Motor Learning - Test 3 - Final Review Flashcards

Flashcards for Motor Learning Test 3 Review

Massed Practice

Little or no rest between trials; good for discrete, simple skills but risks fatigue. Leads to quicker initial gains due to more repetitions. More effective for short-term memory.

Distributed Practice

More rest between trials; better for complex or continuous tasks. Promotes better learning and retention. Allows for better physical and mental recovery, better retention and transfer of skills, and deeper cognitive processing. More effective for long-term memory.

Variability in Skill Acquisition

Practicing different versions of a skill improves adaptability and learning transfer.

Specificity in Skill Acquisition

Learning is best when practicing closely matches performance conditions; vital for tasks requiring consistent contexts (e.g., free throws).

Augmented Feedback

Enhances intrinsic feedback, guides error correction, and reinforces correct movement. Must be appropriately timed and not overused (avoid dependency).

Goal of Verbal Cues

Direct the learner’s attention to important features of the skill or environment. Should be brief, clear, and focused (e.g., “elbow up,” “follow through”).

Prescriptive Feedback

Tells the learner how to correct the error; more helpful for novices; a form of augmented feedback.

Descriptive Feedback

Describes the error; better for more advanced learners; a form of augmented feedback.

Knowledge of Results (KR)

Outcome-based feedback (e.g., “you hit the target”).

Knowledge of Performance (KP)

Feedback about movement quality (e.g., “your wrist flick was too early”).

Task-Intrinsic Feedback

Natural feedback from senses during movement (e.g., seeing or feeling a mistake).

Augmented Feedback

Added feedback from an external source (e.g., coach, video).

Roles of Augmented Feedback

Motivation, reinforcing, information, dependency-producing (if misused).

Bandwidth Feedback

Only provide feedback when performance falls outside a certain margin of error. Reduces dependency and improves consistency.

High Contextual Interference (CI)

Random practice; slower acquisition but better retention and transfer.

Low Contextual Interference (CI)

Blocked practice; faster acquisition but poorer long-term performance.

Complexity of a Skill

Number of components of the skill.

Organization of a Skill

How interrelated the components of the skill are.

Part Practice

Should be used for skills with high complexity and low organization.

Whole Practice

Should be used for skills with low complexity and high organization.

Benefits of Mental Practice

Enhances performance when combined with physical practice. Activates similar brain regions used in physical execution. Good for preparing, refining technique, or rehearsing under pressure.

Most important characteristic that will determine if a demonstration is beneficial to learner

Observers ability to percieve and process relevant information