Motor Learning and Control Quiz

The study of how the body controls posture and movement. It examines the underlying mechanisms and how the nervous system and muscles work together.

How we learn movement skills and how that learning adapts over time. It covers skill acquisition in different settings.

A theory suggesting the brain pre-plans movement and uses sensor feedback for adjustments.

A theory of movement where multiple factors (neural, physical, environmental) interact and influence, instead of one central controller.

The process of learning movement tasks and how skills develop permanently.

A unit of study focusing on the theory and application of motor control and skill learning.

A theoretical approach to skill acquisition that emphasizes the role of constraints in shaping motor skill development.

The study of how the nervous system controls the movement of muscles and how people acquire and improve motor skills.

Personal factors that influence motor skill learning, such as physical characteristics, previous experiences, and learning styles.

Teaching strategies used to facilitate the acquisition of motor skills.

The factors that influence how body parts work together efficiently.

Explanations of how motor skills are learned or processed, based on hypotheses.

Contexts where motor skills are practiced and improved

A framework for skill acquisition that emphasizes how performers adapt to constraints (e.g., individual, task, environment) to create coordinated movements.

Factors relating to a person's body, physiology, cognition, and previous experiences that influence movements. An example would be someone's height.

Features of the movement task (e.g., goal, speed, implement) acting as boundaries for movement solutions

Conditions outside the performer (e.g., social, temperature, presence of other people, surfaces) that influence the available movement options

The unplanned and responsive ways movements arise out of interactions between coordination systems in a specific task/situation.

Personal factors influencing motor skill development like physiology, psychology, and past experiences.

External factors affecting movement, including the playing surface, weather, and game context.

Characteristics of the specific activity that influence movement, such as the rules, equipment and demands of the activity.

The way coordinated movements arise from the interaction of individual, environmental, and task constraints.

Factors influencing the effective and efficient coordination of body parts during movements.

Initial body postures or locations that impact movement and skill acquisition.

Individual body features affecting skill such as muscle strength, flexibility, and biological maturity.

Mental factors affecting movements, including motivation, confidence, and resilience.

An approach to skill acquisition focusing on how constraints shape movement development. It doesn't prescribe one best way, but looks at how various factors influence movement.

Factors impacting how body parts work together, including individual (performer), task, and environmental elements.

Personal factors, such as physical abilities, experience, and motivation, that shape movement.

Features of the activity influencing movement, such as equipment, rules, and goals.

External factors impacting movement, such as weather conditions, the surface, and the surrounding environment.

The self-organizing movement patterns resulting from multiple interacting constraints.

Movement that maximizes accuracy, efficiency, and safety, based on the specific task, individual, and environment.

There isn't one 'perfect' way to perform a skill for all people and situations, but optimal solutions depend on combined constraints.

A skill acquisition approach emphasizing how constraints (internal and external factors) shape movement development.

The interplay between how we sense the environment and how we move in response.

The process of recognizing factors limiting skill or movement.

Altering task/environment to challenge the learner's movement capabilities.

The coach/instructor role of designing movement challenges.

Understanding the relationship between perception (what you see) and action (what you do).

Learning that arises naturally from exploration and challenge.

Support provided, gradually reducing as learners improve their solution-finding ability.