7182203
Description
Flashcards by Sydney Franko, updated more than 1 year ago
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Created by Sydney Franko
almost 8 years ago
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| Question | Answer |
| Knowledge of Results (KR) | Is extrinsic information provided after the action is completed and tells the learner about the outcome of a movement. |
| Knowledge of Performance (KP) | Quality of movement a performer has produced |
| Hick's Law | Time to react will increase as the number of alternative responses increases |
| Fitts Law | Speed accuracy trade-off |
| Abilities | Your deck of cards your dealt (Genetics) |
| Target Skill | The TASK people want to be able to perform in order to achieve a skill. For example bowling a strike. |
| Instruction | Make sure to describe, be clear, demonstrate hen giving this |
| Varied Practice | Practice 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 |
| Random Practice | Practice in no particular order Ex: abc, acb, cab |
| Autonomous | This stage of learning has little to no talk |
| Distributed Practice | Rest between practice is longer then time spent practicing |
| Performance Goals | Emphasizes performance improvements |
| Motor Learning | The internal process associated with practice or experience of a motor movement is retained |
| Negative Reinforcement | Removes an unpleasant stimulus to increase the likelihood of the desired positive behavior |
| Positive Reinforcement | An event following a response that causes people to repeat the action under similar circumstances |
| Punishment | Tells the person that the action is not desirable but does NOT give the corrected, beneficial information. |
| Conceptual Model of Motor Performance | Motor program theorist would argue this "model" can be used to describe any motor movement |
| Process Goal | Exhale slowly before making the shot is an example of |
| Feedback Sandwich | Feedback given as positive, then what to fix, and then positive |
| External Focus | In terms of focus, attending to information outside the body |
| Constant Error (CE) | CE= [(EXi-T)I N] Interpreted as an overall tendency to underthrow or overthrow the target |
| Variable 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 |
| Dependency | If an athlete cannot perform that movement without you (the coach) telling them what to do is an example of |
| Low | If a person has half hearted efforts their motivation is |
| Target behavior | The actions necessary for accomplishing target skills. For example, using the correct bowling approach and ball placement |
| Target Context | The environment in which the performer will produce the target skill. For example, Friday night bowling league tournament. |
| Mass Practice | Rest between practice is shorter then time spent practicing |
| Blocked Practice | This practice has decreased retention but state performance improves |
| Negative feedback | The buzzer in your car is an example of this type of feedback |
| Descriptive Feedback | Restores something the learner did ex: Poor swing |
| Prescriptive Feedback | Provides information for efficient correction |
| Summary Feedback | provides information about a series of performance and is given at the end or after a while |
| Frequency Feedback | the total # of times feedback is given for a series of performances |
| Timing Feedback | Instantaneous feedback is provided immediatley after movement complication |
| How much feedback should be given? | In general, too much information is not useful |
| Intrinsic Feedback | Sensory Information that comes from producing movements |
| Extrinsic feedback | (Augmented feedback) Sensory information provided by sources outside the body |
| Learning | Without feedback no _______ will occur |
| Forgetting Hypothesis | The learner forgets task A to do task B and then has to relearn or re-plan the task next time. |
| Schema Theory | The 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. |
| Descrete Task | slicing a peice of fruit |
| Contimueous task | inline skating |
| Perscriptive Feedback | Information that helps the learner correct his or her movement. Ex: Chock up on that bat |
| Typically 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 |
| Near transfer | This refers to transfer between very similar contexts. Ex. Tennis & Raquetball |
| Far transfer | refers 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 |
| Positive Transfer | Practice of one skill enhances performance in another Ex. Overhead serve ----> Overhead Smash |
| Zero Transfer | Practice of one skill has no affect on the other skill. Ex. Overhead serve--> Underhand serve |
| Negative Transfer | Practice of one skill determental to performance in another skill. Ex. Backhand ground shot--->Overhead Backhand shot |
| Skills | Developed by practice and modified with practice, countless in numbers and depends on several abilities. And developed by experience |
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