Investigating Motor Learning Review (Chapter 2)

The cognitive systems approach:

• is likened to psychology.

• proposes that movement is programmed or automated.

• proposes that information is processed by the senses.

• proposes that information is predominantly controlled by the brain.

Motor programs:

• are inherited.

• are stored in the memory.

• exist for every possible movement response in sport.

• are used to process information from the environment.

According to Fitts and Posner, the stage which requires the learner to refine a basic motor pattern is known as:

• variable.

• cognitive.

• associative.

• trial and error.

According to the information processing model, expert performers:

• can successfully adapt to a variety of environments.

• often revert to the understanding stage when correcting bad habits.

• have acquired and stored increased amounts and complexity of motor programs.

• can use their senses efficiently to detect and interpret information from the environment.

From a cognitive perspective, when novices are learning motor tasks:

• the cognitive demand should be increased.

• they should be given time to explore their own technique.

• they devote far more attention to the motor task than expert performers.

• they should be allowed the freedom to focus their attention to other sources of information in the performance environment.

The dynamic systems approach is distinguished by by:

• a complex relationship between players.

• dynamic and constantly changing physical activities.

• constant interactions between the individual and the environment.

• the processing of perceived information from the performance environment.

According to ecological psychology, an individual's performance is determined by the:

• physical and social environment.

• processing of information by the brain.

• sensory information from the environment.

• individual characteristics they possess.

Rate limiters:

• are constraints that restrict performance.

• can be manipulated to shape outcomes.

• are individual factors that determine how quickly we process information.

• are used to evaluate motor learning and determinesuccess in performance.

Task constraints:

• are specific only to the environment.

• interact dynamically during performance.

• influence movement behaviour and performance.

• comprise individual, task and environmental elements.

A referee who does not enforce foul play is an example of:

• a rate limiter.

• a task constraint.

• an individual constraint.

• an environmental constraint.