Motor Learning quiz 2- performance and learning
more likely to forget what type of skill? why
discrete skill bc continuous requires so much practice that hard to forget
performance curves are NOT what
do not measure learning
best type of focus for transfer
external- letting the brain do all thr work ex: staring at a wall while trying to balance
outcome goal
focus is on the end result/ outcome of practice
performance goal
focus of improvements from previous performance
process goal
focus on the quality of movement or movement pattern
Transfer
gain or a loss of a persons proficiency on a task as a result of previous practice on another task
retention tasks
gain or the loss of proficiency on a task as a result of time delay
Performance curves
graph of average performance that is observed over trials
how does baseliine effect performance
higher starting levels, smaller gains in learning
Motor elements for trasnfer
motor pattern associated with correct performance ex: muscles used, joint pattern, coordination
examples of process measures
movement patters, speed, timing, coordination Quality of movement not outcome
can you observe learning
not really
outcome measurees
observed outcome or end result of practice
process measures
observing the quality of the movement or the movement patterns
target behavior
the action you take so you can produce your target skill
target context
the environment to produce the skill
target skills
the skill you want to perform
Conceptual elements of transfer
the strategies/rules needed for performance ex: general rules and strategies across sports
If you increase practice time..
the time able to complete action decreases
Generalized
train with different variations of a task
example of transfer of learning
using a rowing machine
what is an observable trait
was performance good or bad when looking at performance curve - look at slope of line
how does performance increase or decrease
with practice or detraining
within subject effects
withing same person
Goal setting
without a goal, you will not see motor improvements
what does a performance curve show
you can assume learning, but it does not SHOW learning
examples of outcomes measures
# of balls caught, baskets made, goals made, score NO quality , just OUTCOMES
motor performance/aquition
-always observable -fluctuates -
Progressing through stages depends on what
-everyone learns at different rate - amount of practice effects progress - types of skill- discrete vs continuous - difficulty of skill -performance based factors
why does ceiling effect occur
-have completely learned a skill -fatigue, motivation, bordom
benefits of practice during acquisition
-increase performance -increase perceptual advantage -reduce ability to pay attention -creats internal model -increase the ability to detect errors -reduces interference effects
performance on retention tests depends on what q
-task -practice -time delay -person -performance based factors
Fitts stage 2
Fixation or motor stage: -focus is on movements themselves -cognitive issues from stage 1 are solved -performance is steady
Degree of freedom
a way that a movement can be performed
repeating a movement is what
a process of using feedback and problem solving
Bernstein stage 2
releasing DOF that were frozen -general pattern of movement but be attained
2 theories of learning
1. FItts 2. bernstein
2 ways to measure learning
1. retention tasks 2. transfer tasks
why do warm up decrements occur
1. we lose our set: psychological adjustment 2. motor forgetting; working memory
3 elements of transfer
1.motor 2. perceptual 3. conceptual
Fitts stage 3
Autonomous stage: -automatic stage of attainment of expert performance -less attention but higher levels of cognition -faster and more efficient
Fitts stage 1
Cognitive stage: time here is spent thinking and talking to yourself -large/rapid gains in performance
Berntein stage 3
Exploiting passive dynamics- using environment to advantage - maximum skill attainment
Perceptual Element of transfer
Task related stimuli- getting information from the environment ex: senses using ( vision, hearing, touch) -same cues
Specific
Your practice task is identical to the transfer task ex: free throw
far transfer
a large variation between practice and transfer task
goals should be
achievable, realistic, challenging, measurable, specific, performance based
performance is also called what
acquisition
warm up decrement
an initial depression of performance at beginning of practice after a time delay
performance
an outcome after a series of events
external focus
attend to environment
internal focus
attend to personal movments
what is performance influenced by
attention, motivation ,fatigue, physical conditions, environment
Too much feed back is good or bad
bad- reliance; can be detrimental to learning
between subject effects
between Different people - masks differences between different people
Bernstein's theory
components and biomechanics
transfer of learning
learning something in one situation and applying it to another skill
what does a logarithmic function do
makes the line strait
what is the issue with averaging group
masks differences between people
what is the issue with averaging trials
masks individual changes between trials; don't see the fluctuation
if just averaging you are doing what
missing information that could be beneficial
near trasnfer
more of the components are similar; small variation between practice and transfer task
ways to assess performance
outcome measures and process measures
Fits theory
perceptual and motor components
Snoddy's law
performance gains are rapid at first then slow down - sign of learning
ceiling effect
performance plateau- very little or no performance improvements at time
Learning
permanent gain in the capability of skilled performance
Forgetting depends on what
practice, task, performer
what is better, process or outcome measures
process is better because a successful process will eventually lead to a successful outcome
Bernstein stage 1
reduce DOF: reduce non essential DOF- make movement simple!
