BPK 142 Lecture Notes - Motor Skill, Motor Learning, Tennis Ball

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browncaribou712

18 Oct 2011

School

Simon Fraser University

Department

Biomedical Physio & Kines

Course

BPK 142

Professor

Paul Lee

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Document Summary

Motor learning - a relatively __permanent__ change in the performance levels of a motor task as the result of __practice___. Ability- a general, enduring trait affected by both learning and heredity [e. g balance] Skill specific to a given task and gained through experience [e. g. performing balance beam in gymnastics, a skill that requires the ability to balance: motor skills. Motor skill - denotes an act or task that has a goal to achieve and that requires __voluntary___ body or limb movement to be properly performed. The acquisition of a motor skill is a process in which the learner develops a set of __motor__ responses into an __integrated___ and __organized___ movement pattern. Many separate components called motor abilities contribute to the way in which skill learning occurs. Determine which components of a skill are common or similar to components of another __skill__. For each classification system, consider each of the two categories as extreme ends of a continuum.

Related Questions

For the first part, you will write three different effective learning objectives focusing on insects that will support the standard from your discussion. For the second part, you will search for an existing insect-based lesson plan on the internet. Identify the standards addressed in that lesson and re-write your own learning objectives for the lesson plan.

Things to remember about learning objectives:

Learning objectives are brief descriptions of specific things a learner completing the lesson will know or be able to do. They should be succinctly expressed using clear action verbs.

The text of effective instructional objectives includes three parts. These parts are best described in the work of training and human performance expert Robert Mager:

description of a performance - Question to ask when writing this part: What do I want students to be able to do? The performance must be observable so be specific (E.g., Don't simply state students will understand something. You can't observe that. Students will define in writing, sort insects into groups by order, etc.).

conditions - important conditions under which the performance is expected to occur Examples: Given a list of... (sort into stacks); when provided with standard tools... (construct a table); without using references... (know the state capitols) Questions to ask when writing this part: What are the important conditions or constraints under which I want them to perform? What the learner will be provided? What will the learner be denied? Are there special conditions which occur on the job or when performing?

criterion or standard - the quality or level of performance that will be considered acceptable. Examples: include measures of speed (in less than 30 minutes...), direction (according to manufacturers specifications...), accuracy (without error...) , quality (all cuts must be smooth to the touch). Question to ask when writing this part: How well must learners perform for me to be satisfied they've accomplished the objective?

Part 1 must include:

1.The grade level, the Big Idea/Supportive Idea, and Next Generation Sunshine State Standard (5 points).
2. Three effective learning objectives (see advice above) that focus on insects and support that standard (5 points a piece).

Part 2 includes:

1.A working link for the lesson plan (2 points).
2. The grade level, the Big Idea/Supportive Idea, and Next Generation Sunshine State Standard (3 points).
3. Three effective learning objectives that focus on insects and support that standard (5 points a piece).

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21. Aerobic training would decrease submaximalheart rate, which is beneficial for aerobic performance because

a. it saves energy used by heart beats.

b. it gives longer time for ventricular filling.

c. a and b.

d. None of above.

22. Aerobic training would ________ anaerobicpower during maximal exercise.

a. delay onset of

b. facilitate onset of

c. rely on

23. Compared to untrainedindividuals, trained endurance athletes have

a. higher maximal heartrates.

b. higher resting cardiacoutputs.

c. higher resting heartrates.

d. higher maximal strokevolumes.

24. What is the likely outcome oflow volume, low intensity training?

a. increased aerobiccapacity

b. increased anaerobiccapacity

c. increased aerobic andanaerobic capacity

d. little improvement in eitheraerobic or anaerobic capacity

25. Which of the followingstatements explaining the increase in SV after aerobic training iscorrect?

a. reload, contractility, andafterload increase

b. preload, contractility, andafterload decrease

c. preload and contractilityincrease, afterload decreases

d. preload decreases,contractility and afterload increase

26. When motor units contract moresynchronously,

a. muscles cannot sustainsteady forces anymore

b. muscles increase the rate offorce development

c. the ability to generateforce is impeded

d. a single motor neuron nowinnervates several motor units

27. In general, whole-muscle hypertrophy in humans most likely resultsfrom

a. mostly fiberhyperplasia

b. entirely fiberhyperplasia

c. mostly fiberhypertrophy

d. equal contributions of fiberhypertrophy and fiber hyperplasia

28. Overload can be achieved by

a. increasing intensity.

b. increasing recovery time.

c. a certain type of training.

d. All of above.

29. Resistance training increases forceproduction by

a. neural adaptation followed by intramuscular adaptation.

b. intramuscular adaptation followed by neural adaptation.

c. simultaneous neural and intramuscular adaptation.

30. Training causesan increase in stroke volume due to all of the following except

a. increased filling time.

b. increased left ventricular volume.

c. increased cardiac and arterial stiffness.

d. improved intrinsic contractile function.

31. The risk of DOMS after a giventraining session can be reduced by which trainingstrategy?

a. train at high intensity withboth resistance and anaerobic training components

b. train with primarily intenseeccentric exercise

c. reduce eccentric componentof muscle action

d. employ more downhillexercise in the training program

32. After anaerobic training, thecross-sectional areas of ______ are larger than before thetraining.

a. type I fibers

b. type II fibers

c. type I and type IIfibers

33. Aerobic training would cause __________cardiac hypertrophy, which is increased ______________.

a. concentric, the diameter of left ventricle.

b. eccentric, the diameter of left ventricle.

c. concentric, the wall thickness.

d. eccentric, the diameter and wall thickness of leftventricle.

34. InFartlek training, ___________ is changed based on

olivewater-buffalo410

1. Assume you could âlookâ into the musculature of an animal andwatch neurosecetion as an animal moved. What would you see?

a. dynamic neurosecretionb. dynamic patterns ofneurosecretion

2. The word organ denotes adistinct set of tissues performing one or more specificfunctions. Therefore, this termcan be used to refer to large visceral organs, e.g. the liver, or much smaller structuressuch as otolith organs. In regard to the otolith organs, whatcauses the cilia of their vestibular cells to bend?

a, shear force b.inertia of endolymph

3. Recall that thevestibulo-ocular reflex enables the eyes to remain fixed on targetand that extrinsic eye muscles are innervated by brainstem Î±-motorneurons. What role does the medial longitudinal fasciculus play inthe vestibulo-ocular reflex?

a. central integration b. links the vestibular nuclei with brainstem motornuclei

4. Descending projections fromthe vestibular nuclei enable postural adjustments of the head andbody. Any stereotypical change in head position that promotes balance is mediated by thevestibulo-cervical reflex. This name stems from the fact that mostof the Î±-motor neurons that control the position of the head arelocated in the motor nuclei of the

a. brainstem b.cervical cord

5. Any stereotypical changein bodyposition that promotesbalance is mediated by the vestibulo-spinal reflex. Does thisreflex implement the Î³-loop?

a. yes b. no

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BPK 142 Lecture Notes - Motor Skill, Motor Learning, Tennis Ball

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