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Karteikarten

Motor Learning FINAL

Sydney Franko Motor Learning Midterm Englisch 50 Karten

Karten in diesem Stapel (50)

  1. 1Knowledge of Results (KR)Is extrinsic information provided after the action is completed and tells the learner about the outcome of a movement.
  2. 2Knowledge of Performance (KP)Quality of movement a performer has produced
  3. 3Hick's LawTime to react will increase as the number of alternative responses increases
  4. 4Fitts LawSpeed accuracy trade-off
  5. 5AbilitiesYour deck of cards your dealt (Genetics)
  6. 6Target SkillThe TASK people want to be able to perform in order to achieve a skill. For example bowling a strike.
  7. 7InstructionMake sure to describe, be clear, demonstrate hen giving this
  8. 8Varied PracticePractice different versions of the same actions; rehearsal matches actual performance. A schema changes based on past experience and the desired goal.
    This is better for deveolping schemas than constant pratice. Produces more flexibility, or adaptibility of movements
  9. 9Random PracticePractice in no particular order
    Ex: abc, acb, cab
  10. 10AutonomousThis stage of learning has little to no talk
  11. 11Distributed PracticeRest between practice is longer then time spent practicing
  12. 12Performance GoalsEmphasizes performance improvements
  13. 13Motor LearningThe internal process associated with practice or experience of a motor movement is retained
  14. 14Negative ReinforcementRemoves an unpleasant stimulus to increase the likelihood of the desired positive behavior
  15. 15Positive ReinforcementAn event following a response that causes people to repeat the action under similar circumstances
  16. 16PunishmentTells the person that the action is not desirable but does NOT give the corrected, beneficial information.
  17. 17Conceptual Model of Motor PerformanceMotor program theorist would argue this "model" can be used to describe any motor movement
  18. 18Process GoalExhale slowly before making the shot is an example of
  19. 19Feedback SandwichFeedback given as positive, then what to fix, and then positive
  20. 20External FocusIn terms of focus, attending to information outside the body
  21. 21Constant Error (CE)CE= [(EXi-T)I N]
    Interpreted as an overall tendency to underthrow or overthrow the target
  22. 22Variable Error (VE)VE = √ [Σ(X-C)2/k] – (CE)2
    A high VE indicates the performance is inconsistent, while a low VE score implies that the scores were very similar
  23. 23DependencyIf an athlete cannot perform that movement without you (the coach) telling them what to do is an example of
  24. 24LowIf a person has half hearted efforts their motivation is
  25. 25Target behaviorThe actions necessary for accomplishing target skills. For example, using the correct bowling approach and ball placement
  26. 26Target ContextThe environment in which the performer will produce the target skill. For example, Friday night bowling league tournament.
  27. 27Mass PracticeRest between practice is shorter then time spent practicing
  28. 28Blocked PracticeThis practice has decreased retention but state performance improves
  29. 29Negative feedbackThe buzzer in your car is an example of this type of feedback
  30. 30Descriptive FeedbackRestores something the learner did
    ex: Poor swing
  31. 31Prescriptive FeedbackProvides information for efficient correction
  32. 32Summary Feedbackprovides information about a series of performance and is given at the end or after a while
  33. 33Frequency Feedbackthe total # of times feedback is given for a series of performances
  34. 34Timing FeedbackInstantaneous feedback is provided immediatley after movement complication
  35. 35How much feedback should be given?In general, too much information is not useful
  36. 36Intrinsic FeedbackSensory Information that comes from producing movements
  37. 37Extrinsic feedback(Augmented feedback) Sensory information provided by sources outside the body
  38. 38LearningWithout feedback no _______ will occur
  39. 39Forgetting HypothesisThe learner forgets task A to do task B and then has to relearn or re-plan the task next time.
  40. 40Schema TheoryThe learner aquires a set of rules, called the schemas, that relate the surface features of an action (e.g distance, speed of throwing) to the paramater values necessary to produce those actions.
  41. 41Descrete Taskslicing a peice of fruit
  42. 42Contimueous taskinline skating
  43. 43Perscriptive FeedbackInformation that helps the learner correct his or her movement.
    Ex: Chock up on that bat
  44. 44Typically without _______________ little to no learning occurs. One must have some sort of error detection form, either ___ or ___ or both.-Knowlwdge of Results (KR)
    -KP or KR
  45. 45Near transferThis refers to transfer between very similar contexts. Ex. Tennis & Raquetball
  46. 46Far transferrefers to transfer between contexts that, on appearance, seem remote and alien to one another.
    Ex. being and active kid leading to you being a better baseball player
  47. 47Positive TransferPractice of one skill enhances performance in another
    Ex. Overhead serve ----> Overhead Smash
  48. 48Zero TransferPractice of one skill has no affect on the other skill.
    Ex. Overhead serve--> Underhand serve
  49. 49Negative TransferPractice of one skill determental to performance in another skill.
    Ex. Backhand ground shot--->Overhead Backhand shot
  50. 50SkillsDeveloped by practice and modified with practice, countless in numbers and depends on several abilities.
    And developed by experience

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Beschreibung
Midterm Motor Learning Karteikarten am Motor Learning FINAL, erstellt von Sydney Franko am 03/12/2016.
Erstellt von
Sydney Franko
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