Motor Learning Chapter 8

Motor learning is a set of processes associated with practice or experience leading to relatively permanent gains in the capability for skilled performance Improved performance is an indication that learning may have occurred Improved performance does not, by itself, define learning

1.

stimulus ID faster and more accurate identification of the external environment and the internal environment 2. response selection faster and more accurate selection of the correct response for a situation 3. movement programming creation of more comprehensive generalized motor programs as a result of learning experiences 4. feedback more accurate identification and classification of movement feedback 5. motor programs better programs for reacting to specific movement actions affected by: drugs, lack of sleep, motivation

1. learning results from practice or experience 2. learning is not directly observable 3. learning changes are inferred from certain performance changes 4. not all changes in performances are due to learning 5. learning changes are relatively permanent, not transitory

they show the relationship between performance and practice they can increase or decrease, depending on the measures used they show fast changes early in performance and slower ones late upward e.

g. distance run downward e.g. time taken to perform task

performance curves are not learning curves, we can't see learning, so performance improvement is only our "guess" that learning has happened between-subject effects are masked, individual differences in rate of learning is lost within-subject variability is masked, if many trials are averaged, the averaging procedure wipes out individual variations of a person's own score over time

1.

positivie intructions can energize learner and improve performance 2. physical guidance can help improve performance 3. too much practice can produce fatigue, degrading performance 4. mood status of performer can result in boredom, result in poor performance

transfer designs are tests that determine the impact of instruction, method, or protocol to see if performance temporary or permanent features: Allow sufficient time for the supposed temporary effects of practice to dissipate use the same testing procedures as used in the practice situations transfer test - similar testing situation but with some change in protocols retention test - identical testing situations as in during the practice phase

Transfer, closely related to learning, is seen when practice on one task contributes to performance capability in some other task. transfer needs to be determined in order for people to avoid wasting time (or worse) practicing things that will not transfer to real world situations many skills that involve serial moves can be broken down into shorter components and practiced in parts The effects of a transfer task must always be measured against some criterion, compute percentage differences

Specific: in closed skills (e.

g. BB free shot throwing) the criterion is stable ... therefore practice of the transfer task can be at the same distance For generalized transfer,goal is to develop skills which can be used in a number of sports

Near transfer is transfer of learning from one task or setting to another that is very similar Far transfer is transfer of learning from one task to another very different task or setting Both are types of generalized transfer.