Motor Learning

control, milliseconds

motor _____ is processes of brain and spinal cord that govern posture and movement, lasts _____

learning, hours to weeks

motor _____ is acquisition of skill through practice and experience, lasts _____

development, months to years

motor _____ is processes of change in motor behavior that occur over relatively extended time periods, lasts _____

dynamic, functional, hierarchy, integrated, skilled

dynamic systems theory is _____ and _____ process NOT product of _____, structures become progressively _____ to optimize _____ function

internal, external, equivalent

both _____ components (MSK, sensory, arousal, motivation) and _____ context are _____ in determining the outcome behavior

compression, degrees of freedom, emergent, self organizing, context

motor behavior represents _____ of the _____ inherent in the complexity of a developing individual, behavior is an _____ property of a _____ system and is constructed within the _____ of the task

control, reorganize, new pattern

_____ parameters push system to _____ and produce a _____

order, coordinated, organized

_____ parameters allow _____ movement in _____ variables

active, problem solve, regain, image, development, age appropriate

child needs to be an _____ learner and _____ tasks, rarely trying to _____ function, do NOT have motor _____ of how task should be performed, learning occurs in context of _____, _____ skills must be learned for the first time

frequency, principles

learn motor skills at very high _____, adult _____ of motor learning hold true

functional, academic, play, skilled, social, cognitive, spiral

_____ activity, _____ skills, and _____ involve _____ actions that develop as _____ and _____ skills also emerge, _____ effect

physical stature, changes, strength, balance, finger individuation, corticospinal tract

_____ causes children to learn and relearn skills as body _____, walking requires _____ and _____, precision grasp requires _____ (dependent on _____ maturation)

information processing, process feedback

children have decreased _____ capabilities, decreased ability to _____

environmental, stationary, in motion, movement pattern

must consider if skill’s _____ conditions are _____ or _____, _____ changes with changing conditions

regulatory, environmental, movement, goal

_____ condition is feature of _____ context that specify the _____ characteristics needed to achieve the skill’s performance _____

produce, acquisition, attempts, efficient, consistent

initial stage of movement = _____ movement (skill _____), characterized by successful and unsuccessful _____, NOT _____ or _____

error, speed, proficiency

middle stage = decreased _____, increased _____, increased _____

adapting, consistency, goal, efficiency, energy cost

later stage is capable of _____ movement, _____ of achieving _____ on each attempt, _____ of performance by reducing _____

explicit, what, declarative

_____ knowledge is _____ to do = _____ knowledge

implicit, how, procedural

_____ knowledge is _____ to do = _____ knowledge

closed, stationary, open, in motion

_____ skills = regulatory conditions are _____ vs _____ skills = regulatory conditions are _____

closed, variability, extraneous objects

simplest skill to start teaching is _____ skill with NO _____ and NO _____

intertrial variability

_____ asks if regulatory conditions are same or different over successive repetitions

generalization

intertrial variability increases _____ ability

object manipulation, proficiency

_____ with a motor skill increases the challenge and requires skill _____

generalization, similarity, components, context, autonomous

_____ = transfer of learning, occurs due to _____ between _____ of skill or performance _____, demonstrates _____ stage

environments

skills need to be practiced in a variety of _____

demonstration, vision, watching, verbal, attention, processing, paired

instructions can be given by _____ = modeling, uses _____, many benefits of novice learner _____ another OR _____ = focus _____, amount must be within child’s _____ limits, two types can be _____

external, lower

_____ focus is better (_____ level)

performance, how, results, outcome

feedback may be knowledge of _____ (_____ skill is completed) or knowledge of _____ (_____)

after, interrupt, errors, reflection

feedback should be given _____ task, do NOT _____, discuss _____, allow _____

overload, reliance, error, attention, every

feedback should not cause information _____ (avoid _____), reduced feedback produces more _____, possibly due to reduced _____, best to give after _____ trial

task, constructive, positive

feedback should be paired with _____ only, both _____ and _____

online, feedback, calibrate, gradual

children rely more on _____ adjustments during movement and increased _____ could help _____ adjustments with _____ progression

massed, repetitions, simple, rest

_____ practice = many _____ in succession, good for _____ skills, short _____ periods

distributed, difficulty, trials, rest

_____ practice is better for more _____ tasks, with fewer _____ and more _____

whole, simple, part, complex, broken down

_____ practice for _____ tasks vs _____ practice for _____ skills that need _____

random, blocked, mixed

_____ practice may be better for learning and retention, but some ages and tasks are better for _____ or _____ practice

younger, skilled, complex, overload

blocked practice may be better for _____, less _____ learners, for _____ tasks when random practice may _____ the system

time, practice, natural, contexts, random, intermittent

learning occurs over considerable _____ and _____, occurs in _____ environments over various _____ = _____ practice, rest is _____