PHYL4518 Motor Learning Final Exam Review PDF

Final Exam Review Unit 6 - 10 PHYL 4518 Motor learning Final exam 44 MCQs 8 Short-answer questions (21 marks)  Sensory systems Identify the function and roles of sensory receptors in movements Proprioceptors And how they are Muscle spindle involved in reflex...

Final Exam Review Unit 6 - 10 PHYL 4518 Motor learning Final exam 44 MCQs 8 Short-answer questions (21 marks)  Sensory systems Identify the function and roles of sensory receptors in movements Proprioceptors And how they are Muscle spindle involved in reflex Golgi Tendon Organactions Vestibular system Visual system What we see Foveal Vision Peripheral vision What we perceive Focal vision Ambient vision Study question – Q6 Which receptors sense stretch in a muscle and add force production to that muscle? Muscle spindle Golgi Tendon Organ Joint receptors Vestibular receptors Study question – Q7 & 8 Where are cones most densely concentrated on the retina? a) Peripheral retina b) Fovea c) Optic disc d) Entire retina equally Which photoreceptors are primarily responsible for vision in dim light? a) Rods b) Cones c) Both rods and cones equally d) None of the above  Vision Differentiate between the ways we process visual information: Visual search Identify areas to focus attention Optical flow Processing and prediction of location and movement information without requiring much attention Use of vision for feedforward and feedback Vision is the best feedforward information we have  Sensorimotor integration Know what and where sensorimotor integration can occur Motor commands Sensory integration Vision Skin Golgi Muscle sensory tendon spindle receptors organ  Postural control Define Stability - A position that is resistant to disturbance or returns to its normal state after disruption Differentiate between different types of stability Whole body stability (balance) – COM and BoS Segmental stability - firm foundation upon which other body parts can move Joint stability – Structural integrity Static: Centre of mass (COM) is within a stationary BoS Dynamic: COM moves outside of BoS or BoS moves  Postural control Sensory and reflex systems responsible for postural changes Propriocepti on Vestibular system Visio n Postural sway occurs in everybody Large postural sway indicates dysfunction Postural control Know how stability is maintained: Systems: Sensory/reflexive, Neuromuscular, Musculomechanical, and CNS components Identify the levels of control: Reflexive, autonomic, and voluntary Proactive vs. reactive postural control  Postural control Know when one might use each strategies used to control posture: Fixed point: ankle, hip, suspensory Change-in-support: step, grab Know how postural control is made worse Thinking about it (voluntary), and fear (lack of safety) Know how to overcome this: mild cognitive or physical challenge Study question – Q9 Following a small balance challenge, a healthy young adult would perform what balance strategy to maintain balance? Ankle strategy Change-in-support strategy Suspensory strategy Ankle-hip flexion strategy  Postural control training Know how to make postural control training effective in older adults: ◦ Strength training, self-confidence, cultural relevance, task-specific Know how to make postural control training effective in sports: ◦ Work on proactive and reactive control ◦ Uncertainty and rapid decision making Know the benefits for athletes: ◦ Slight improvement in performance (not better than strength training) ◦ Reduced risk of injury ◦ Know modifiable versus non-modifiable risk factors for joint injury Study question – Q10 Which of the following is a modifiable risk factor for joint injury Large Q angle of hips and knees Less robust joint and ligament Unstable landing mechanics Older age  Learning Know what constitutes learning Learning is inferred by performance Transfer tests and should be: Persistent over time Consistent Stable in the face of disruptions Adaptable to changing skill characteristics Know how to perform a retention test and a transfer test Retention tests Study question – Q11 Transfer tests are best performed: In an open environment In a closed environment With lots of advanced warning All the above Plateaus Know the causes of performance plateaus, and how to identify the causes Learner-based (fatigue, motivation) Instructor-Based (instruction style, performance test) Task-based (learn new skill)  Transfer Explain how the transfer of skills can be: Positive Negative Neutral Example: transfer from hockey to golf What can impact the effectiveness of transfer: Bilateral – across body Useful for athletics and rehab Synergies – may help or impair transfer More similar = more Study question – Q12 A tennis player whose swing style inhibits their ability to hit a good cricket shot is displaying Positive transfer Negative transfer Bilateral transfer Bimanual transfer  Learning and expertise What changes would you expect to see as someone moves through the Motor Skill Learning Stages (Fitts and Posner): Cognitive Associative Autonomic What makes someone an expert? Expert player Novice player Knowledge structure Information processing Goals Study question – Q13 Match the