Motor Learning Ch.8 : Skill Presentation

1. Capture learners undivided attention

2. Stimulates interest

What are the two ways to directly influence preparation?

• Distraction Free

• Learner: See/hear clearly

• Equipment

How can you ensure that you are getting the learner’s undivided attention?

• Need to have a thorough understanding of the skill

• Give clear, effective instructions

How can you provide effective verbal instruction?

• Introducing the skill

• amount of information

• precise language

• verbal cues

• learning styles

• check for understanding

What are some considerations when giving verbal instructions?

Internal Focus

Focus conscious attention on their own body movements

• May have a negative impact on acquiring or refining new skills

External Focus

Focus attention on the effects of their actions on the environment

• Seems to be more effective

• Be concise

• Be accurate

• Limit the number

• Use the same ones repeatedly

What should you do when developing effective verbal cues?

Demonstrations

SHOWING a learner a new skill

• Modeling or observational learning

Mirror Neurons

Nerves that fire when the neural mechanism through which observational learning occurs

Social cognitive theory and Dynamic interpretation of modeling

What are the two theories of observational learning?

Social Cognitive Theory of Observational Learning

• Observe a performance

• Process the information

• Transform it

Dynamic Interpretation of Modeling

• Demonstration teaches movement pattern

• Learner can reproduce movement

Coordination not control

Entire Skill not partial

In Real Time not slow mo

Content: What should be demonstrated?

Who should demonstrate the skill?

Learner not an expert

• Model-observer similarity:

• Alternative mediums:

  • Video

  • Still pictures

  • Auditory modeling

• use an appropriate formation

• Give an explanation of what to watch for

• Avoid product options

• Demonstrate for both right and left-limb dominance

Mechanics: How should they be organized?

When:

• Several times before practicing

• Interspersed throughout the practice period

How often:

• Depends on the learner’s skill level and the task’s

complexity

Distribution and Frequency –

When and How Often?

Discovery Learning

Learner tries to solve a movement problem by exploring various task solutions

• Practitioner acts as a facilitator

Guided Discovery

Step-by-step process that leads to the discovery of a concept or principle

Learner discovers:

• The technique

• An understanding of why the technique is used

Manual Guidance

Practitioner or device moves the learner through a desired range of motion

• Being led passively through a movement is not ideal