Behavioral characteristics of specific limbs or a combination of limbs

1. Behavioral characteristics of specific limbs or a combination of limbs • Action • Skill • Motor Skill • Movement 71%

2. A continuum that identifies size of the muscles used to perform a skill • Open-closed • Fine-gross • Precise-rough • Discrete-continuous 100%

3. A motor skill with clearly defined beginning and end points, usually requiring a simple movement and taking a short amount of time • Fine motor skill • Open motor skill • Closed motor skill • Discrete motor skill • Continuous motor skill 100%

4. A motor skill that requires control of the small muscles to achieve the goal of the skill • Discrete motor skill • Continuous motor skill • Fine motor skill • Open motor skill • Closed motor skill 100%

5. A motor skill performed in a stable or predictable environment where the performer determines when to begin the action 100% • Closed motor skill • Discrete motor skill • Fine motor skill • Open motor skill • Continuous motor skill

6. The interval of time between the appearance of the warning signal and the go signal • Response time • Movement time • Reaction time • Fore period 100%

7. A category of motor skill performance measure that indicates the result of performing a motor skill (without reference to the actual movement used): • Performance programming measures • Performance outcome measures • Performance timing measures • Performance production measures 100%

8. Which is a performance production measure? • Field goal percentage in basketball (the percentage of times you get your shots in the basket during open play) • Average flexion of elbow achieved during jump shot 89%

9. Which error score tells you whether your throws were, on average, overshooting or undershooting the target? • Constant error • Root mean square error • Variable error • Absolute error 90%

10. Which error score tells you the average distance of your throws from the target (without informing you of the direction of error) • Constant error • Root mean square error • Variable error • Absolute error 80%

11. Which error score tells about how close your throws were to each other, while not reflecting anything about their distance from the target? • Constant error • Root mean square error • Variable error • Absolute error 90%

12. In how many dimensions do the error scores we discussed in class measure error? 90% • One • Two • Three • Four

13. A general trait or capacity of an individual that is a determinant of a person’s achievement potential for the performance of specific skills • Ability • Learning potential • Skill • Athleticism 90%

14. The many different motor skills that exist in an individual are relatively independent • General motor ability hypothesis • Specific motor ability hypothesis • General motor program theory • Independent motor abilities hypothesis 90%

15. According to the definition in chapter 3, an ability 90% • Is a trait or capacity that is a determinant of your potential to perform specific skills • Is a trait or capacity that is the only determinant of your potential to perform specific skills • Is a trait or capacity that is a determinant of your potential to develop other abilities • Is your capability to perform skills

16. Dodging a ball thrown at you (once) • Discrete & closed • Continuous & closed • Continuous & open • Discrete & open 90%

17. Punching the wall in frustration (once) • Fine & open • Gross & closed • Gross & open • Fine & closed 90%

18. Punching the wall in frustration (once) • Continuous & fine • Discrete & fine • Discrete & gross • Continuous & gross 90%

19. Walking across an empty arena • Open & discrete • Closed & continuous • Open & continuous • Closed & discrete 100%

20. Walking through a hustling, bustling crowd, making your way round folk as you go • Discrete & gross • Continuous & fine • Discrete & fine • Continuous & gross 90%

21. Flipping a coin and catching it (once) • Discrete & fine • Continuous & fine • Discrete & gross • Continuous & gross 90%

22. Which term is sometimes used synonymously with the term closed motor skills? • Forced-paced skills • Self-paced skills • Other-paced skills • Externally-paced skills 90%

23. B A Overshoot Overshoot Target Target Undershoot Undershoot The four scores in diagram “A” are distributed so that constant error is • Negative • Positive • Zero 90%

24. B A Overshoot Overshoot Target Target Undershoot Undershoot The four scores in diagram “A” are distributed so that constant error is • Smaller than absolute error • Larger than absolute error • The same as absolute error 50%

25. B A Overshoot Overshoot Target Target Undershoot Undershoot Compare A to B: You should see that B has smaller (better)… • Variable error than A • Constant error than A • Absolute error than A 70%

26. B A Overshoot Overshoot Target Target Undershoot Undershoot Compare A to B: You should also see that B has larger (worse)… • Absolute and variable error than A • Absolute and constant error than A • Variable and constant error than A 70%

27. …to make the constant error of the two throws as small as possible? 80% • Six inches below the bull’s eye • Six inches above the bull’s eye • The bulls eye • None of the above

28. …to make the variable error of the two throws as small as possible? • Six inches below the bull’s eye • Six inches above the bull’s eye • The bulls eye • None of the above 90%

29. …to make the absolute error of the two throws as small as possible? • Six inches below the bull’s eye • Six inches above the bull’s eye • The bulls eye • None of the above 80%

