Lesson 10 Diagnosing Errors Written Assignment Chapter Review Questions (10 points) Be sure to have read the entire chapter before answering and include the questions with your answers. 1. 2. 3. 4. 5. List and explain three possible limitations to using observations to assess performance. What four considerations should be included when planning an observation? When would you consider using a video camera to capture a learner’s performance? Once an error has been detected, a practitioner should always ask what question? When working with children, why might it be useful to modify equipment size? Provide an example to support your answer. 6. What strategies might be useful in assisting a learner who is making a comprehension error? Fully explain your answer. 7. Three categories of errors can be made that are related to response selection. List and explain each. 8. What considerations should be made prior to deciding whether to correct a movement error? Lesson 11 Correcting Errors Written Assignment Guidance Properties of KR (25 points) PROCEDURE: One person, who is blindfolded, will attempt to put a paperclip on the target. After each attempt, the partner will remove the paper clip and replace it with a pencil mark signifying where the tip of the paper clip had been placed. This process will continue for five trials. For the next five trials, the same blindfolded individual will be given KR that specifies which ring the paperclip had been place into and whether it was on the left or right half of the vertical line drawn through the bull’s eye. As before, but using a different symbol, the partner will place the paper clip with a pencil mark signifying where the tip of the paper clip had been placed. Following completion of all 10 trials, the individual attempting to hit the target can remove the blindfold and see the results.    What were the results of the two KR conditions (with and without KR)? Reflect on your thoughts during the two conditions. Were there any differences? Under what conditions, in general, do you think it would be important to provide the learner with KR? Do any conditions exist where the provision of KR may not be necessary? Lesson 8 Principles of Practice Design Written Assignment Speed-Accuracy Tradeoff (10 points) EQUIPMENT: Piece of paper, pen, stopwatch, and a partner. PROCEDURE: On a piece of paper, draw a circle about the size of a half dollar coin two inches from the top edge and a second circle of the same size two inches from the bottom edge of the paper. Draw a second set of circles, but this time the circles should be about the size of a dime. Your paper should look like this: Now, place the tip of your pen in the large top circle. Your objective is to move the pen back and forth between the two large circles as fast as possible for 10 seconds, placing a dot in each one with each pass (lift the pen off of the paper during the movement). Repeat the exercise using the smaller circles, keeping in mind the objective of moving as fast as possible.   What changes did you note between the two tasks? Did your results support that there is a speed-accuracy tradeoff? Explain. Mental Imagery – 10 Points EXERCISE 1: Select any object in the room. Look at its shape and color. Examine it thoroughly, concentrating on its every detail. Close your eyes and visualize the object, and then open your eyes and compare your image to the actual object. Write your response. EXERCISE 2: Close your eyes and imagine that you are in your living room and your roommate is cooking dinner in the kitchen. Can you see your furniture? What color is it? Is the television on? Can you hear it? Are there any other noises? What can you smell? What other details do you notice? EXERCISE 3: Close your eyes and recreate your journey to school or work today. Did you walk or drive? What did you see, smell, hear? When you performed this exercise, did you see the image through your own eyes or did it seem as if you were watching a movie of yourself? What does this mean in regards to internal and external imagery? Do this again using the other perspective. 1-Kin 370_20140116 EXERCISE 4: Attach a key to the end of a 10-inch piece of string. Next, place your elbow on a table while holding the other end of the string between your forefinger and thumb so that the key hangs freely. Once the string is still, focus on the key at its end and visualize it moving back and forth like a pendulum. Were you able to move the object? How do you explain this result? Chapter Review Questions (10 points) Be sure to have read the entire chapter before answering and include the questions with your answers. 1. What two task characteristics must be considered when deciding whether or not to break a skill into parts? 2. Explain the difference between segmentation and fractionization. Illustrate your explanation with an example using a skill of your choice. 3. What advantage do the progress part and repetitive part practice techniques provide over the part-whole method? 