Motor Learning and Control Quiz

<p>Through individual, task, and learning environment interaction. (A)</p> Signup and view all the answers

<p>Achieving optimal acquisition of perceptual, cognitive, and movement skills. (C)</p> Signup and view all the answers

<p>Constraints (A)</p> Signup and view all the answers

<p>Social conditions (C)</p> Signup and view all the answers

<p>By enabling repeated or alternative ways of moving (A)</p> Signup and view all the answers

<p>Task goal and time demands (C)</p> Signup and view all the answers

<p>They emerge from the interaction of individual, task, and environmental constraints. (C)</p> Signup and view all the answers

<p>Understanding the interaction between constraints and skill performance (B)</p> Signup and view all the answers

<p>An individual characteristic that hinders movement (C), An environmental factor impacting movement execution (D)</p> Signup and view all the answers

<p>To tailor approaches based on personal attributes and abilities (A)</p> Signup and view all the answers

<p>Adaptations in movement strategies to suit new conditions (C)</p> Signup and view all the answers

<p>They determine the range of possible movement solutions (A)</p> Signup and view all the answers

<p>Focus should be on enhancing individual exploration of movement (A)</p> Signup and view all the answers

<p>Facilitate a deeper understanding of skill learning processes (A)</p> Signup and view all the answers

<p>Integrate flexibility to respond to changes in constraints (B)</p> Signup and view all the answers

<p>Preferred color of the uniform (B)</p> Signup and view all the answers

<p>High self-efficacy (D)</p> Signup and view all the answers

<p>Posture (B)</p> Signup and view all the answers

<p>Training history (D)</p> Signup and view all the answers

<p>Weather conditions (A)</p> Signup and view all the answers

<p>Personal dietary likes (A)</p> Signup and view all the answers

<p>Social/psychological climate (A)</p> Signup and view all the answers

<p>Height of the player (D)</p> Signup and view all the answers

<p>Constraints influence and guide self-coordination. (D)</p> Signup and view all the answers

<p>The presence or absence of specific task and environmental factors. (C)</p> Signup and view all the answers

<p>Similarity and unique movement behavior can coexist. (D)</p> Signup and view all the answers

<p>They can create a range of movement solutions based on the individual. (A)</p> Signup and view all the answers

<p>‘Idealized’ patterns do not exist for given skills. (B)</p> Signup and view all the answers

<p>Random chance. (C)</p> Signup and view all the answers

<p>A combination of individual, task, and environmental factors. (A)</p> Signup and view all the answers

<p>Different movement solutions can focus on either accuracy or efficiency. (A)</p> Signup and view all the answers

<p>Identify constraints that limit skill development. (A)</p> Signup and view all the answers

<p>It helps learners identify relevant perceptual cues. (D)</p> Signup and view all the answers

<p>It stimulates movement exploration and variation. (C)</p> Signup and view all the answers

<p>Changing constraints helps learners solve movement problems. (D)</p> Signup and view all the answers

<p>Supporting learners in finding their own movement solutions. (D)</p> Signup and view all the answers

<p>It influences cognitive decision-making and movement action. (B)</p> Signup and view all the answers

<p>To challenge the central nervous system and muscular systems. (A)</p> Signup and view all the answers

<p>Promoting a broader self-perception of movement abilities. (D)</p> Signup and view all the answers

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.