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Motor control & Motor Learning Exam Study Guide, Verified
Four characteristics of Learning
not observable but inferred via:
1) improvement - score/movement
2) consistancy - permanent changes in behaviour
3) persistancy - relatively permanent
4) adaptability - different situations
4 perform...
Motor control & Motor Learning Exam
Study Guide, Verified
Four characteristics of Learning
not observable but inferred via:
1) improvement - score/movement
2) consistancy - permanent changes in behaviour
3) persistancy - relatively permanent
4) adaptability - different situations
4 performance curves and x & y axis
x = practice y = performance
1) linear - straight
2) negatively accerlerated (HILL) - quick initial improvement but plateus ie boredom
3) positively accelerated (DITCH) - slow performance improvemnet initailly but quickly
improves "finding feet"
4) ogive curve (S shaped and is rapid improvement)
Performance curve limitations
- senstivity of the measuring tool = ceiling and floor effects, everyone or nobody scoring
well - need a decent spread.
- Errors on x axis
measurement system sensitive enough to measure improvements and reversibility
- celing = struggle to see performace incraeses if not senstive enough
- floor effects = fail to detect improvemnets
- practice or x axis may be misrepresented by effects such as fatigue,motivation,
environmental variables
averaging individual results may mask trends (between, within subjects variability)
Plateu
- performance doesnt increase but learning is still occuring
rentention tests Lee et al 1995
- performance & persistance of performance, performed after rest periods or no practice
lee et al 1995
- circle drawing retention bad on day 2
- improved again day 2 end
- day 3 cicle drawing was perfect = 2/3 days rentention needed
transfer
- adapatbility element of performance
- learners must adapt a skill to a novel sitaution
- variability may come from enviroment or skill
designing learning experiments
- groups, size, matched - ability/age/experience
- sensitivity of measurement
- practice = amount and type
- retention/transfer tests - appropriate retention period
2) feedback
, INTRINSIC - info gathered from vision, audition and proprioception
EXTRINSIC - augments the intrinsic infomation "makes it greater"
Qualitative - largely descriptive
Quantitative - numeric content
2 x 2 properties of feedback
1) motivational
2) reinforcement
1) postive
2) negative
State 4 Dimensions of Augmented feedback
- knowledge of results/ knowledge of performance
- concurrent/terminal (in game vs after)
- immediate vs delayed
- verbal vs non verbal
accumulated vs distinct (feedback represnts no. trials/practice)
- average vs summary
- program vs parameter (critical elements vs parametrs such as force or angle)
- descriptive vs prescriptive
why is KOR often redundunt
- outcome information
useful
- simple learning tasks
- when intrinsic feedback is insufficient
- difficult to learn without KR
knowledge of performance
- process infomation
examples :
- video feedback
- kinematic (performance analysis and kinetic feedback (the force of a movement)
-
video feedback
- HUDL - rapid growth of computer packages
- tactical, techniqual and physical aspects of play pre and post events
spinks et al 2002
- 51 articles on match analysis - not 1 showed improvements to team or indivdual
performance based on info gathered
- qualitative data is better in early stage sof learning
- once movement patterns in place use quantitative feedback
feedback restraints/limitations
augmented feedback can cause dependency
- lab example = no feedback qualitative got worse.
- too much ffedback can cause dependncy when take away they get worse performance
wise.
Types of knowledge of results
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