Motor Learning And Performance

Front 1

Motor Skill

Back 1

A skill which the primary determinant of success is the quality of the movement that the performer produces.
Is an act or task.

Front 2

What are the three characteristics that are used to classify skills?

Back 2

1. Way the task is organized
2. The relative importance of motor and cognitive elements
3. Level of environmental predictability during performance.

Front 3

Discrete skill

Back 3

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

Front 4

Serial skill

Back 4

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

Front 5

Continuous skill

Back 5

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.

Front 6

Cognitive skill

Back 6

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.

Front 7

Differences between a cognitive and motor skill?

Back 7

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.

Front 8

Open skill

Back 8

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

Front 9

Closed skill

Back 9

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

Front 10

Capabilities

Back 10

Characteristics of individuals that are subject to changes as a result of practice and that underlie the performance of various tasks.

Front 11

Gentile's Two Dimensional System considers

Back 11

Requirements of actions and demands of the environment.

Front 12

Requirements of actions

Back 12

object manipulation and body transport

Front 13

Environmental demands

Back 13

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.

Front 14

Skill proficiency

Back 14

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

Front 15

One quality of skill proficiency is movement certainty

Back 15

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

Front 16

Second quality of skill proficiency is the minimization, and occasionally conservation, of energy required for performance.

Back 16

Minimize their energy expenditure by reducing or eliminating unwanted or unneccessary movement.
Marathon runners

Front 17

Third quality is minimum movement time

Back 17

Achieving the goal in the shortest time possible.
Sprinters, swimming, factory worker
Sometimes those who perform too quickly leads to sloppy performance, or errors.

Front 18

Motor performance

Back 18

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.

Front 19

Motor learning

Back 19

The changes, associated with practice or experience, in internal processes that determine a person's capabilities for producing a motor skill.

Front 20

Implicit Learning

Back 20

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).

Front 21

Early stage performance characterized

Back 21

by considerable inaccuracy, slowness inconsistency, and stiff looking movements. Learners lack confidence and therefore hesitant and indecisive in their actions.

Front 22

Final stage of learning

Back 22

Performance is virtually automatic

Front 23

Automated movements

Back 23

Movements perfomed with little attention to or conscious awareness of skill execution; a characteristic of advanced learners.