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Questions and Answers

What does a retention test primarily assess?

  • The adaptability of a skill in novel contexts
  • The effectiveness of augmented feedback in practice
  • The long-term persistence of a learned skill (correct)
  • The individual’s performance level under stress

    • How does a transfer test differ from a retention test?

  • It assesses the impact of external factors on performance.
  • It evaluates performance in a different context or variation of the skill. (correct)
  • It focuses solely on the time taken to perform the skill.
  • It measures the same skill practiced before.

    • Which of the following best describes the concept of stability in learning assessments?

  • The ability to perform consistently under identical conditions
  • The maintenance of performance levels across multiple trials
  • The temporary achievement of a high performance level
  • The adaptation to different environments or variations of the skill (correct)

    • What is a key indicator that an individual has genuinely learned a motor skill?

    <p>Their capacity to perform well in novel situations</p> Signup and view all the answers

    What can performance plateaus indicate regarding motor skill learning?

    <p>They might reflect temporary performance discrepancies, not learning.</p> Signup and view all the answers

    What is the primary consideration when determining the effectiveness of skill instruction?

    <p>The characteristics of the learner</p> Signup and view all the answers

    Which of the following factors affects the information-processing stages in motor performance?

    <p>Task demand</p> Signup and view all the answers

    What type of feedback is crucial for learners to improve their skills?

    <p>Intrinsic and extrinsic feedback</p> Signup and view all the answers

    In the context of skill instruction, why is it important to understand the target skill?

    <p>Because it affects the type of feedback that is necessary</p> Signup and view all the answers

    How do learners' backgrounds (e.g., child, athlete, senior citizen) impact skill instruction?

    <p>They influence the approach and strategies used in instruction</p> Signup and view all the answers

    Which of the following describes a condition that enhances feedback-based adjustments in movements?

    <p>Clear understanding of task demands</p> Signup and view all the answers

    What aspect related to the target skill should be assessed for effective skill instruction?

    <p>The prior experience of the learner with the skill</p> Signup and view all the answers

    What is the expected outcome of effective skill instruction?

    <p>Improved error detection and adjustment capabilities</p> Signup and view all the answers

    In what way does task demand affect instruction?

    <p>It determines the complexity of feedback required</p> Signup and view all the answers

    Which of the following best describes a potential gap in skill instruction?

    <p>Neglecting the learner's personal context</p> Signup and view all the answers

    What is the primary consideration when enhancing feedback-based adjustments in motor performance?

    <p>The complexity of the skill being learned</p> Signup and view all the answers

    Which factor is least important when determining effective skill instruction?

    <p>The instructional setting</p> Signup and view all the answers

    What does a retention test evaluate in motor skill learning?

    <p>The persistence of a skill after a period of non-practice</p> Signup and view all the answers

    When considering skill instruction, why is the understanding of the learner's background critical?

    <p>It determines the intrinsic and extrinsic feedback needed.</p> Signup and view all the answers

    For which type of skill is massed practice likely to be more effective?

    <p>Discrete motor skills with a short duration.</p> Signup and view all the answers

    How do transfer tests contribute to understanding motor skill learning?

    <p>By examining the capability to adapt skills to new situations</p> Signup and view all the answers

    Which aspect does stability assess in the context of coordination dynamics?

    <p>The initial transition or new state of coordination in performance</p> Signup and view all the answers

    What characteristic of the intertrial interval is most relevant for discrete motor skills?

    <p>The intervals will be similar due to the short duration of tasks.</p> Signup and view all the answers

    What misconception may arise from performance plateaus in skill learning?

    <p>That learning has not occurred during practice</p> Signup and view all the answers

    Which factor is NOT typically assessed when determining the stability of motor skill learning?

    <p>The retention of skill over extended periods</p> Signup and view all the answers

    A retention test evaluates how well a learner can perform a practiced skill after a significant amount of time has passed.

    <p>True</p> Signup and view all the answers

    Transfer tests assess a learner's ability to perform a practiced skill exactly as it was taught in different contexts.

    <p>False</p> Signup and view all the answers

    The presence of performance plateaus during skill practice indicates that no learning has taken place.

