Lecture 2: Movement preparation (MD) Flashcards

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1

Information processing model

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  1. Perception
  2. Perception leads to action
  3. Feedback influences perception

2

Information processing model

Perception

  • Meaning attached to sensory
  • Information thru mental processes
    • After info received the input

3

Information processing model

Perception leads to action

  • Person + object physical characteristics
    • Size of person = strength of person
  • Environment
    • Rainy = slippery ball
  • Emotion + memory
    • Remember time you blocked

4

Information processing mode

Feedback influences perception

  • Info from coach on perception
  • Organize and execute selected response

5
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Ecological approach

  • Affordances
  • Relationship

6

Ecological approach
Affordances

  • Action possibilities of the environment and task
    • In relation to own abilities
  • Directly perceived

7

Ecological approach
Direct relationship between perception and action

  • Cause and effect
  • More direct + immediate to determine action

8

Movement time

  • interval between initiation of movement and completed response
  • time btn start and end of movement

9

response time

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  • interval/time between stimulus being presented and completed (of movement)
  • COMBO OF BOTH = reaction time and movement time

10

Reaction time

  • time between presentation/show/appearance of stimulus and initiation/start of response
  • depends on processing demand of situation

11

factors influencing reaction time

  • number of response stimulus
  • anticipation
  • foreperiod consistancy
  • psychological refractory period
  • stimulus-response compatibility

12

Reaction time and incertainty

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  • good to lower uncertainty
  • Hick's law
  • Low reaction time + Low stimulus
    • sprinter (just sprint off block at gunshot)
  • High reaction time + High stimulus
    • shortstop (throw at bases, players, time)

13

Reaction time

Anticipation

  • depends on performer's ability to predict or detect precues
    • EX: PT decide when to help in a balance exercise
  • situation, opponent, environment, etc.
  • can be learned through practice and study
    • EX: teams watch tape of opponents

14

Reaction time

Foreperiod consistency

  • time between warning signal (set command) and stimulus
  • "set" command, ball toss in a server. etc.
  • allows for temporal anticipation
    • when the event will occur

15

Reaction time

psychological refractory period

  • delay in response due to a "fake"
  • response delay // neds to react quicker = affects anticipation
  • can be decreased with practice

16

Reaction time

stimulus-response compatibility

  • how a stimulus and the required response are naturally related (RELATIONSHIP)
    • EX: car back up with trailer (turning w/ wheel is different)
    • EX: aerobics class (instructor mirrors you)
  • can be improved with practice
  • MIRRORING
    • HIGH compatibility of stimulus-response choice
    • LOW response delays, LOW wrong mvt, help people preform correctly

17

Attention

limited attentional capacity

  • only so many tasks can be completed successfully at the same time
  • not pay attention = HIGH distractions
  • GOOD/BAD to multitask

18

Attention

Environmental and task complexity

  • simple to complex
  • EXAMPLES
    • home vs. work
    • @ clinic => have music on? // open layout? // # of clients at a time
  • closed => open environment

19

Attention

skill level of performer

  • one skill or compnent of a skill at a time
  • with little kids // LOW learning skill // new environment
  • ensure they can do the first task BEFORE adding more tasks

20

Attention

Number of cues

  • small at first (Small => large)
  • give 1-2 things to concentrate on
    • the less words = the better
    • EX: lean forward // knees over toes

21

Attention

selective attention

  • the ability to focus on one thing when exposed to a large variety of stimulus
    • "cocktail phenomenon"
    • GOOD/BAD
    • help people to what to attend to

22

Attention

attentional focus

  • WIDTH: amount of information, size of perceptual field (broad vs. narrow)
    • Broad (soccer player on the field) // Narrow (trying to hit a softball)
  • DIRECTION
    • Internal: thoughts, specific body movements, etc.
    • External: environment, opponent, movement effects, etc.

23

Attention focus

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  1. broad external
  2. broad internal
  3. narrow external
  4. narrow internal

24

Practical Implications

  • focus will dynamically change depending upon the environment and task
  • focused attention will enable one to disregard irrelevant information
  • coaches can inadvertently p[lace negative focus in an athlete's mins
    • "Don't miss the pitch"
  • Instruction should be externally focused, directed at the effects of movements
    • "Imagine you are..." // EX: sit and stand

25

Arousal

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  • the general physiological and psychological state of activation
  • optimal level for arousal depends on task and performer characteristics
  • High arousal = powerlifting / shotput (don't think about movement) (LOW attention demands)

26

Arousal and Movement

Arousal levels influence attentional focus

  • LOW arousal => broad attentional focus
  • HIGH arousal => narrow attentional focus
  • OPTIMAL arousal -> zone of optional function