XNB188 Practice Exam

A vibrant, dynamic illustration of children engaged in various sports activities, showcasing movement patterns and the interaction between environment and performers, with visual elements representing perception-action coupling and ecological dynamics.

Ecological Dynamics in Motor Behaviour Quiz

Test your knowledge on ecological dynamics and its relation to motor behaviour with this comprehensive quiz. Designed for students, educators, and coaches, this quiz comprises 32 carefully crafted questions that explore various concepts in ecological approaches to motor learning.

Key features of the quiz include:

In-depth questions related to motor behaviour
Application of dynamical systems theory
Understanding of perception-action coupling in sports

32 Questions8 MinutesCreated by LearningLizard57

From the list given below, select the terms which are commonly associated with Ecological Dynamical approaches to motor behaviour

Ecological approaches to skill acquisition differ from the more traditional Cognitive approaches to motor behaviour because the:

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

Cognitive approach sees the environment as controlling action

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

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

The underlying principles of Dynamical Systems are:

Tau, ambient optic array, perception-action coupling

Stimulus identification, response selection, response programming

Perception, decision making, response selection

Self organisation, attractor patterns, stability, constraints

Dynamic systems approaches to motor behaviour emphasise the role of

Motor programs in the control of movement

Motor programs and representation in the control of movement

The use of stereotyped movement plans

Attractor states in the development of stable movement patterns

An Ecological dynamics explanation of perceptual learning in receiving tennis serves would suggest that learning is:

A process of recalling memories

Based on good eyesight and good reflexes

A process of becoming attuned to the key information sources

A process of learning to interpret stimuli

An ecological dynamics definition of skill would emphasise the importance of :

Practice

Perfecting technique

Adapting to the environment

Acquiring stronger motor programmes

An affordance is:

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

Something that helps learning

An opportunity for action

Something that helps learning

An invitation or what it offers an individual

According to Newell (1986) constraints are defined as:

Manipulations

Self-organising

The boundaries that shape self-organisation

Barriers that shape behaviour

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

A control parameter

An order parameter

A cognitive paramater

A facilitating paramater

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

Exploiting the degrees of freedom

Freezing the degrees of freedom

Watching the shuttlecock more closely so she makes better contact

Shortens her swing by using less body parts

In line with the classification proposed by Newell, the three over-riding constraints that shape behaviour are:

Individual, team, opposition

Individual, task, environment

Stimulus identification, response programming, response selection

Game rules, pitch conditions, limb length

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

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

Anxiety, as children get more nervous than adults

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

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

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

A perceptually coupled environment

A mono-disciplinary approach

Practice using holistic methods

Practice using part-whole learning

A multi-disciplinary approach

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

Expect performance to improve immediately if she provides appropriate feedback

Provide targets for the player to aim at

Adopt blocked practice methods

Show her a demonstration using an expert model

Adopt variable practice methods

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

The degrees of freedom problem in motor control essentially deals with which of the following issues?

Many different types of feedback that can influence performance

The variety of ways in which an organism can learn

Number of body parts that can change and therefore require control

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

According to Bernstein, learning progresses via the gradual:

Development of a generalised motor program

Development of a motor schema

Unfreezing of degrees of freedom

Increase in outcome variability

According to Newell, which of the following are stages of learning:

Cognitive, coordination, autonomous

Coordination, control, skill

Cognitive, associative, autonomous

Procedural, autonomous, declarative

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

Faster bowlers in the nets

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

Bowlers without wearing a helmet

Throw downs from slightly nearer than the bowler's stumps

Underarms thrown from the ground at his head

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

Provides better outcome information

Is more interesting for the performer

Means we make better memory representations of what is required

Allows us to think about the demands of the whole task

Preserves the perception-action coupling

Representative Learning Design is when:

Practice environments are representative of performance environments

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

All elements of the environment are changed to induce a new movement solution

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

True

False

When using a CLA, in order to prevent a performer becoming dependent on feedback the coach should:

When observing a demonstration of a hockey penalty taker, the person watching:

Picks up the invariant features of the coordinated movement pattern

Notices the quality of the coordinated movement pattern

Picks up the variant features of the coordinated movement pattern

Thinks about how the shot is played

Picks up the direction of the shot

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

Maturational stage of development of the children

Same principles as those used for designing sessions for normal children

Need for the children to receive more feedback than normal children

That the children could not do the tasks at all

Affordances are opportunities:

For performers at the control level of skill to improve their performance

For performers at coordination level to improve their performance

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

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:

Make sure that players get their eyes tested before playing

Help players to develop their reactions

Provide practice that maintains the realism of the performance environment

Do general exercises that develop concentration and attention

Provide specific systematic perceptual training programmes

Variability can be viewed as:

A problematic changing behaviour in children's movement behaviours

One of the driving forces for the emergence of new behaviours

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

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

A causal agent of change in motor development

A non-contributory factor in motor development

The standard deviation in movement patterns

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

To develop dexterity in the children in their classes, teachers need to provide:

Lots of feedback telling children where they are going wrong

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

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

Drills using repetition after repetition to develop better skills

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

When children are given lots of blocked practice (ie repetition after repetition) is leaders to:

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

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

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

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

When a teacher changes a task constraint in a practice task, it leads to ________ in learners and results in new patterns of behaviour emerging due to system re-organisation

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