Intro to Motor Skills
Minimizing the amount of time involved in performing a skill is called
Conservation or Conservation of Time
Sensory information from one's own actions, also called intrinsic feedback
Inherent Feedback
Ability to identify and respond to stimuli outside the body
Exteroception
Multiple option selections that a player has to decide on in the moment
Choice Reaction Time
The same task is repeated over and over in this type of practice.
Blocked practice
This skill has a clear beginning and end.
Discrete Skill
Feedback given during a performer's movement
Concurrent Feedback
A control system with these four parts: Executive, Effector, Comparator, and Error Signal
Closed-Loop Control System
A lifetime of information is stored here
Long-Term Memory
Autonomy, competency, and relatedness describe this type of a learner's motivation
Intrinsic Motivation
Occurs in a stable environment
Closed skill
Provides information on an outcome's accuracy
Knowledge of Results
This type of reflex has a 30- 50 ms response time
Monosynaptic
Short-Term Sensory Store
Allows the learner to assess and adjust their own movements
Self-regulation
The body can be moving or in one position and/or location
Body Transport
Feedback given often initially, As learner gains more understanding, less of this feedback is given
Faded Feedback
This visual system spatially interprets location and motion
Dorsal Stream
When a performer notices cues prepare for what will happen in advance
Anticipation
This type of practice has very minimal amounts of rest during intervals
Massed Practice
A theory is not proven, even if an experiment supports this type of explanation formed from a prediction
Hypothesis
Information about a performer's active motion
Knowledge of Performance
One of the lesser studied subjects of the sensory aspect of motor learning, this can help players anticipate an action but can also give delayed feedback
Auditory Feedback
Using multiple senses to process information to comprehend what is occuring in our surrounding environment
Stimulus Identification Stage
Two hypothesis that define why random practices equal more learning.
Elaboration and Forgetting Hypothesis