Acquiring movement skills

Phases of motor skill learning

Characteristics of Learning

Learning

RELATIVELY PERMANENT

NOT A ONE OFF

RESULT OF PRACTICE

RESULT OF PRACTICE

How and why we check for learning.

• observation• Measure/test

How we check for learning

• Give meaningful feedback

• Assess targets

Why we check for learning

Three stages of learning Fitts and Posner model of learning.

Cognitive Associative Autonomous

Get into groups of cognitive/ associative/autonomous.

Q what are the characteristics of this phase?

What does this learner need to help them?

What are problems with the learner at this phase?

Cognitive Phase Initial

phase or first phase of learning Initial

practice will have trial and error/ lack of co-ordination, flow

Needs to have a demonstration and some guidance as to how the skill should look

Performer has difficulty processing information

Performer has difficulty deciding what to attend to.

Key term Selective

attention Therefore,

not too much information

Application and use of an example

Think of how you could briefly explain the cognitive phase using a sporting example.

When learning a forehand drive in tennis the coach will demonstrate the skill and explain the (key) teaching points so that the learner selectively attends to these points. There will be several errors as the learner struggles to visualise the skill and struggles to process the new information.

Associative Phase This can

be known as the practice phase

The longest phase, some never leave this phase

Errors are fewer and less basic, fundamental ones are seen as the skill is learned

More co-ordination

Learner develops kinaesthesis

Can receive greater detailed feedback. Learner attends to the relevant cues. The Learner practices in a variety of situations

Practical application The learner has practiced the forehand

drive and the ball starts to go over the net lower and towards the back of the court. The coach can now give feedback to get the learner to hit the ball to the sides of the court. Learner start to understand what is being performed correctly as well as the errors.

Question Why is this the longest phase?

Why do some people not leave this phase?

Autonomous Phase Learner

executes skill with minimum conscious effort.

Final phase, advanced stage

Learner has spare attention, can focus on other things. Skill is established in long term memory

Closed skills can be practiced so become habitual

Self confidence to detect and correct errors.

If practice is not maintained learner can regress, small improvements can still be made

Practical application Learner can now perform forehand

drive consistently with little attention being paid. Now able to focus on position of the opponent and where to place the shot.

Where are you for the following skills?

Task 3 in your booklets page 7

Justification of the placement of the skill. The reason I have placed netball shooting

at the associative phase is I have a few errors but not fundamental ones. I need to practice the skill in a variety of situations to develop the skill. I have an idea of how it feels but still need feedback from a coach.

Types of guidance

Visual- giving a demonstration Watching a video

Verbal – telling the learner what to do

Manual/mechanical- physically moving the person into position.

Class task Group 1/2 only use visual

Group 3/4 only use verbal

Group 5 only use manual

Note the benefits Note the disadvantages Note which phase of learning would be best suited

to the type of guidance and why. Use the space on page 13 of booklets

Types of visual guidance

Demonstration Poster/charts Video/TV/slow motion

Visual guidance Particularly

useful in cognitive phase as they need a mental picture

To be effective

Accurate demonstration

Attention directed to main parts of skill

Demonstration should not be complex

Drawbacks Depends on coaches ability to

demonstrate Some skills too complex Static visual aids may not be

effective

Verbal guidance Often used in

conjunction with visual to guide learner to correct cues

To talk through a strategy or tactic

Verbal labelling of a specific aspect of performance

Most effective: with autonomous phase as detailed and technical information can be given Important

that: Clear and

concise Relatively short Appropriate to

the level of the learner

Not overused

Drawbacks Heavily dependant

in coaches ability to convey information

Less effective in early stages of learning

Some complex skills are difficult to describe

VERBAL GUIDANCE

Most effective with AUTONOMOUS

learners as detailed and technical information

potentially used.

Manual guidance Involves the

teacher holding the learner.

Physically manipulate the body through the position

Mechanical guidance Involves

the use of equipment to support the shape of the skill Drawback: Limited use in group stages Performer may become reliant Feel of movement is different to unaided Designed to eliminate errors so does not

allow performer to do this themselves

Stage of learning: Very useful in early stages Allows learner to develop

kinaesthesis Builds confidence due to safety

Specification

Describe the methods of physical practice (massed; distributed; fixed; varied)

Explain the role of mental practice and rehearsal vs physical practice and rehearsal

PRACTICE METHODS1. Massed Practice

2. Distributed Practice

3. Fixed Practice

4. Varied practice

5. Mental Practice (Mental Rehearsal or Imagery)

1. MASSED PRACTICE

TASK is ….

