Motor Skills Exam 1 (easy)

Motor behavior

study of human movement, learning and control

Motor skills

active and intentional movement

Motor learning

how motor skills develop

Motor performance

observable

Coordination

patterning of body and limbs

Skill

quality of movement

Ability

capacity to perform

Talent

abilities and skills

Mind-Body connection

bidirectional relationship between mind and body

Efferent

Outgoing

Afferent

Incoming

Physical

anatomical & physiological (strength, endurance)

Psychomotor

perceptual and cognitive (decision making, dexterity)

Psychological

behavioral and emotional

Discrete skills

single movement, short duration, distinct start and end

Continuous skills

repetition of movements, no start or end

Serial skills

multiple movements combining discrete and continuous

Fine skills

small movements, small muscles, high precision

Gross skills

large movements, large muscles, low precision

Close skills

self initiated in a stable environment

Open skills

initiated in response to changes in environment

Practice progression

switching from closed to open environment

Quasi-mobile

partially mobile

Perception

detection and identification of sensory info

Cognition

manipulation, storage of information

Action

integration of perceptual and cognitive info to execute motor skills

Multiple resource theory

information processing engages multiple pools of resources

Parallel processing

low demands good performance

Serial processing

high demands poor performance

Psychological refractory periods

response delays during high demands requiring serial processing

Working memory

everyday skills and tasks

Long-term memory

permanent unlimited info

Procedural memory

how to perform skills

Semantic memory

facts, rules, concepts

Episodic memory

emotion tied to memory

Attention

allocation to process info

Selective attention

specific information

Temporal attention

when info is present

Spatial attention

where info is located

Explicit

conscious

Implicit

subconscious

External focus

in the environment

Internal focus

in the body or mind

Narrow width attention

one specific piece of info

Broad width attention

several pieces of info

Inattentional blindness

unaware of changes to information due to attention on other sources of info

Stress

physiological and psychological responses

Arousal

psychological response to stress, heightened alertness

Anxiety

negative psychological state, sense of worry

Choking

overabundance of anxiety causing too much focus on performance leading to decreased automaticity

Inverted U principle

too much or too little arousal will negatively affect motor performance

IZOF

optimal arousal specific to individuals, emotional bearing

Validity

intended aspects

Accuracy

unbiased value

Reliability

repeatably obtain same values

Repetitive stepwise testing

develops all quality measures

Outcome measures

result of movement

Production measures

how body movement produce motor skills

Kinematics

movements produced by body, limbs, and joints

Kinetics

forces produced by body, limbs, and joints

Force transducers

balance and grasping

Electromyography

electrical activity of muscles

Intermuscular coordination

how groups work tg

Intramuscular coordination

how motor units are recruited

Constant error

accuracy

Variable error

consistency

Absolute error

accuracy and consistency

Response time

stimulus start to movement end

Reaction time

stimulus start to movement start

Movement time

movement start to movement end

Premotor time

stimulus start to EMG start

Motor time

EMG start to movement start

Simple rt

one stimulus, one response

Choice rt

multiple stimuli, different response

Discrimination rt

multiple stimuli, one response

Hicks law

RTs increase as number of stimuli and responses increase

Reactive agility tasks

reaction time in real world settings

Visual occlusion

removes parts of videos of real world motor skills

Temporal occlusion

stops video at different times

Spatial occlusion

removes spatial features from videos

Trial making tests

elderly & disable screening for driving

Interventions

manipulations in experiment to improve outcome

Dosage

repetition, duration, and intensity

Stratification

grouping subjects based on baseline features

Randomization

groups individuals without stratification

Stratified randomized

random selection from stratified groups

Blinding

conceals identity or nature of experiment

Double blind

both subject and investigators are blind

Single blind

either subject or investigators are blind

Open label

neither subject or investigators are blind

Baseline

before intervention

Post-intervention

after intervention

Follow up

examine retentin

Interim assessment

examine time course of changes

Level I

RCTs

Level II

QES

Level III

Observational studies

Double blind RCT

strongest evidence

Single blind RCT

semi strong evidence

Open label RCT

fair evidence