KINE 2p05 - Lecture 7
Motor Learning Overview
Motor Learning: A change in a set of internal processes leading to relatively permanent changes in performance; inferred through observation.
Neural Plasticity: Brain's ability to change and adapt as a result of practice.
Motor Performance vs. Motor Learning
Motor Performance: Observable behavior at a specific moment in time, sensitive to performance variables.
Influenced by:
Learner Variables: Confidence, motivation, anxiety, fatigue.
Learning Context: Instructor's feedback, type of instruction (internal vs. external focus).
Performance Environment: Conditions such as weather, presence of an audience, and game vs. practice settings.
Motor Learning: Not directly observable; inferred from performance changes that indicate skill acquisition.
Key Distinction: Performance may reflect temporary changes, while learning indicates permanent change due to practice.
Characteristics of Motor Performance and Learning
Improvement: Observable enhancement in skill over time.
Data obtained through performance curves, which graph improvements through practice periods.
Consistency: Stable performance over trials and conditions; less variability in results indicates learning.
Test for stability by introducing perturbations or distractions.
Persistence: Evidence of skill retention over time.
Assessed through retention tests (post-practice measurement after a period of inactivity).
Adaptability: Flexibility of learned skills to new conditions or variations.
Evaluated through transfer tests (assessing performance in different contexts or variations of the skill).
Neural Plasticity and Memory
Performance improvements involve short-term functional plasticity (strengthening neural connections) and structural plasticity (reorganization of neural networks).
Memory Types:
Declarative Memory: Facts and events (e.g., knowing how to execute a skill).
Procedural Memory: Skills and behaviors (e.g., knowing how to perform the skill).
Motor Memory: Representation of motor actions that is developed through experience and practice.
Memory Process Stages:
Encoding: Formation of motor memory during practice.
Consolidation: Stabilization of motor memory over time.
Retrieval: Accessing motor memory when performing the skill.
Performance Characteristics for Inferring Motor Learning
Each characteristic can help assess whether motor learning has taken place:
Improvement: Look for performance enhancement over trials.
Consistency: Monitor if performance stability increases.
Persistence: Use retention tests to evaluate skill longevity.
Adaptability: Conduct transfer tests to see if learned skills apply in new contexts.
Transfer of Learning
Types of Transfer:
Near Transfer: Transfer of learning from one task to a similar task (gradations of skill).
Far Transfer: Transfer of learning from one task to a completely different task.
Zero Transfer: No learning benefit from prior tasks.
Positive Transfer: Facilitation of learning due to prior learning.
Negative Transfer: Difficulty learned from previous tasks that complicates learning.
Practical Applications for Instructors
To maximize positive transfer:
Analyze the skills.
Understand learners' past experiences and skills.
Assess potential transfer benefits versus drawbacks.
Highlight skill similarities and differences to the learners.
Utilize the encoding specificity principle: Match practice conditions to performance conditions for better retrieval during application.
Summary
Motor learning involves a complex interplay of neural adaptations, memory processing, and response to variable factors (learner characteristics, context, and environment).
Instructors should use performance curves, retention, and transfer tests to effectively evaluate and guide learners toward acquiring and adapting motor skills.
Key Considerations for Teaching
Always remember to evaluate learning through a combination of the four key characteristics, understanding that appearance of improvement and consistency during practice does not equate with actual learning until assessed through persistence and adaptability.
Motor Learning: A multifaceted process defined as a change in a set of internal processes that leads to relatively permanent changes in performance, which can be observed through various performance indicators. Motor learning encompasses the acquisition of skills, retention of those skills, and the ability to transfer them to different contexts. It involves both cognitive and physical dimensions, and its effectiveness can greatly differ among individuals due to a variety of factors.
Neural Plasticity: This refers to the brain's remarkable ability to change and adapt structurally and functionally as a result of experience and practice. Neural plasticity is crucial in motor learning as it underpins the acquisition of new skills and the adaptation of existing skills to new tasks or environments.
Motor Performance vs. Motor Learning
Motor Performance: Represents observable behavior at a specific moment in time, which is highly sensitive to various performance variables and conditions that can affect the execution of a skill.
Influenced by:
Learner Variables: Factors such as confidence, motivation, anxiety, and fatigue can significantly impact motor performance. For instance, a learner with higher confidence may perform better and take more risks during skill execution.