30. What is the best overall summary of what I was trying to get across about where abilities come from? • They are genetically determined • They are determined by the massive amount of experience accumulated through childhood • They are determined by a mixture of genetics and experience, but the possible role of experience is not given enough consideration in the text. • They are determined by a mixture of genetics and experience 40%

31. 3 4 1 2 Between points (1) and (2), what movement is occurring the most? • Elbow extension • Knee Flexion • Knee extension • Elbow flexion 90%

32. 3 4 1 2 Which joint shows the greatest range of motion? • Cannot tell from the diagram • Elbow • Knee • Both about the same 80%

33. 3 4 1 2 Between points (3) and (4), what movement is occurring the most? 100% • Elbow extension • Knee Flexion • Knee extension • Elbow flexion

34. 3 4 1 2 Between points (2) and (3), what is the best (i.e. most true, best fit, that sort of thing) description of what is occurring? • Both joints extend briefly, then it’s mostly elbow flexion for a bit, then mostly knee extension for a bit, then both are extending when it reaches point 3. • Both joints flex briefly, then it’s mostly knee flexion for a bit, then mostly elbow extension for a bit, then both are extending when it reaches point 3. • Both joints flex briefly, then it’s mostly elbow flexion for a bit, then mostly knee extension for a bit, then both are extending when it reaches point 3. • Both joints flex briefly, then it’s mostly elbow flexion for a bit, then mostly knee extension for a bit, then both are flexing when it reaches point 3. • Both joints extend briefly, then it’s mostly elbow extension for a bit, then mostly knee flexion for a bit, then both are extending when it reaches point 3. 80%

35. The specific motor ability hypothesis suggests that all-round athletes excel because • They have good general intelligence • They have good general motor ability • They have high levels of abilities relevant to many physical activities • They have high levels of abilities relevant to all physical activity 90%

36. “People are either born with the potential to be good at motor skills, or they are not,” agrees with which hypothesis (or hypotheses) as defined in the first half of the slides? • General motor ability hypothesis only • Specific motor ability hypothesis only • Neither hypothesis • Both hypotheses 20%

37. Drowatzky & Zuccato examined people’s performance at 6 balance tasks. What did they find? • People who were good at one task were also good at the others • People with high levels of general intelligence were good at all tasks • People with high levels of general intelligence were good at all tasks • There was no relationship between people’s performance at one task and their performance of the other tasks 90%

38. Which pattern of results would support the specific motor abilities hypothesis? 90% • One where performance at several tasks are independent of each other • One where performance at several tasks are dependent on each other • One where performance at two tasks are inversely related • Any that don’t support the general motor ability hypothesis

39. In the table on slide 11 of the slide set for chapter 3 (showing factor loadings for Fleischman’s study), if the factor loadings for task A & B on factor 1 are .56 & .67, and for tasks A & B on factor 2 are .15 & .13, which outcome is implied: • Factor 1 is an ability that is a determinant of potential for performing tasks A & B • Factor 2 is an ability that is a determinant of potential for performing tasks A & B • Tasks A and B influence Factor 1 • Tasks A and B influence Factor 2 90%

40. Based on the text’s definition of motor abilities, if a person has good manual dexterity (one of Fleishman’s perceptual motor abilities), we should • Suspect the person is probably an all-around athlete • Know the person will also have good multi-limb coordination • Know the person will have adequate multi-limb coordination • Not infer anything about the person's multi-limb coordination 30%

41. Which is not a component of genius or expertise, according to Ericsson? • Supportive environments • Effective mentorship • High intelligence quotient • Very high levels of effort 90%

42. Which type of evidence supports the notion of inherent genius? • Memory tests • Brain scans • Retrospective interviews of high achievers • Longitudinal studies of people who were identified as highly gifted in their youth • None of these support the notion of inherent genius 90%

43. What is the best description of Bloom's notion of how or where talent develops? • Great kids become great adults • Take an inherent genius, give them 10 years practice, and there they are • Through exceptional mentorship and supportive environments • Each showed special promise in their specialist field and used that as the foundation for later achievement 80%

44. What would be the best distinguishing feature between the view expressed in the new scientist paper and that forwarded in class during the end of the slides on chapter 3? • while the article recognizes that some geniuses are born, the lecture in class denies this completely • while the article emphasizes the importance of 10 years practice of a skill needed to become expert at it, the lecture suggested this was not so important • while the article acknowledges the existence of some inherent abilities like hand-eye coordination, the lecture questioned even those • there were no distinguishing features. The arguments were perfectly aligned 80%

45. Within the class lecture at the end of the abilities section, what was suggested as the best way to instill habits of greater physical activity in people? • Ensuring competence in all physical activities at an early age, so that children would continue to seek such activities out as they grow • Educating people about the dangers of physical inactivity • Educating people about the dangers of physical inactivity and a poor diet • Moving from “doing” physical activity to “living” it 80%