4. Give an example of backward and forward chaining with a skill of your choice. 5. Define simplification. List and explain three different simplification strategies for skills of your choice. 6. What is attention cueing? Why is it included in a discussion regarding whole vs. part practice? 7. What condition violates the speed-accuracy tradeoff principle? 8. What is bilateral transfer? Explain how an athlete who is injured might be able to capitalize on bilateral transfer. 9. List and explain the three types of goals presented in this chapter. 10. Define imagery. How could imagery be incorporated into a rehabilitation program? 2 Lesson 9 Practice Schedules Written Assignment Time on Task (40 points) EQUIPMENT NEEDED: 10 people, 3 soccer balls, an open area, and a stopwatch. Form one large circle of 9 people with 1 person standing in the middle. The objective of the drill is to have the person in the middle try to get the ball while those forming the circle try to keep it away from him or her by passing it around.     Perform the drill for 60 seconds. How many times did each individual touch the ball? How motivated were the participants? Have two additional people go into the middle of the circle (3 in, 7 out). Observe the activity over a 60-second period. How many times did each person touch the ball? How motivated were the participants? How did the intensity of the drill change? Add two additional balls to the drill. Repeat. How many times did each person touch the ball? How motivated were the participants? How did the intensity of the drill change? Can you suggest other strategies that could potentially be implemented to increase time on task? Chapter Review Questions (10 points) Be sure to have read the entire chapter before answering and include the questions with your answers. 1. Explain the concept of practice variability and its significance. Why is it important to make a distinction between learning and performance when answering this question? 2. What variables should be assessed to determine how and when to implement practice variability into the practice session? 3. Compare and contrast random and blocked practice. 4. What is the contextual interference effect? 5. Describe the two hypotheses that have been proposed to account for the contextual interference effect. 6. What limiting factors have been found to influence the contextual interference effect? 7. What practice strategy has been used to create moderate contextual interference? 8. Compare and contrast massed and distributed practice? 9. Why should prolonged, high levels of fatigue be avoided? 10. List and explain three factors that can adversely affect time on task. Lesson 1 Introduction to Motor Learning and Control Written Assignment Exploration Activity (20 points) EQUIPMENT NEEDED: 2 tennis balls and some space to move. GOAL: To successfully juggle two tennis balls using your nondominate hand. PROCEDURE: To start, place both tennis balls in your nondominant hand. Toss one ball upward. As the ball reaches its peak height, toss the second ball upward, leaving the hand empty to catch the first ball. Continue this pattern, attempting to achieve as many successive catches as possible. Repeat for 10 minutes, recording the number of successful catches you achieve on each trial (from the starting position to the time you drop or miss a catch).     Assuming that you were eventually able to make two or more catches, can you conclude that you have learned how to juggle two balls with your nondominate hand? Why or why not? Let's say in that in the first nine minutes of juggling, you spent more time chasing balls than catching them. Up until the nine-minute mark, your record number of catches was two. All of a sudden, in the last minute you catch six. Does this mean you have learned how to juggle? Based on this juggling experience, formulate a definition for learning. What learner, task, and environmental factors affected your performance and learning? Chapter Review Questions (20 points) Be sure that you have read Chapter 1 before answering the questions below. Be sure to include the entire question when submitting your answers. 1. 2. 3. 4. 5. 6. 7. Compare and contrast motor learning and motor control. Define learning. What is the relationship between learning and performance? What four criteria must a task meet if it is to be classified as a skill? How are skills and abilities different? Explain why most of the classification systems discussed involved a continuum. Briefly summarize each classification system. Explain how Gentile’s taxonomy differs from the other classification types. Why is this significant? 8. Explain the controversy over general vs. specific motor abilities. 9. Explain why predicting future performance success is not always accurate. 10. What is the relevance of the interaction of the learner, the task, and the environment in human movement?
Purchase answer to see full attachment