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
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
