Motor Learning

Front 1

Learning vs performance

Back 1

Permanent change in motor skill

vs act of executing skill

Front 2

Fine vs gross

Back 2

skills using percise movement

vs larger muscles used in performance

Front 3

4 criteria of motor skill

Back 3

body/limb movements, voluntary, goal oriented, learned vs relearned

Front 4

discrete vs continious vs serial

Back 4

beginning to end clearly defined

vs begin and end defined by environment

vs multiple discrete skills put together

Front 5

closed vs open skill

Back 5

performed in predictable environment

vs unpredictable ever changing environment

Front 6

skill vs ability

Back 6

hitting a level of performance in a certain task

vs genetic trait

Front 7

general motor ability vs specifity hypothesis

Back 7

all around athlete theory

vs we possess certain ability

Front 8

task analysis

Back 8

breaking down of a skill into its components parts and corressponding underlying abilities

Front 9

event vs temporal aniticpation

Back 9

predication of what event will occur

vs predication of when the event will occur

Front 10

simple vs choice rt

Back 10

one stimilus one response

vs multiple stimulus multiple responses

Front 11

stroop effect

Back 11

interference in reaction time b/c performer is giving 2 conflicting signals

Front 12

inverted u hypothesis/theory

Back 12

arousal and performance create optimal level of arousal for peak performance

Front 13

stimulus response compatibility

Back 13

stimulus and response are naturally related

EX turning wheel in same direction

Front 14

PRP

Back 14

delay in response b/c 2 stimulus are placed close to each other

Front 15

perceptual narrowing/cue utilization hypothesis

Back 15

narrowing of attentional focus with increasing levels of arousal

Front 16

coordination vs control

Back 16

ability to have an efficent movement pattern

vs manipulation of variable to meet demand

Front 17

degrees of freedom problem

Back 17

coordinate and control the avialable degrees of freedom for movement

Front 18

parameters vs invarient features

Back 18

flexible features

vs mixed features

Front 19

schema theory

Back 19

abstract representation of a rule or set of rules governening movement

Front 20

GMP

Back 20

class of actions or pattern of movement that can be modified to yield various response outcomes

Front 21

open vs closed loop systems

Back 21

command center generates feedback but doesnt help

vs feedback is constant and allows adjustment

Front 22

3 kinds of constraints

Back 22

individual, environment, task

Front 23

afferent vs efferent

Back 23

arrive CNS

vs exit CNS

Front 24

CNS vs PNS

Back 24

brain and spine

vs nerves

Front 25

3 kinds of sensory receptors

Back 25

exterocepters- pain

interoceptors - nausea

proprioceptors - body postion

Front 26

focal vs ambient vision

Back 26

voluntary and hampered by low lights

vs subconcious and movement not affected by light movement

Front 27

monosynaptic vs polysynaptic reflexes

Back 27

simpliest reflex single synapse

more common one or more

Front 28

cerebellum

Back 28

compares the sensory input it recieves from propriceptors interneruon that lie between and visual receptors to the expected sensory consequences sensory and motor neruon

Front 29

3 memory systems

Back 29

sensory register, short term, long term

Front 30

4 subsystems of long term

Back 30

episodic, declarative, sementic, procedural

Front 31

fits and posner's 3 stage model

Back 31

congitive -> associative -> autonomus

Front 32

gentiles 2 stage model

Back 32

getting the idea of the movement

closed skill open skill

--------------> fixation --------------> diversification

Front 33

4 perfomance curves

Back 33

negative accelrating, postive accelerating, linear, s-shaped

Front 34

performance plateau

Back 34

period of tome durin learing process no changes in perfomance occurs

Front 35

4 kinds of skill tests

Back 35

pretest, postest, transfer, retention

Front 36

global vs analytical

Back 36

perfer the big picture

vs like steps to get to big picture

Front 37

4 perceptual modes

Back 37

visual, kinesthetic, analytical, auditory

Front 38

3 types of transfer

Back 38

postive, negative, and zero

Front 39

ways to foster postive tansfer

Back 39

fundmental movement pattern

strategic and conceptual aspects

perceptual elements

temporal and spatial elements

Front 40

internal vs external focus

Back 40

focusing on one's own body movements

vs focusing effects of one's action

Front 41

discovery learning

Back 41

somethings are easier to learn through trial and error

Front 42

expert vs learning modeal

Back 42

significant differnce in the degree to which learners are activietly engaged in learning process

Front 43

task complexity vs task organization

Back 43

number of subcoponents

vs degree at which subcomponents are interdependent

Front 44

part practice techniques

Back 44

segmentation, simplification, fractionzation

Front 45

speed accuracy tradeoff

Back 45

as you increase in speed you decrease in accuracy

Front 46

3 types of goals

Back 46

performance, personal, outcome

Front 47

bilateral transfers

Back 47

GMP and cognitive info

Front 48

imagery

Back 48

visualization and cognitive i the absences of physical practice

Front 49

constant vs variable

Back 49

same skill repeatievely

vs variation of the skill

Front 50

3 kinds of practice schedules

Back 50

blocked, serial, and repeated blocked

Front 51

CI effect

Back 51

confusion from switching one sport, variation, skill to another

Front 52

massed vs distrubted practice

Back 52

practice in which rest less than actual engaged practice

rest equal or greater than engaged

Front 53

3 ways to maximize time on task

Back 53

rest intervals

equip substitutions

drill design

Front 54

5 types of error

Back 54

due to constraints, comprehension, response selections, executions, sensory

Front 55

augmented vs intrisitic

Back 55

feedback from external

Front 56

KR vs KP

Back 56

knowledge of results

vs knowledge of performance

Front 57

sandwhich method

Back 57

reinforcement, correction, motivation

Front 58

descriptive vs perspective feedback

Back 58

describing nature of performance error

vs offers suggestion on how to correct problem

Front 59

guidance hypothesis

Back 59

too much feedback is detramental

Front 60

methods of reducing feedback

Back 60

faded, bandwith, summary, average, leaner regulate

Front 61

feedback delay interval vs post feedback interval

Back 61

time from the end of one performance attempt until augmented feedback is provided

vs time from provision of augmented feedback to the initiation of the next performance attempt