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)
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