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    SS 290 Principles of Movement Control and Skill Learning Exam #3 Review. Exam will focus mostly on Ch. 7-10, but an understanding of previous material may be needed to thoroughly explain a topic. A. Target skills, behaviors, and contexts b. Movement, conceptual, and perceptual elements c. Stages of learning d. Observable products of learning e. Outcome and process goals f. Attentional focus g. Forms of physical rehearsal (especially part practice) h.

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    SS 290 Principles of Movement Control and Skill Learning Exam #3 Review. Exam will focus mostly on Ch. 7-10, but an understanding of previous material may be needed to thoroughly explain a topic. A. Target skills, behaviors, and contexts b. Movement, conceptual, and perceptual elements c. Stages of learning d. Observable products of learning e. Outcome and process goals f. Attentional focus g. Forms of physical rehearsal (especially part practice) h.

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    SS 290 Principles of Movement Control and Skill Learning Exam #3 Review. Exam will focus mostly on Ch. 7-10, but an understanding of previous material may be needed to thoroughly explain a topic. A. Target skills, behaviors, and contexts b. Movement, conceptual, and perceptual elements c. Stages of learning d. Observable products of learning e. Outcome and process goals f. Attentional focus g. Forms of physical rehearsal (especially part practice) h.

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    SS 290 Principles of Movement Control & Skill Learning

    Exam #3 Review

    1. Same types of questions as on Exams #1 & #2 (refer to Exam #1 Review)

    2. Strong answers (refer to Exam #1 Review)

    3. Topics covered in class, labs, and readings (exam will focus mostly on Ch. 7-10, but an
    understanding of previous material may be needed to thoroughly explain a topic).
    a. Target skills, behaviors, & contexts
    b. Movement, conceptual, & perceptual elements
    c. Stages of learning
    d. Observable products of learning
    e. Outcome & process goals
    f. Attentional focus
    g. Forms of physical rehearsal (especially part practice)
    h. Guidance as an instructional technique
    i. Blocked and random practice schedules
    i. Including two theoretical explanations & practical implications wrt
    implementing each schedule
    j. Constant and varied practice schedules
    i. Schema development
    k. Intrinsic and extrinsic feedback
    l. KR and KP
    m. Properties of extrinsic feedback
    n. Program and parameter feedback
    o. Summary, average, reduced frequency, & bandwidth feedback
    p. Descriptive and prescriptive feedback
    q. Practical considerations regarding feedback

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