Term
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Definition
| an internal state or condition directed toward accomplishing a goal has an energizing effect on the person and is crucial to maintaining persistence of a motivated behavior. |
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Term
| How important is motivation to the learning of motor skills? |
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Definition
| If the learner is not motivated in any way to learn the skill then the skill will not be learned. |
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Term
| What factors influence motivation? |
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Definition
• Relevance of Task
• Level of Task Difficulty
• Perception of Control
• Success in meeting Task
Goals |
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Term
| Why is setting goals important to learning? |
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Definition
facilitates learning
impacts quality of competitive sports performance |
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Term
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Definition
CARS
• Challenging
• Attainable:
• Realistic:
• Specific and measurable: |
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Term
| What different types of goals should be established for practice? |
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Definition
– Outcome goals
• Desired results or end product
• Objectively measured comparisons with the performance of others
• Out of person’s control
– Performance goals
• Individual improvement relative to previous performance
– Process goals
• Correct performance of movement patterns |
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Term
| How is attention conceptualized? |
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Definition
| as consciousness, internal and external awareness, conscious (controlled) and unconscious (automatic) neural processes. |
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Term
| On what should learners concentrate during the performance of motor skills? |
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Definition
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Term
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Definition
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Term
| How does a performer's visual gaze influence attention and performance? |
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Definition
| the performers attention generally follows their vision |
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Term
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Definition
– Fixation of gaze on one critical location
– Initiation of fixed gaze prior to movement
– Duration of fixed gaze carries through & beyond final
movement
– Longer length of quiet eye period |
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Term
| What are the most effective methods for providing verbal instructions? |
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Definition
• Focus on critical features of skill & environment
• Stated succinctly
• Limit number of verbal cues
• Repeat verbal cues frequently |
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Term
| What are the most effective methods for providing visual demonstrations? |
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Definition
– Mix demonstrations—use both learning and expert models.
– Demonstrations before practice and spaced throughout practice.
– Arrange learners for most effective viewing angles |
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Term
| How do the characteristics of a model influence the quality and effectiveness of skill demonstrations? |
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Definition
– Model’s status
• Social status
• McCullagh’s study: Apparently skilled vs. unskilled
• Inconsistent effect, not a major factor
– Skill level of model
• Predictions of social cognitive theory
• Adams: Expert and learning models
• Importance of hearing corrective feedback
– Similarity of model
• Learner response to models considered similar to self
• Enhance feelings of self-efficacy
• Increase motivational levels |
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Term
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Definition
| A mirror neuron is a neuron that fires both when an animal acts and when the animal observes the same action performed by another. |
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Term
| What is the single most important factor in the learning of motor skills? |
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Definition
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Term
| What questions should instructors consider? |
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Definition
– Order skills are practiced
– Practiced one way or variety of ways
– Rest and work distribution
– Whole or part Practice |
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Term
| What are the three practice types? |
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Definition
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Term
| what is contextual interference? |
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Definition
| degree to which the arrangement of practice trials influences the amount of interference within memory |
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Term
| Who benefits more from random practice? |
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Definition
| beginning to advanced performers. |
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Term
| What are the influential factors involved in the timing of random practice introduction? |
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Definition
| Influential factors: age, skill level, task complexity |
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