordinative Movement that
- Emphasizes the Role of Information in the Environment - and the Dynamic Properties of the Body and Limbs |
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Nonlinear Behavior
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A Behavior that Changes in:
- Abrupt, Nonlinear ways - In Response to Systematic Linear Increases in the Value of a Specific Variable |
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Stability (Behavioral)
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A Behavioral Steady State of a System that:
- Represents a Preferred Behavioral State - Incorporates the Notion of Invariance - By Noting that a stable System will Spontaneously Return to a Stable State after it is Slightly Perturbed |
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Attractors
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Stable Behavioral Steady States of Systems
Movement: - Characterize Preferred Behavioral |
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Order Parameters
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Functionally Specific Variables that Define the Overall Behavior of a System
- Enable a Coordinated Pattern of Movement - To Reproduced and Distinguished |
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Control Parameters
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Coordinated Movement Control Variables that Freely Change
- According to the Characteristics of an Action Situation |
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Self-Organization
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Emergence of a:
- Specific Stable Patter of Behavior due to Certain Conditions - Characterizing a Situation Rather than a Specific Control Mechanism organizing behavior |
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Coordinative Structures
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Functionally Specific Collection of:
- Muscles and Joints - Constrained by Nervous System - Act Cooperatively to Produce an Action AKA. Muscle/Motor Synergies |
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Perception Action Coupling
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Spatial and Temporal Coordination of:
- Vision - Hands and Feet - enables Eye-Hand/Foot Coordination Coordination of: - Visual Perception and - Limb Movement Requires to Achieve the Action Goal |
