Motor learning final

Define motor behaviour

study of people performing actions in an environment

Define motor control

Study of the neural, physical, and behavioural aspects that underlie actions at a set time points

Motor learning

Set of internal processes occurring over practice or experience leading to the relatively permanent change in behaviour

4 aspects of motor learning

internal process, over practice, relatively permanent, change in behaviour

error of omission

action was not completed

error of commission

incorrect action was completed that lead to catastrophe

motor performance

observable attempt of a person executing action

knowledge of results (KR)

information about the outcome of a movement

Knowledge of performance (KP)

Information about the quality or pattern of movement

performance

temporary, affected by fatigue, motivation

learning

stable, inferred over time, shown through retention

motor skill

a goal-oriented task that requires voluntary movement and is learned

expertise

consistent superior performance over an extended period of time

ability

inherited, stable, few in number

3 computations

stimulus identification, response selection, response programming

simple reaction time

one stimulus, one response

choice reaction time

multiple stimulu, multiple responses

discrimination reaction time

many stimuli, one response (to the correct stimulus)

attention

information-processing capacity used to select and process stimuli

selective attention

focus on relevant stimuli

divided attention

attend to multiple stimuli

sustained attention

maintain focus over time

influences on reaction time

4 properties of feedback

reinforcing, informative, motivational, depend

Hunter-gatherer hypothesis

Differences in performance results from genetic selection and society’s role determination

Deliberate practice

training for purposes of skill improvement and mastery, effortful, task relevant and no immediate reward (social / $), not inherently enjoyable

Deliberate play

Learner progresses through the stages of learning through self-discovery, associations are made by stumbling upon them instead of deliberately attempting to acquire them

Specialization years

Transition between sampling (lots of sports, mostly play) and expertise (one sport, intense training). You start focusing on fewer sports but you still keep some play.

Quiet eye

The final fixation on a task-relevant location before movement execution.

challenge point hypothesis

Learning is maximized when task difficulty is optimal (not too easy, not too hard)

sensory feedback

generated internally by receptors in the body via transduction of energy

augmented feedback

information gathered from sources external to ourselves

Determinations of augmented feedback

If feedback is required, What type to provide, How often to provide, When to provide it

descriptive feedback

indicated the error made

prescriptive feedback

indicates the error and suggests the correction

qualitative

describes the performance

quantitative

precise numerical value related to the outcome

KR delay

time between the end of movement and KR

post KR delay

time between KR and next movement

absolute frequency

total number of KR presentations over the practice session

relative frequency

percentage of the trials that have KR

summary feedback

feedback about each individual trial, after a given group of trials

average feedback

one overall average performance across several trials

faded feedback

Instructor provides substantial feedback at the start of learning, then reduces amount as practice progresses

bandwidth feedback

feedback is only given when performance falls outside a set range

self-controlled feedback

learner decides when to receive feedback

concurrent feedback

given during the movement

terminal feedback

given after the movement is finished