motor learning test b

7/30/2019 Motor Learning Test b

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PART A

Answer all questions in this section.

1. Choose the correct definition of motor control.

A. the study of changes in motor behavior across the lifespanB. the study of practice in acquiring and perfecting motor skillsC. the study of the neurophysiological factors that affect human movementD. the study of changes in motor behavior which reflect the interaction of the

maturation and the environment

2. Reaction time is the interval between which two events?

A. warning signal and stimulus signalB. stimulus signal and initiation of the responseC. stimulus signal and the completion of the responseD. warning signal and the initiation of the response

3. Which of the following measures the degree to which the learner can adapt thepracticed skill to a different performance situation?

A. pre testB. post testC. transfer testD. retention test

4. Instructions provide learners with information about

A. The level of information competencyB. The personality type of expert performersC. Type of blocked and random practice scheduleD. What they might expect when performing the skill

5. Name the stage in Fitts and Posners model where performance is inconsistent andcharacterized by the production of numerous errors which are typically gross innature.

A. CognitiveB. affectiveC. associativeD. autonomous


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6. Skills where the performer controls the performance situation because the objectbeing acted on or the context in which the skill is performed does not change refersto

A. open skillsB. stable skillsC. closed skillsD. variable skills

7. What can be classified as the genetic traits that cannot be modified through practiceand are prerequisite for skilled performance ?

A. skillB. reflexesC. abilities

D. individual differences

8. All of the following are factors that influence reaction time except

A. amount of practiceB. stimulus-response compatibilityC. anticipation to maximize delaysD. number of stimulus-response alternatives

9. Which of the following is not a characteristic of part practice ?

A. skills are almost continuous

B. skills are divided into meaningful unitsC. integrate into the whole skill at a later timeD. complex skill is broken down into parts that are practiced separately

10. The associative stage in Fitts and Posners stages of learning have the followingcharacteristics.

i. develop anticipationii. consistency gradually increasesiii. verbal and cognitive abilities dominateiv. organize more effective movement patternsv. development of automatic actions that do not take attention

A. i, ii, & iii onlyB. i, ii, & iv onlyC. ii, iii, & iv onlyD. iii, iv, & v only

(20 marks)


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PART B.

Answer all the questions in this section.

QUESTION 1

Define the following terms. Provide an example for each.

a) motor controlb) skillc) discrete skilld) augmented feedbacke) degree of freedom

f) performance curveg) reaction timeh) transfer of learningi) long term memoryj) knowledge of result

(20 marks)

PART C

Answer three (3) questions from this section.

QUESTION 2

Motor skill can be classified into various categories. Name the 4 systems of motor skills thatare categorized under. Provide examples for each.

(20 marks)

QUESTION 3

Describe the similarities and the differences between a close-loop control system and anopen-loop system. For each of the system, describe a motor skill that has thecharacteristics of that particular type of control system.

(20 marks)


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QUESTION 4

Compare and contrast the two methods of visual training. Explain the method that seems tobe more effective in improving learning and performance.

(20 marks)

QUESTION 5

How do teaching cues impact memory? Describe the characteristics and examples ofeffective teaching cues.

(20 marks)

END OF QUESTION PAPER


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MARKING SCHEME

PART A

1. C2. B3. C4. D5. A6. C7. C8. C9. A10. B

1 answer : 2 marks

10 answers x 2 mark : 20 marks

PART B

Question 1

Definition of terms :

a) motor control : an aspect of ML that deals with the study of isolated tasks underspecific condition / the underlying processes involved in theperformance of a movement act that are consistent from trial to trial /

an area of study dealing with the understanding of the neural,physical and behavioral aspects of movement

b) skill : the ability to bring about some end result with maximum certainty andminimum time and energy

c) augmented feedback : feedback that is added to that typically received in the task /extrinsic feedback

d) degree of freedom : the number of separate independent dimensions of movementin a system that must be controlled

e) performance curve : plots of average performance of an individual or a groupagainst practice trials

f) reaction time : The interval from presentation of an unanticipated stimulus until thebeginning of a response

g) transfer of learning : The gain or loss in proficiency on one task as a result ofpractice or experience on another task

h) long term memory : a functionally limitless memory store for abstractly codedinformation, facts, concepts and relationships, presumably storage formovement programs

i) knowledge of result : Augmented, postresonse, verbalizable information aboutsuccess in meeting the movement goal ; usually verbal informationabout the success of an action

1 definition : 2 marks10 definitions x 2 marks : 20 marks


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PART C

Question 2

4 system of motor skills :

i. precision of movement : gross & fine motor skills- Gross skills : a skill that requires a large number of muscle involvement / total

body or multi limb movement- Fine skills : very little body movement initiated / manipulation of tools or

objects

ii. distinctiveness of beginning and end points : discrete, continuous, serial- Discrete : a skill that has a distinct beginning and ending / involves a single

execution to complete the task- Continuous : a skill that has no distinct beginning and ending / involvesrepetition of movement patterns

