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3. Motor Control Theories include the production of reflexive, automatic, adaptive, and voluntary
movements and the performance of efficient, coordinated, goal-directed movement patterns
which involve multiple body systems (input, output, and central processing) and multiple levels
within the nervous system.
4. Motor learning is a complex process occurring in the brain in response to practice or experience
of a certain skill resulting in changes in the central nervous system. It allows for the production
of a new motor skill.
5. What is an example of motor learning?
Some prominent examples include riding a bicycle, walking, reaching for your coffee cup,
jumping, running, and weightlifting. The learning and performance of these skills are what
movement scientists refer to as motor learning and control, or skill acquisition.
6. Motor learning is a relatively permanent change in the ability to execute a motor skill as a result
of practice or experience. This is in contrast to performance, the act of executing a motor skill
that results in a temporary, nonpermanent change.

7. This is a psychological concept. Examples of associative learning include: If someone puts their
hand on a hot stove and hurts themselves, they may learn to associate hot stoves with pain, and
have therefore been conditioned not to put their hands on them.

Declarative knowledge is knowledge about what the world is like. Examples include specific
facts, e.g., that bananas grow on trees; general principles, e.g., that spring follows winter; and
episodic information, e.g., that such-and-such a person was absent (or present) on a particular
occasion.
8. Classic but simple examples of procedural learning include learning how to ride a bicycle,
learning how to knit or crochet, learning how to use a computer keyboard, or even learning the
skills necessary to play a musical instrument such as a piano.
9. Motor learning theory emphasizes that skills are acquired using specific strategies and are
refined through a great deal of repetition and the transfer of skills to other tasks (Croce &
DePaepe, 1989). Exner and Henderson (1995) provide an overview of motor learning relative to
hand skills in children.
10. Adams' closed-loop theory
The memory trace (equivalent to recall memory in verbal learning) initiates the motor
movement, chooses its initial direction and determines the earliest portions of the movement.
Strengthening of the memory trace results from practice and feedback about movement
outcome (see motor learning).
11. Example, we can perform handwriting slowly or quickly, large or small, and it still looks like our
handwriting. Practice makes perfect.
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21. The cognitive stage is the period during which the goals of the task and the appropriate
movement sequence to achieve these goals are determined. At this stage, the learner is a novice
(i.e. she / he is new to the skill and task at hand) and makes a conscious effort to develop an
understanding of what to do.

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25. The associative stage is characterized as much less verbal information, smaller gains in
performance, conscious performance, adjustment making, awkward and disjointed movement,
and taking a long time to complete.

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28. The final stage is the autonomous stage. This phase involves further practice of the skill in order
to enhance performance so that it becomes automatic. The learner has internalized the skill and
is able to perform it with minimal cognitive monitoring.

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30. In motor learning, feedback is movement-related information that is “fed back” to the learner
before, during (concurrent), and after (terminal) an attempt to perform a task to enable
modifications for the next action.

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32. The more experience (practice) an athlete has, the more extensive their mental database of
sport-specific knowledge, and the more meaning they can quickly make from what they see. As
Epstein notes, this sport-specific wisdom cannot be replaced by raw athleticism.

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34. Practice conditions should match the conditions in which the motor skill is going to be used. the
development of motor skills progresses along a continuum from least mature to most mature.
The rate of progression and the amount of progress within an individual depends upon the
interaction of nature and nurture.

35. What Is Mental Practice? Mental practice is the cognitive rehearsal of a physical skill without
movement. You visualize or imagine yourself going through the actions, but don't actually do
them.

36. Motor learning research considers variables that contribute to motor program formation (i.e.,
underlying skilled motor behaviour), the sensitivity of error-detection processes, and strength of
movement schemas. Motor learning requires practice, feedback and knowledge of results.