Mount Royal University PHYL 4518 Motor Learning PDF

PHYL 4518 Motor Learning F2024 – Wk 11 Zoe Chan, PhD [email protected] In-class review (Nov 13) Levels of postural control Type of postural control Subconscious Innate + learned...

PHYL 4518 Motor Learning F2024 – Wk 11 Zoe Chan, PhD [email protected] In-class review (Nov 13) Levels of postural control Type of postural control Subconscious Innate + learned → Autonomic  Outline the basic stages of movement creativity and tactical skills. Describe models of learning including the characteristics of performance that correspond to each stage. What are the characteristics that distinguish the highest-level performers from less accomplished performers? Today’s learning objectives How do you use learning stage models to provide a general direction for planning future training and practice goals?  Another component of learning: Creativity Creativity in sport and games include: Originality – generate new and unique actions Versatility – produce “nonstandard” variations of movements Efficacy – execute many effective movements Willingness to explore movement through trial and error Creativity grows when free expression and exploration are encouraged alongside mastery of skills. i.e. not just one correct way to perform a skill LaMello’s coaches didn’t bench him when he messed up trying new things Stages of Learning Various times in which different aspects of the motor skill become more or less important in the learning process. Two learning stage theories: Fitts and Posner’s 3-stage model emphasizes a description of performance from stage to stage. Gentile’s 2-stage model focuses on the learning process and instruction occurring during the stages. Cognitive stage Autonomic stage Stages of Learning Verbal-cognitive stage (cognitive stage) Not reflected in motor skill performance changes Dominated by cognitive factors Stages of Learning Verbal-cognitive stage (cognitive stage) Improvement: task knowledge > motor performance Many errors, large errors and high variability  Stages of Learning Associative stage Fundamentals learned Fewer & smaller errors Cognitive stage Smaller variability Detect and correct errors Skill refinement  Stages of Learning Autonomic stage Decreased attention demand Cognitive stage Associative stage  Stages of Learning Cognitive stage Idea of movement Associative stage More consistent, more efficient and automatic Adapted to different situations or adjustments made to fit specific needs Stages of Learning Stages of Learning How to grip a ball Basic overarm action Poor trunk/arm sequencing Inconsistent release High variability in velocity and accuracy Effective sequencing, including windup Improved arm and shoulder biomechanics Increased power from legs Consistent release velocity and accuracy Highly effective sequencing Highly patterned shoulder and arm biomechanics Velocity and accuracy coupled Can throw in different contexts (sidearm, while in motion) Stages of Learning Instructions Demonstrations Videos Verbalizable information Learner to monitor their own feedback Practice Diversify and adapt Stages of Learning Stages of learning ≠ beginner, intermediate and expert Having automaticity ≠ expert Bicycle riding Gym expert learning a new routine Start with cognitive stage → associative → autonomous What makes someone an expert? Knowledge structure an information processing How the goal of the skill is achieved Changes in coordination and improved movement efficiency Knowledge structure and information processing Information processing is faster and decisions are more appropriate Detect more relevant information and make use of it Faster and more effectively store and access information Can better recognize patterns of Clues about the game play and use circumstances and circumstances structure to predict or anticipate - score future actions - fatigued defenders - tactics and tendencies of Can better relate information opponents together  Knowledge structure and information processing Better knowledge structure Different visual search pattern Early learner: most direct and immediately important cues (e.g. watching the ball) & irrelevant cues Learning progress: different stimuli or clues to help them anticipate and perform better Expert player Novice player Vickers, Istance & Smalley. (2010). Doi: 10.1145/1971630.1971641.  Knowledge structure and information processing More efficient patterned searches More time spent on important cues Spatial occlusion Temporal occlusion Visual gaze tracking Müller et al. Quarterly Journal of Experimental Psychology (2006), https://doi.org/10.1080/02643290600576595.  Change How the Goal of a Skill is Achieved As learners improve, they accomplish goals differently. Example: Expert boxers emphasize defensive moves over attacks. Goal achievement is task dependent and based on the learner’s knowledge base and accumulated skill set. Better coordination and movement efficiency Intermuscular and intramuscular coordination. Less muscle activation → smoother and more energy- efficient In sum, part of the learning process is limiting unnecessary movements and muscle actions. unpracticed rower after practice sessions The biceps EMG trace: Same work, less muscle activation Better coordination and movement efficiency Ability to call upon more neuromuscular resources to maximize performance Better whole-body coordination Novice: link limb segments to act as a single unit Leads to stiff and jerky movements Expert: mechanical degrees of freedom released Control body and limb segments differently Better coordination and movement efficiency Learning produces changes in interpersonal coordination Competing players respond to each other’s movements E.g. more successful soccer players are unpredictable Jeffrey C. Ives photo Tim McKinney photo  Learning styles 60 to 70% of University Myth: educators believe this! Learners fall into a learning style category Visual Auditory Read/write Kinesthetic Therefore, teaching to their learning style will result in better outcomes Reality: People learn best when information is applied in a variety of methods https://www.frontiersin.org/articles/10.3389/fpsyg.2015.01908/full Unit 9 Information Processing and Motor Skill Performance PHYL 4518 Motor learning F2024 – Wk 11  What is meant by information processing and multiple resource theory? Today’s learning objectives  Information Processing and Multiple Resource Theory Central nervous system performs information processing of: Internal and external sensory info Info stored as memories, plans, and processes This info is identified, interpreted, filtered, acted upon Internal sensory Information Processing info Response perception Response selection execution External sensory info Memories, plans, processes, emotions Information Processing and Multiple Resource Theory CNS cannot process all info at the same time Bottleneck created when try to process too much info Information processing info info info info info This causes a psychological refractory period (PRP) delay in one task while other task is being carried out Information Processing and Multiple Resource Theory Serial processing Slows down information processing Degrade information processing  Double Stimulation Paradigm Subject is asked to respond to stimulus 1 (a tone) by lifting right hand from a key as quickly as possible. BEEP Stimulus 2 (light) is presented a short time after stimulus 1 and the subject is to respond by lifting the left hand as quickly as possible. Separation between two stimulus – stimulus onset asynchrony (SOA) Might range from zero to a few hundred millisecond. Researchers interested in reaction time to stimulus 2 (RT2) as a function of SOA Double Stimulation Paradigm Information processing Light Beep Double Stimulation Paradigm Longer RT for second task due to PRP (first reaction needs to be completed first) Delay occurs at movement programming stage Slow reaction time when still processing first stimulus Normal reaction time when stimulus presented after first stimulus is reacted to  Information processing in sports Stimulus 1: Head fake Stimulus 2: Movement in opposite direction Even though defender sees that it is a fake, must finish processing the response to the fake (stimulus 1) before they can respond to the movement (stimulus 2)  Information Processing and Multiple Resource Theory Multiple Resource Theory: CNS capacities are limited but flexible We have a variety of processing resources Affected by arousal, fatigue, motivation and health Three dimensions of resources Tasks can overlap  Information Processing and Multiple Resource Theory Low interaction Listening to music and shooting hoops Higher interaction Listening to music and talking to a friend More similar the task, the more interferences there is Information Processing and Multiple Resource Theory Must allocate attention resources when processing large amounts of information. E.g. you have a finite amount of things you can pay attention to Information Processing and Multiple Resource Theory Cell phone use: information processing degradation while multitasking. Attentional and processing resources are allocated poorly Performance of each task is degraded Although ‘supertaskers’ exist, people often think that they are ‘supertaskers’ when they are not