    <p>False</p> Signup and view all the answers

    A person performing well in a clinic setting is a strong indicator of their overall motor skill learning ability.

    <p>False</p> Signup and view all the answers

    Stability in performing a skill is assessed through analyzing the coordination dynamics involved in that performance.

    <p>True</p> Signup and view all the answers

    Study Notes

    Reading 1 - Defining/Assessing Learning

    • Performance: The behavioral act of executing a skill at a specific time and in a specific situation. It is observable.
    • Learning: A change in the capability/potential to perform a skill, inferred from a relatively permanent improvement in performance resulting from practice or experience. It is not directly observable.
    • Performance Variables: Factors influencing performance, like alertness, anxiety, setting uniqueness, and fatigue.
    • 5 Performance Characteristics for Skill Learning:
      • Improvement: Skill level increases over time.
      • Consistency: Performance becomes more similar across attempts as learning progresses.
      • Stability: Performance's resistance to internal or external factors (e.g., stress, obstacles).
      • Persistence: Improved performance capability lasts over time.
      • Adaptability: Ability to perform the skill successfully in changed situations increases with learning.

    Reading 2 - Sensory Contributions

    • Exteroception: Sensory information about the external environment.
    • Proprioception: Sensory information about the body's own position and movement.
    • Audition: The second most significant exteroceptive information source.
    • Vision: The most important exteroceptive information source.
    • Vestibular Apparatus (Inner Ear): Provides information about movement, orientation, and balance.
    • Joint Receptors: Provide information about joint position and movement.
    • Muscle Spindles: Provide information about muscle length and tension.
    • Cutaneous Receptors: Detect pressure, temperature, and touch in skin areas.
    • Golgi Tendon Organs: Detect force of muscle contraction at the junction of muscles and tendons.

    Reading 3 - Motor Programs

    • Open-Loop Control System: Instructions are specified, and the system executes without modification, ineffective in unstable environments.
    • Closed-Loop Control System: Information feedback to correct errors, crucial for more complex movements in dynamic environments.
    • Motor Programs (MP): Neural commands for movement sequences, stored in memory for flexible execution.
    • Invariant Features: Features remaining consistent across variations in a skill.
    • Parameters: Features varying as speed, force, or amplitude of a skill.

    Reading 4 - Conditions of Practice

    • Law of Practice: Performance improvements are initially rapid but become smaller over time.
    • Deliberate Practice: Activities designed to improve skills, requiring effort and not inherently enjoyable.
    • Off-Task Practice: General learning factors when not actively engaged in a skill (e.g., observation, modeling).
    • Goal Setting: Specific, challenging goals lead to better performance than vague goals.

    Reading 5 - Augmented Feedback

    • Inherent Feedback: Sensory feedback about movement during the action, crucial for error correction.
    • Augmented Feedback: Additional feedback about performance (e.g., verbal, visual), can be concurrent (during movement) or terminal (after).
    • Knowledge of Results (KR): Feedback about the outcome of the action.
    • Knowledge of Performance (KP): Feedback about aspects of the movement itself.
    • Concurrent Feedback: Provided during the movement.
    • Terminal Feedback: Provided after the movement.
    • Delayed Feedback: Presented after a time delay.

    Reading 6 - Mental Practice

    • Mental Practice (MP): Cognitive rehearsal of a skill without physical movements.
    • Neuromuscular Hypothesis: MP activates the same neural pathways as physical practice.
    • Brain Activity Hypothesis: MP and physical actions use similar brain regions.
    • Cognitive Hypothesis: MP improves understanding of movement components, strategies, and planning.

    Reading 7 - Amount and Distribution of Practice

    • Overlearning: Practicing beyond the needed level for a skill to enhance retention.
    • Massed Practice: Short rest intervals between practice sessions.
    • Distributed Practice: Longer rest intervals between practice sessions.

    Reading 8 - Case Studies

    • Case Studies: Practical, real-world examples demonstrating the application of learning principles.
    • Working Strategy: Strategies for providing instructional assistance based on case study analysis.

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