Mastering Motor Learning: A Quiz

A vibrant and engaging image representing motor learning concepts in sports, with elements of dynamic systems, ecological psychology, and athletes in action.

Mastering Motor Learning: A Quiz

Test your understanding of motor learning concepts with our comprehensive quiz designed for educators, coaches, and sports enthusiasts. Dive into topics such as ecological dynamics, constraints theory, and feedback mechanisms to enhance your knowledge.

What you can expect:

34 thought-provoking questions
Focused on practical applications in sports
Enhance your coaching or teaching strategies

34 Questions8 MinutesCreated by LearningExplorer101

When using a Constraints led Approach, in order to prevent a performer becoming dependent on feedback, the coach should (1):

Provide bandwidth feedback

Provide trial delayed feedback

Provide error-based feedback all the time

Provide kinematic feedback about movement

Not give any feedback

Representative Learning Design is when (1):

All elements of the environment are change to induce a new movement

Laboratory conditions are replicated in practice, in order to ensure perfect technique

Practice environments are representative performance environments

Tasks are learned and stored in memory for use in real game situations

A cricket coach who understood the concept of perception-action coupling would not use which of the following strategies to help his player get better at playing faster bowling? The coach would not have the player face (3):

A bowling technique set to deliver balls at the same speed he will have to face

Fast bowlers in the nets

Bowlers who her normally faces but have them deliver the ball from a closer distance

"Throw downs" from slightly nearer than the bowlers stumps

"Under arms" thrown from "the ground" at his head (from a coach who is on one knee half-way down the pitch)

Bowlers without wearing a helmet so he could improve his bravery

According to Bernstein (1968) learning progresses via the gradual (1):

Development of a motor schema

Unfreezing of degrees of freedom

Freezing of degrees of freedom

Increase in outcome variability

Reduction of movement variability

From a dynamical system perspective, during a phase transition between two attractor patterns we would expect to see (3):

A teacher who adopted a constraint led approach to skill learning would adopt (3):

A mono-disciplinary approach (each discipline of sport science would work separately

A multi-disciplinary approach (integration of the disciplines of sport science

Practice using part-whole learning

Practice using holistic methods

A perceptually coupled environment

A perceptually de-coupled environment

A constraints led approach to skill learning would suggest that when working with a tennis player, to change their serving technique the coach should (2):

Adopt variable practice methods

Adopt blocked practice methods

Provide guided feedback to focus on their movements

Provide targets for the player to aim at

Show them a demonstration using an expert model

An affordance is (3):

A 'property' of the environment considered in relation to the action possibilities of an individual

An opportunity for action

Something that helps learning

Tools that turn thoughts into actions

An invitation or what it offers an individual

An ecological dynamics definition of skill would emphasise the importance of (1):

Practice

Acquiring stronger motor programmes in the brain

Adapting to the environment

Perfecting technique

The underlying principles of dynamical systems are (1):

Perception, decision making, response selection

Invariants, affordances, information for action

Stimulus identification, response selection, response programming

Self-organisation, attractor patterns, stability, constraints

From the list given below, select the terms which are commonly associated with ecological dynamical approaches to motor behaviour (4)

Tau, time to contact, attractor states, organism-environment synergy

Information processing, tau, attractor patterns, time to contact

Attractor states, attractor patterns, response programming, tau

Generalised motor programmes, organism-environment synergy, tau

According to Newell (1986) constraints are defined as (1):

Barriers that shape behaviour

Boundaries that shape self-organisation

Self-organising

Manipulations

A beginner badminton player typically solves Bernstein's degrees of freedom problem by (2):

Exploiting the degrees of freedom

Adapting to the degrees of freedom

Shortens her swing by using less body parts

Freezes the degrees of freedom

The degrees of freedom problem in motor control essentially deals with which of the following issues (1):

Number of stimulus response choice that affect reaction time

Many different types of feedback that can influence performance

Infinite variety of movement responses required of a performer for skilled performance

The variety of ways in which an organism can learn

Number of body parts that can change and therefore require control

A teacher who understood the principles of ecological dynamics would strongly support the idea of having their hockey team practice attacking patterns of play without defenders in an invasion game such as hockey

True

False

In line with theory developed by Newell and Scully (1985) when observing a demonstration of a hockey penalty player take the person watching (1):

Picks up the variant features of the coordinated movement pattern

Picks up the direction of the hit

Notices the quality of the coordinated movement pattern

Picks up the invariant features of the coordinated movement pattern

Notices how hard the player hits the ball

According to Newell (1985), which of the following are stages of learning (1)

