Motor Learning Exam 3

segmentation

part practice technique that splits the task into different parts instead of learning it all at once

simplification

part practice technique that uses creativity to reduce difficulty level of the task in order to learn it easier

inverse

relationship between speed and spatial accuracy

direct

relationship between speed and temporal accuracy

timing/technique

between timing/technique and accuracy, which should be emphasized when learning a skill that requires both?

Paul Fitts(1954)

person that discovered that movement time is linearly related to the distance to be moved and target size

bilateral transfer

strategy that relies on the idea that practice with one limb enhances acquisition with the other limb

outcome

kind of goal that focuses only on the end result and not much about quality

performance

goals that are focused on self improvement

process

goals that are focused on a specific element, more technical goals

specific

S in SMART goals

measurable

M in SMART goals

action oriented

A in SMART goals

realistic

R in SMART goals

timely

T in SMART goals

error, cause, and how to fix it

3 things that are important to analyze when analyzing a skill

errors due to constraints

errors that are a result of an improper development level or improper equipment

comprehension errors

errors because the learner does not understand the requirements of the skill or what is expected

response selection errors

errors that can be perceptual, decision making, or recall errors

perceptual errors

errors that come as a result of improper response to cues

recall errors

errors that occur because of forgetting

execution errors

category of errors made up on neuromuscular coordination, speed-accuracy tradeoff, and telegraphing errors

neuromuscular coordination errors

errors that come as a result of not enough practice or underlying range of motion or strength conditions

telegraphing

giving away precues

capability, time, motivation

3 important things to consider when deciding if an error should be corrected

intrinsic

kind of feedback gathered from 5 senses

augmented feedback

feedback that comes from outside

terminal

feedback given at the end of performance

concurrent

feedback given during performance

KR - knowledge of results

augmented feedback that focuses on the overall outcome

KP - knowledge of performance

augmented feedback that focuses on the characteristics of the performance

error correction, motivation, and reinforcement

functions of augmented feedback

auditory, biofeedback, visual, and equipment

sources of augmented feedback

shock

1st stage of video feedback learning

error detection

2nd stage of video feedback learning

error correction

3rd stage of video feedback learning

independence

4th stage of video feedback learning

error based

when skill acquisition is the goal, should feedback be based on errors or things done correctly?

correct things

when progress is the goal, should feedback be based on errors or things done correctly?

descriptive feedback

feedback about what happened

prescriptive feedback

feedback about how to fix what happened

prescriptive

when giving feedback to a new learner, should it be descriptive or prescriptive?

descriptive

when giving feedback to a more advanced learner, should it be descriptive or prescriptive?

faded

frequency strategy that starts with a high initial frequency and then gradually decreases

bandwidth

frequency strategy that only highlights REALLY good or REALLY bad, there is an established “range of correctness”

summary

frequency strategy that only gives feedback after a certain number of trials

average

frequency strategy that only picks the most common, repeated error

self-controlled

frequency strategy when the learner can regulate their feedback, very successful

feedback delay interval

time between the first attempt and the suggestion for change

post feedback interval

time between the suggestion for change and the second attempt

fine motor skills

skills that require precise movements

gross motor skills

skills that require less precise movements

closed skills

skills with a predictable environment

consistency

objective of practicing closed skills

open skills

skills with an unpredictable environment

decision making

objective of practicing open skills

Hick’s Law

law that says reaction time is logarithmically related to the number of response choice alternatives

cognitive

stage of learning when the development of the basic movement pattern occurs

associative

stage of learning when the refinement of the movement pattern occurs

autonomous

stage of learning when virtually automatic performance occurs