KIN 3210 Topic 2

demonstrating how to do a task

modeling

learning by watching someone else perform the task

observational learning

a person who performs the skill successfully using desired technique free from mistakes

expert model

a person who is practicing a motor skill, may try different strategies, may make mistakes, may get feedback, may improve over time

learning model

How may learning from a correct model be different from watching a learning model?

• watching an expert model might encourage learners to imitate movements rather than explore movement

• watching a learning model causes learners to generate personal movement solutions

• they must explore a variety of task solutions

How often should learners watch a model?

learners who get to see a demonstration more often learn faster than those who see demonstrations less often

when should demonstrations be shown?

before practice begins and interspersed throughout practice

When should demonstrations be shown?

before practice begins and interspersed throughout practice

Are verbal instructions or demonstrations better?

verbal instructions along with demonstrations are best

what are the effects of dyad practice (with a partner)?

dyad practice enhances learning, practicing with a partner is better than practicing alone

practicing with a partner

dyad practice

is watching an expert model better than watching a learning model?

they are both good and there is no advantage of one over the other

what type of modeling has the best results?

expert modeling combined with dyad practice (expert/learning models)

Explain Albert Bandura's cognitive representation idea. (expert model)

the learner uses a mental blueprint to guide their own actions, as a template to compare to their own performance

Explain Jack Adams's problem solving idea. (dyad practice/learning model)

while watching a peer practice, the learner engages in thought processes involved in motor learning

Explain the idea of mirror neurons.

observing a model is a form of unconscious brain practice that is similar in some ways to physical practice

specialized nerve cells in the brain that fire both when we watch someone else perform a task and when we perform it

mirror neurons

In the Sideway & Hand, frequency of modeling effects on the acquisition and retention of a motor skill; what was the skill practiced and what were the results?

how to grip and swing a golf club, the group who received 100% modeling (after every shot) was better, learning is enhanced by more modeling

In the Herbert, E.P, the effects of observing a learning model on motor skill acquisition; what was the skill and the results?

speed cup stacking, learning is enhanced by watching 1 or 2 peers practice before own practice

giving learners cues about what to focus attention (concentrate on) enhance ________.

learning

narrowing attentional focus tends to enhance _________.

performance

what are the different ways to give verbal instructions?

describe actions/motions, give cues about a few things that are important, relate the action to something (analogy)

give examples of verbal instructions: describing actions/motions, giving cues about few things that are important, and relating the action to something (analogy)

grip the bat with your dominant hand over your nondominant hand. slightly bend your knees, keep your elbow up. follow through your swing as if hitting something behind you.

analogies Mr. Miyagi used in karate kid

wax on wax off, paint the house, paint the fence, sand the floor

analogies used in yoda of the yard reading

keep your tie on, draw your sword, cut the grass

analogies used in the video to teach broadway dance

fidget spinner, floor is lava, brain freeze

what you think about, focus attention on, while performing a task

attentional focus

focuses attention on body position and movement, give examples

internal focus, make big arm swing, extend your legs fast

focuses attention on the implement or the goal outcome, give examples

external focus, pick a spot and jump over it, push ground away from you

what does research indicate about whether internal or external focus is more effective?

people given only external focus cues tend to learn faster and perform better

what are the evidence based guidelines for verbal instructions?

modeling and verbal instructions used together, use analogies, present limited amount of info (3-4 max), include external cues if possible

relates desired action to another action, gives learner a mental picture of action, helps learner move correctly without conscious control of body parts

analogies

in the Wulf, G. Lauterbach & Toole, comparing internal vs. external focus for learning golf, what group of people were used and what are the results?

college students, external focus group performed the task better

in the Raisbeck L. D. & Diekfuss J. A., verbal cues and attentional focus: a target shooting experiment, what was the skill practiced and results?

shooting a handgun, performance was better when learners were given external cues and only given 1 cue to think about at a time

information about my actions/performance from my own senses that is a naturally occurring part of the task (proprioception, vision, hearing)

intrinsic feedback

feedback from an outside source (person, measurement, score, image/video)

augmented feedback

feedback about your movement, actions (hip rotation, arm action)

KP (knowledge of performance)

feedback about the outcome, goal, result (distance and accuracy of shot)

KR (knowledge of results)

seeing the path of my ball and how many pins i knocked down...

intrinsic KR

my instructor telling me "follow through with your arm more"

augmented KP

feeling my foot brush the ground and hit the ball

intrinsic KP

you run a lap around the track and coach times you, when you are finished he says "you ran the lap in 1 min and 20 sec". what kind of feedback is that?

augmented KR

while you are running, coach yells, "pick your knees up higher!" what kind of feedback is that?

augmented KP

what does research indicate about optimal frequency of feedback?

• research is performed for simple tasks where learners are deprived of KR and feedback given is KR

• may help us understand how feedback works and ideas about giving feedback

what does the inverted U-shaped hypothesis say about feedback frequency?

intermittent frequency is best

what is the guidance hypothesis (schmidt)?

intermittent augmented feedback allows learner to develop ability to use intrinsic FB to evaluate performance compared to often augmented FB

is timing of feedback better immediately or after a short delay?

learning is better after short delay, better effect if person self-evaluates before KR is given

when learners get to control feedback, when do they request it?

after 10-50%

What is a faded feedback schedule?

learners want FB early and less FB later

what 4 factors impact the effectiveness of video-based feedback?

learner must get used to seeing themselves in action, know what desirable technique looks like, find differences between self and ideal, try to fix problems

does the learner tend to want feedback after poor or good trials?

after both poor and good trials, but more often after a perceived good trial

how do you make video-based feedback most effective?

it is better with intermediate/advanced learners, when accompanied by expert model for comparison, when guided about where to look, when used over a period of time (several sessions)

what are characteristics of feedback patterns of expert skill instructors?

focus on one error at a time, describe error and how to correct it, model during FB episode, give FB again about same error before addressing another