Learning Context: The environment in which learning occurs, including the instructor's feedback, the type of instruction provided (internal focus on body movements vs. external focus on outcomes), and peer dynamics, can either enhance or hinder performance.
Performance Environment: External conditions such as weather, audience presence, and distinctions between practice and competitive settings can introduce variability in performance outcomes.
Motor Learning: This concept is not directly observable; rather, it is inferred from performance changes that indicate skill acquisition over time. For example, improvement observed in practice indicates that learning may have occurred, even though the deviation in skill execution may not be immediately noticeable.
Key Distinction: Performance may reflect temporary changes dependent on contextual factors, while motor learning signifies a permanent change resulting from sustained practice and experience.
Characteristics of Motor Performance and Learning
Improvement: A measurable enhancement in skill performance over time, which can be visualized through performance curves that illustrate the trajectory of skill acquisition throughout practice periods.
Consistency: The stability of performance across trials and varying conditions; a decrease in performance variability indicates successful learning. Assessment of consistency can be tested by introducing perturbations or distractions that challenge the performer.
Persistence: Evidence of learned skill retention over time can be examined through retention tests, which involve measuring performance following a period of inactivity post-practice.
Adaptability: The flexibility of learned skills to be applied across different conditions or variations is crucial for effective skill transfer. This adaptability can be evaluated through transfer tests, which assess how well skills perform in new contexts or under varying circumstances.
Neural Plasticity and Memory
Performance improvements arise from both short-term functional plasticity, which involves the strengthening of neural connections, and structural plasticity, which refers to the reorganization of neural networks as a result of learning.
Memory Types:
Declarative Memory: Involves the recollection of facts and events, such as understanding the rules of a game or knowing how to execute a skill conceptually.
Procedural Memory: Entails the ability to perform skills and behaviors learned through repetition, such as riding a bike or performing a complex dance sequence.
Motor Memory: A specific type of procedural memory that comprises the representations of motor actions developed through experience and practice, allowing for smooth execution of motor tasks without conscious thought.
Memory Process Stages:
Encoding: The initial formation of motor memory during practice, where information is organized and stored.
Consolidation: The stabilization and integration of motor memory over time, which aids in skill retention and automaticity.
Retrieval: The capability to access motor memory when executing the skill, which allows for effective performance in varying situations.
Performance Characteristics for Inferring Motor Learning
Each characteristic can help assess whether motor learning has occurred:
Improvement: Monitor for performance enhancements across trials and practice sessions.
Consistency: Observe if stability in performance increases consistently over time and varying conditions.
Persistence: Utilize retention tests to evaluate how well the skill is retained after periods without practice.
Adaptability: Conduct transfer tests to assess if learned skills can be effectively applied in new contexts or variations.
Transfer of Learning
Types of Transfer:
Near Transfer: Transfer of learning from one task to a similar task or skill, facilitating the building upon existing knowledge and skills.
Far Transfer: Transfer of learning from one task to a completely different task, often requiring higher levels of cognitive and physical skills to adapt.
Zero Transfer: A scenario in which prior learning does not provide any benefit to the new task being learned, indicating the necessity for distinct learning strategies.
Positive Transfer: Occurs when prior experience or learning facilitates the acquisition of new skills, effectively lowering the learning curve.
Negative Transfer: Challenges encountered from previous tasks that complicate the learning of new tasks, often arising from overgeneralization of skills.
Practical Applications for Instructors
To maximize positive transfer:
Analyze the skills being taught for similarities and differences in the context of prior learning.
Seek to understand learners' past experiences and the skills they possess, tailoring instruction accordingly.
Assess the potential benefits versus drawbacks of transfers based on learners’ experiences.
Highlight the similarities and differences of skill execution to enhance understanding and application.
Utilize the encoding specificity principle by matching practice conditions with performance conditions to improve retrieval of motor skills during application.
Summary
Motor learning involves a comprehensive interplay of neural adaptations, memory processing, and responsive interactions with various factors that can influence learning processes. Instructors should utilize performance curves, retention tests, and transfer assessments to effectively evaluate and guide learners toward acquiring and adapting motor skills.
Key Considerations for Teaching
It is essential to evaluate learning through a combination of the four key characteristics, acknowledging that the mere appearance of improvement and consistency during a practice session does not equate with actual learning until assessed through persistence and adaptability. Understanding the cognitive processes and environmental influences on motor learning is crucial for effective skill acquisition.