stage with the characteristic Cognitive Associative Unable to detect or correct Autonomic error Can execute task with limited attention Improvement in task knowledge outweighs improvement in motor performance Consistent performance with few errors Able to associate body actions with movement Study question – Q14 As someone becomes an expert at a skill, they might do what to perform the skill? More attention resources used More anticipation More changes in attentional focus More muscle activation  Information processing Understand multiple resource theory Multiple channels to process information Multiple pieces of information interfere with each other – can’t all be processed at once Tasks that share similar resources High interaction  high interference Informatio n info processing info info info Lots of interference  Double stimulation paradigm Know what happens in the double stimulation paradigm, and why it Psychological refractory period happens (PRP) Stimulus onset asynchrony (SOA)  Memory Know the different types of memory, and categorize examples Motor and non-motor Short term (working) Long term Explicit – episodic and semantic Implicit (how much of motor function is learned) – procedural Three characteristics that influence memory Movement: discrete vs. continuous Remembering strategies: 4 key strategies Practice strategies  Memory Understand the challenge point hypothesis How this varies in beginners versus experts Beginners Study question – Q15 According to the challenge point hypothesis, what should you try to maximize during practice? Task difficulty Practice performance Amount of information available Learning benefit  Attention Know how to categorize the focus of attention Internal vs external Broad vs narrow Know that an external focus generally better for learning and performance Know why we have selective attention Only pay attention to important things Define the Quiet Eye Rest gaze/attention on target Study question – Q16 Ben is playing badminton and is focused intently on the birdie (shuttlecock) while learning a new shot. What type of attentional focus is this? Internal broad Internal Narrow External Broad External Narrow  Memory and attention Know which motor skills are easy/hard to forget Discrete skills – easily forgotten Continuous skills – not easily forgotten Understand the warmup decrement Psychological loss of ‘set’ How do you reduce the warmup decrement? Pre-shot routines, minimize inactivity, methods of re-setting Know the research on sustained attention WW2 radar operators - 30 mins Factors that affect sustained attention  Study question – Q17 This graph is likely to represent the retention of what skill: Baseball pitching Jumping rope (skipping) Putting on a t-shirt Opening a door Instructional techniques Differentiate between training and practice Understand how to apply effective instructional techniques Promote external focus of attention Sensory set Focus on senses instead of movement Mental practice Mastery goals (vs. performance goals) Know what happens when arousal/anxiety is too high: Choking (internal broad focus) Study question – Q18 Which of the following is a form of practice? A basketball team running sprints A football player lifting weights A stroke patient attempting to re-learn how to brush their teeth A cardiac rehab patient on a stationary bicycle trying to increase heart rate  Augmented Feedback Know each of the following types of augmented feedback (including important components and when to use each) 1. Knowledge of results (KR) or knowledge of performance (KP) 2. Bandwidth that prompts a correction Beginners require bigger bandwidth Also good for teaching large groups 3. Instructional nature of feedback Descriptive versus prescriptive 4. Quantitative versus qualitative AFB 5. Frequency of feedback Be able to categorize a specific type of feedback in each of the 5 areas  Practice Know how schema learning creates a Generalized motor program (GMP) Define variable versus constant practice, know why variable is superior Better understanding of relationship between parameter and outcome Wider parameter mapping Define blocked versus random practice Know the theories for why random is better for retention E.g. Forgetting hypothesis Study question – Q19 Blocked practice outperforms random practice when? During skill acquisition During immediate retention When retention tested in a blocked manner When retention tested in a random manner  Practice Define modelling and imaging Modelling: watching a skilled person perform Imaging/Imagery: going through the skill in your mind How do they work? Mirror neurons Augments physical practice Moderately effective alone Know the practice styles discussed in class Constraint led – discovery learning Study question – Q20 Which of the following results in the fastest learning? physical practice mental practice mental practice + physical practice No practice Reminders Quiz #6 due tonight Correct answers available by Tuesday morning Quiz 1-6 + participation Grades available by Tuesday morning Final exam: Dec 17 (Tuesday) 9 – 11 AM Y314 Bring pencil and eraser for Scantron Bring OneCard Closed-book, no notes Remove all stored notes in calculator