Coordination, control, skill

Cognitive, coordination, autonomous

Cognitive, associative, autonomous

Exploration, coordination, autonomous

Procedural, autonomous, declarative

From the viewpoint of an ecological psychologist we should use task simplification in practice rather than task decomposition because it (1):

Means we make better memory representations of what is required

Preserves the perception-action coupling

Provides a specific movement plan

Provides better outcome information

Allows us to think about the demands of the whole task

According to Fajen, Reilly & Turvey (2009), affordance are opportunities (1):

To develop action capabilities by refining motor programmes of individuals at the cognitive level of skill

For action and are defined relative to the perceptual skill of the individual

To develop action capabilities by unfreezing degrees of freedom of individuals

For action and are defined relative to the action capabilities of the individual

According to the latest ideas on perceptual training, sport scientists and coaches should (2):

Provide generalised systematic perceptual training programmes

Provide practice that maintains the realism of the performance environment

Provide specific systematic perceptual training programmes

Do general exercises that develop concentration and attention

Adopting a dynamical systems theoretical approach to motor learning for children with special needs would mean that session would be designed based on the (1):

Need for the children to receive more feedback that 'normal' children

Maturational stage of development of the children

Same principles as those sued for designing sessions for 'normal' children

That the children could not do the tasks in the correct way

When a teacher changes a task constraint in a practice task, it leads to _______ in learners and result in new patterns of behaviour emerging due to system re-organisation (1):

In a nonlinear dynamic system such as a child, a coordination pattern emerges from the interaction of constraints through the process of (1):

According to Adolph & Berger (2006) variability can be viewed as (3):

One of the driving forces for the emergence of new behaviours

Demonstrating that the individual is struggling to find ways of solving the problem

A non-contributory factor in motor learning

A casual agent of change in motor development

Demonstrating that the individual is exploring new ways of solving the problem

The standard deviation in movement patterns

Problematic in changing behaviour in children's movement behaviours

When a children are given lots of blocked practice (repetition after repetition) it leads to (1):

Lower levels of confidence, better performance in practice, worse performance in competition

Higher levels of confidence, worse performance in practice, better performance in competition

Lower levels of confidence, worse performance in practice, better performance in competition

Higher levels of confidence, better performance in practice, worse performance in competition

Gallwey (1978) developed his game of "Bounce, hit" in tennis, inline with the view that (1):

Internal focus of attention leads to better performance

External focus of attention leads to better performance

Intrinsic motivation leads to better performance

Analogies lead to better performance

Extrinsic motivation leads to better performance

Verbal instructions leads to better performance

When playing netball or basketball, an example of an emergent constraint for children in the school team (age 9) and a decayed constraint for adult players is (1):

Arm strength, as it determines how far a player can pass the ball

Decision making ability, as all adults make better decisions on the court than children

Concentration, as children can focus on the task better as they have less life distractions

The ability to get on with team mates, as children only pass to their friends

Anxiety, as children get more nervous than adults

In line with the classification proposed by Newell (1986) the three over-riding constraints that shape behaviour are (1):

Performer, group, environment

Performance, task demands, environment

Individual, task, environment

Individual, team, opposition

Dynamic systems approaches to motor behaviour emphasise the role of (1):

Motor programs in the control of movement

The development of movement representations from stable patterning

Motor programs and representation in the control of movement

Attractor states in the development of stable movement patterns

The use of stereotyped movement plans

When coaches systematically manipulate a specific constraint to create a qualitative change in movement behaviour, they would manipulate what type of parameter (1):

An ecological dynamics explanation of perceptual learning in receiving tennis serves would suggest that learning is (1):

A process of learning to interpret stimuli

A process of recalling memories

A process of becoming attuned to the key information sources

Based on good eyesight and good reflexes

Ecological approaches to skill acquisition differ from the more traditional cognitive approaches to motor behaviour because (2):

Ecological approach sees perception and action as being tightly coupled

Ecological approach does not consider issues of perception to be of importance

Ecological approach to perception and action rejects the idea that perception and action can be separated

Cognitive approach sees perception and action as being tightly coupled

Cognitive approach to perception and action rejects the idea that perception and action can be seperated

Cognitive approach sees the environment as controlling action

Dexterity is defined as "the ability of elements that are structurally different to perform the same function or yield the same output." To develop dexterity in the children in their classes, their teachers need to provide (2):

Opportunities to explore a variety of related task problems to find the same performance

Drills using repetition after repetition to develop better skills

Lots of blocked practice to ensure that practice makes perfect

Incorporate variability in practice using repetition without repetition to promote skill adaptability

Lots of feedback telling children where they are going wrong

Lots of prescriptive instructions to tell children how to solve coordination problems

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Mastering Motor Learning: A Quiz

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