OPTIMAL theory, Practice Variables, and Feedback

OPTIMAL theory stands for:

optimizing performance through intrinsic motivation and attention for learning

premise of OPTIMAL theory: motor learning cannot be understood without considering the ______ and _____ infulences on behavior

motivational, attentional

____, ____ and _____ increase focus on the ____, and decrease _______, leading to enhanced _____ and _____

autonomy, enhanced experiences, external focus, goal, self focus, motor performance, motor learning

enhanced expectancy: refers to a range of forward directed _____ or _____ cognitions or beliefs about what is to occur

anticipatory, predictive

self efficacy: an individuals situation specific _____ or _____ sense that they will be able to effect actions that bring about task _____

confidence, prospective, outcomes

main determinant of self efficacy

past successful experiences

motivation is influenced by

• _____ expectancy

• self _____

• ____ and ____

• concept of ones abilities as a ______ skill vs inherent _____

• _____ affect

• _____

enhanced, efficacy, beliefs, superstitions, learnable, natural capacity, positive, feedback

ways to impact expectancies: ____ feedback, self _____, social _____ feedback, perceived ______, _____ rewards

positive, modeling, comparative, task difficulty, extrinsic

when there is external focus of attention, see improvements in ______ effectiveness, ____, ____, _____ of learning, _____

movement, accuracy, efficiency, speed, kinematics

external focus _____ degrees of freedom while internal focus _____ degrees of freedom

released, constrains

external focus of attention _____ functional variability and ____ cognitive dual task cost

increases, lowers

beneficial attentional focus

• use of _____ learning (reducing ____)

• the ____ eye

• mindfulness training (_____ or ____ breathing)

• ____ talk

implicit, instruciton, quiet, 5 senses, box, self

allowing individuals to exercise control over the environment

autonomy

OPTIMAL theory summary: by intentionally combining

• _____ expectations for future success

• creating _____ through _____

• using instructions or feedback to encourage _____ focus of attention

clinicians can facilitate ability to achieve _____ outcomes and increased _____ by strengthening relationship between ____ and _____

enhancing, autonomy, choice, external, positive, motor learning, goals, movement actions

key questions we should be asking to design intervention sessions

• how should I ____ and _____ an intervention session

• what type of ____ should I give

• how should we tackle ____ vs ____ tasks

• how does _____ of the learner impact these decisions

structure, organize, feedback, complex, simple, knowledge level

number one factor of performance improvement and learning/relearning motor skills = _____

volume of practice

massed practice:

trial is longer than rest period

practice with brief to no rest

massed

distributed practice:

trial time is less than or equal to rest between trials

with massed practice, need to be cautious of _____

fatigue

massed practice results in rapid improvement in _____ phase for ____ learner or for ____ task

acquisition, novice, complex

with continuous tasks and ____ practice, performance _____ but ____ is seen on transfer tests

massed, decreases, learning

distributed practice of ____ tasks are often associated with _____

complex, long term retention

constant practice:

same task in same condition

variable practice:

same task in varying parameters

_____ practice will have performance improvements in initial stages

constant

_____ practice has transfer of learning

variable

most effective learning for skill that required different patterns of coordinations

variable

blocked practice

no variation, do the same motor task for entire sesison

random practice

every session is randomized

for novel skill _____ practice leads to better performance in the long term

blocked

____ practice creates contextual interference that is optimal for learning

random

practice that is best for skills that use different coordination patterns

random

with random practice, ______ and _____ of motor skill is shown

long term retention, transfer

part task practice

break down sections of skills

whole task practice

practice skill in its entirety

seperating skills into parts, after practice one part, then practice with the next part

segmentation part task

practicing components of while skill typically with asymmetric limb involvement, practice one hand skills on its own

fractionalization part task

if task is _____ complexity, _____ organization then part task is more effective

high, low

if you do part task, must come back to practicing the ____ skill for real life transfer of skill

whole

if task is ____ complexity, _____ organization, then whole task is more effective

low, high

use mental practice when movement might cause _____, need significant ____ to accomplish, concern for ____

pain, help, fatigue

mental practice increases _____ in cortical areas related to planning movements

blood flow

mental practice is useful during period of _____ or performance _____

acquisition, preparation

guided practice:

physically guided through task

discovery practice:

trial and error

guided practice shows improved performance during ______

initial acquisition

discovery practice shows improve ____ and _____

retention, transfer of learning

many practice conditions show _____ transfer and ____ retention, and also ____ acquisition of the task skill

improved, long term, slower

information an individual receives through various sensory systems as a result of producing movement

intrinsic feedback

information that is given to the individual about their movement

extrinsic feedback

intrinsic feedback is our own _____ experience, allows for ______ and _____ of movement (structure = _____)

somatosensory, modification, adjustment, cerebellum

extrinsic feedback can be _____ or _____ about the movement or the outcome, can be ____/____/____

qualitative, quantitative, verbal, tactile, auditory

concurrent extrinsic feedback

during movement

terminal extrinsic feedback

at the end

knowledge of performance is related to movement ____ and _____ used

patterten, execution

knowledge of results is feedback about the _____ in terms of the ______

outcome, movement goal

two categories of extrinsic feedback

knowledge of performance and knowledge of results

knowledge of performance may be beneficial during training but can lead to _____, especially with _____ feedback

dependency, visual

feedback on pattern of movement quality/technique

qualitative knowledge of performance

feedback on speed, velocity, displacement

kinematic knowledge of performance

EMG feedback - muscle force or activity

kinetic knowledge of perfomance

knowledge of performance can also be ____ description, demonstration, ___ replay, ____ and ____ during movement via technology, _____

verbal, video, auditory, visual, biofeedback

knowledge of results contributes to learning through _____ processing not ______

cognitive, conditioning

knowledge of results can be _____ or _____ (precision, success or failure), can be ____/____/____

quantitative, qualitative, verbal, auditory, visual

knowledge of resutls is _____ to reduce errors when compared to intrinsic feedback for visual and kinesthetic tasks

not effective

precision of knowledge of results depends on age

• adults = _____, more ____

• children = less _____

quantitative, precise, precise

timing of knowledge of results feedback can be:

immediate, delayed, summary

optimal number of trials for summary knowledge of results feedback for simple task

15

optimal number of trials for summary knowledge of results feedback for complex task

5

frequency of knowledge of results feedback can be

continuous, faded, bandwidth

faded knowledge of results: ____ frequency early on and then ____ over time

higher, reduce

bandwidth knowledge of results: feedback only given if errors ____ a certain level

greater than

immediate KR feedback can be too much _____ and can _____ with learning

information, interfere

delayed KR, needs to be an amount of time without _____. if fill in gap time, might _____ with learning

other movements, interfere

continuous feedback produced _____ on KR

dependence

faded KR technique: individualize based on learner ____ or ____ complexity

phase, skill

performance based bandwidth KR

• establish error parameters based on learning ____ and current _____

• allows for continued ____ feedback

• reduces _____

phase, abilities, internal, frequency

summary or averaged feedback KR

• generalized to ____ components

• reduces _____

critical, frequency

self selected frequency - when learner asks for it

• allows for ____ learning, use of _____ feedback and ____ solving

• tends to be ____ frequency

• can maximize ____ and ____

active, internal, problem, less, motivation, confirmation