- Serial : Requires various steps or a sequence/series of movement tocomplete the task

iii. stability of the environment : open & close skills- Open skills : a skill that requires the performer to adjust or regulate to

environment containing objects that has temporal or spatial qualities- Close skill : a skill wherein the performer can be planned in advance without

fear of environmental changes or can be made to fit the environmentpredicted in advance

iv. motor & cognitive skills- Motor : the quality of movement itself where perception a

subsequent decisions about which movement to make are nearly absent /involves how to do

- Cognitive : involves selecting what to do / decisions about which movementTo make is significant

1 explanation of system : 4 marks1 example : 1 mark

5 explanation & example x 5 marks : 20 marks


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Question 3

Differences & similarities of open loop & closed loop system

Closed loop theory (Adams, 1971) - a mode of system control involving feedback and errordetection and correction which is applicable to motor behavior / suitable for long durationactivities. Four distinct parts involved :

- an executive for decision making about errors- an effector system for carrying out the decisions- a reference of correctness against which the feedback is compared to define an

error/feedback- an error signal, which is the information acted on by the executive / comparator to

contrast the environmental state with the systems goalEg : catching a ball.

Explanation of system : 2 marks

Open loop control system : a mode in which instructions for the effector systems aredetermined in advance and run off without feedback / executed with minimal involvement ofsensory information. It consists of two parts : executive level & an effector level

Eg : traffic light

Explanation of system : 2 marks

Differences in the characteristics between closed and open loop control system :

Closed loop control system Open loop control system

i. Use of many different sources of sensoryinformation

ii. Effectiveness for movement control incertain tasks eg. Many kinds of tracking,because they are flexible and adaptable tounpredicted environmental changes

iii. Limitations in processing speeds, allowingonly 3 to 5 compensations per second (noteffective for understanding the control ofrapid, discrete actions) / suitable for longduration activities

iv. Correction of errors can be made duringthe action

1. Minimum involvement of the sensorysystem

2. Specific advance instructions give theoperations to be done, their sequencingand their timing. Once the program hasbeen initiated, the system sequencesthrough the instructions withoutmodification

3. No capability to detect or to correct errorsbecause the feedback is not involvedanywhere

4. Most effective in stable, predictableenvironment where need for modificationof command is low

1 difference : 3 marks4 differences x 3 marks : 12 marks


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Similarities of closed and open loop control system :

i. the use of the sensory information in the nervous systemii. decision making made by the executive to execute action

1 similarity : 2 marks2 similarities x 2 marks : 4 marks

Question 4

Two types of visual training :

- focal system specialized for object identification- ambient system specialized for movement control

Focal vision system :

- its accuracy is degraded by decreasing levels of illuminations- concerned with visual events about which we are aware and strongly linked with

consciousness- answer the question what is it? when visual stimulation is received- contributes to many cognitive tasks

Ambient vision :

- apparently available for entire visual field (both central & peripheral locations)

- decreasing illuminations have no effect on its acuity- information can be used without conscious awareness- answers the question where is it? when visual stimulus is received- localizing features in the environment is important for movement behavior and control

1 explanation of system : 6 marks2 explanation x 6 marks : 12 marks

Comparison of the two types of visual training :

feature Focal vision Ambient vision

Visual field location Central only Central, peripheral

Retina locus Central retina only Full retina

Awareness conscious Non conscious

Effect of low illumination degradation No effect

General question resolved What is it? Where is it ?

1 difference : 2 marks4 differences x 2 marks : 8 marks


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Question 5

Effective teaching cues : - check information process / memory

verbal cues :

- it consists of a short phrase, usually just one or two words, that focus the studentsattention the key element of the skills being learned

- practicing a skill without instruction can help with improvement as much as beinginstructed and given feedback.

Definition & elaboration : 4 marks

visual and kinesthetic cue :

- is helpful to utilize visual demonstrations or physical manipulation to convey movementideas

- visual cues is effective when the coach is too far away to use verbal cues (If a team ispracticing throw-ins on a soccer field, a coach could remind selected players to drag theirrear foot by modeling the movement from 20 or 30 meters away)

Definition & elaboration : 4 marks

Impact of effective cues :

- cues most often focus on motor skill development in physical activity, they may alsotarget fitness, strategy, character development, or any other aspects of movement

- cues enhance learning by improving student attention, comprehension, and retention.cues enhance the attention or focus of learners by restricting what they need to thinkabout. Since learner's capacity for attention is limited, it is important to deplete thecapacity with relevant, rather than irrelevant (or perhaps, less relevant) stimuli

- cues play an important role in directing student's attention toward the most criticalinformation, and away from less critical information

- cues help students comprehend idea

1 impact : 3 marks4 impacts x 3 marks : 12 marks

motor learning test b

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