Discrete / brief

Simple

INDIVIDUAL is ….Experienced Autonomous /

CognitiveOlder

Fitter (develop)Motivated

CONTINUOUS – NO

BREAK or REST (LONG)

Bball Shooting

Shooting – score 30 from 4 different positions on court – continue until complete

Egs

ShootingDribbling

ADVANTAGES DISADVANTAGES• Develops fitness during

skills activity

• Reps of skill develop motor programme (overlearning)

• Good for COGNITIVE or AUTONOMOUS

• Good for simple or discrete skills

• Cognitive learners lack concentration

• Physical & mental fatigue

• Demotivating (drive reduction)

• = Poor performance / errors

• Lead to injuries

• Can engrain WRONG technique ?

1. MASSED PRACTICE

2. DISTRIBUTED PRACTICE

TASK is ….

Continuous (repetition) – with breaksComplex-precision

Dangerous

INDIVIDUAL is ….

All 3 stage learners

Less motivatedLow fitness levels

Limited mental preparation

Gain understanding

SHORT PRACTICE SESSIONS

WITH REGULAR BREAKS

Lay-up partner race

In pairs – first to 4 lay-ups (can only take 1 attempt at each end of court)

Swap off at end of competition

Swap opponents and repeat

ADVANTAGES DISADVANTAGESRest intervals allow :

• Physical & mental recovery (***)

• Extrinsic feedback & reinforcement

• Time for mental practice

• Varied practices (schema) ; progressive

• Maintain motivation; concentration

• May lose the flow and intensity of a continuous match situation

• Breaks = disruptive in concentration

• De-motivating if frequent or long breaks

2. DISTRIBUTED PRACTICE

3. FIXED PRACTICE

TASK is ….

Closed skill – habitual (over-

learned) Environment

doesn’t changeInternally-paced

INDIVIDUAL is ….

‘SKILL DRILL’ – repeated in

same environment

Free throw shots

Take in turns and take 2 free throws each every time it’s your go

Focus on a high arc for the ball Using your legs Flicking your wrist

Egs :

DiscusJavelinShot putPenaltiesBeating a player - LEARNING

ADVANTAGES DISADVANTAGES• ‘Engrains’ skill over

time

• Develops motor programme

• High % of success ?

• Closed skills that replicate competitions

• Doesn’t promote decision-making – shot selection

• Can engrain WRONG technique ?

• Tedious

• Overuse injuries

• Limited value for OPEN skills – same environment?

3. FIXED PRACTICE

4. VARIED PRACTICE

TASK is ….

Open skillsExternally-

pacedChanging

environment

INDIVIDUAL ….

Associative or Autonomic

stage of learning

Same skill – VARIOUS environme

nts

Beating a defender practices

Play 1v1

Play 2v1

Play 3v1

Play 3v2

Egs

Passing skills under different conditions

Returning shots or serve in racket games

ADVANTAGES DISADVANTAGES• Use different activities and

environments – transfer of learning

• Develops ‘SCHEMA’ (experiences – repertoire to draw from) – LT memory

• Replicates ‘real situation’ and ‘changing external situational demands’ – good preparation

• Maintains motivation & interest

• Best when already learnt skill

• May confuse learner if not cognitive stage of learning = demotivating

• Large ‘perceptual load’ – possible info overload

• May not be able to groove skill or develop motor programme

4. VARIED (variability or) PRACTICE

Linking Classification of Skill & HOW Skills are Practiced

Classification EgsMassed Practice

Closed SkillsDiscrete SkillsContinuous SkillsDiscrete elements of a serial skill

Distributed Practice

Open SkillsSerial Skills

Fixed Practice

Closed SkillsDiscrete SkillsContinuous SkillsSerial Skills

Varied Practice

Open Skills

5. MENTAL PRACTICE (Mental Rehearsal or Imagery)

TASK is ….

Complex Under pressure

New to the learner

INDIVIDUAL ….

Cognitive LearnerAdvanced

(Autonomous Learner)

Goes through movement in

mind WITHOUT physical

movement occurring

Free throw & juggling 2x half groups

Group A takes 5 free throws before completing some juggling

Group B takes 5 free throws before sitting down facing wall with eyes shut and VISUALISING successfully scoring free throws

Each group repeats the 5 shots

Egs

Dancer running through sequence

High dive visualising sequence

ADVANTAGES DISADVANTAGES• Helps Cognitive learners build ‘mental

picture / image’

• Selective attention & organises information for storage in memory

• Advanced performers prepare strategies / tactics or complex skills – patterns of movement

• Use to control anxiety & stress - arousal

• Use in rests of DISTIBUTED practice

• Visual faults and corrections – activates nerve impulses

• Performer may struggle to ‘picture’ correct technique or tactic

• Beneficial or effective for SOME performers (not some personalities)

• Not alternative to physical practice (Steve Backley)

• Not easy in tough competitions

5. MENTAL PRACTICE (Mental Rehearsal)