schema theory

4 types schema

in 2 categories

recall schema - initial condition’s - when you make a pass in basketball, what are the initial conditions? - where the opposition are, where team mates are etc.

recall schema - response specification - what type of pass you make from where your teammates are - over head pass

recognition schema - sensory consequence - vision seeing ball go to teammates, how did it feel (kinaesthesia)

recognition schema esponse outcomes - teammate has caught the ball

schema theory (Schmidt)

schema theory suggests that rather than individual structured sets of movements to develop skills, the core principles can be taken from an existing motor programme and then adapted, using information from the environment and feedback.

for example, the motor programme for throwing a javelin (grip, arm action, follow through) can be easily adapted for a goalkeeper throwing a ball in football. the grip and the arm action may need adjusting slightly to suit the sport, but the principles of the action are very similar

A schema is an adapted motor programme (

parameters of a schema

when a schema is used to adapt an existing motor programme, there are 4 essential processes that use be used to make the schema effective

the four parts are divided into two sections: recall and recognition.

recall contains itial conditions and response specifications

recognition contains sensory consequences and response outcomes

recall

responsible for initiating the movement and happens before the action takes place

initial conditions

Refers to information about the sporting environment that must be recognised. E.g. position on court, where are other players on the court, are limbs in the correct position to execute the skill? This can be summed up as ‘Where am I?’

response specifications

• information from the environment is used to assess the options available to the performer. E.g. what type of pass do I need to use, are there any defenders nearby who might intercept? This can be summed up as ‘what do I need to do?’

recognition

used to control the movement during the action

sensory consequences

The use of the senses helps to guide the movement. E.g. the grip on a netball is controlled by using the sense of touch. Information from the senses is used to apply and control the movement e.g. the vision detects a long pass is required, therefore the arm actions is stronger and the grip firmer.

response outcome

The schema and motor programme are updated using knowledge of the result of the action. E.g. did the pass reach the intended target? If the pass was successful, then the schema has been successful. If not, adjustments are made next time and the motor programme is adapted.

using schema sucessfully

If coaching sessions use varied practice then schema can be applied more successfully. E.g. when passing in netball training sessions use a variety of drills and condition games rather than just static passing.

The coach should give individual feedback to ensure the motor programmes are adjusted to the optimum.

• Parts of a skill which can be transferred should be highlighted to reassure performers that they can already produce the skill.

• Reinforcement should be used to encourage correct use of the schema e.g. praise from the coach. This will offer motivation and hopefully enhance performance.

impliactions of schema theory - golf putt

AO3 – Analysis of schema theory’s implications for a player’s coach

•  Basics of the golf swing must be developed first

• To maximise a golfer’s chance of success when playing competitively their coach should allow them to experience as many different initial conditions in practice (varied practice)

• This would involve different length / shaped holes with various hazards

• By doing this the performer will develop the ability to modify their motor programmes to meet the demands of these new conditions

• The coach should offer regular feedback about the most effective ways of tackling this range of situations

•  Coach could encourage the performer to use mental rehearsal / visualisation to picture suitable adaptations

• When it comes to a competition the performer is prepared / able to adapt to all the challenges they may face

• Difficult to correct errors in or change the original generalised programme

schema theory def

a rule or set of rules taht serve to provide a basis

Using your knowledge of Schmidt’s schema theory, explain the importance of sensory consequences when executing a netball pass.

(Total 2 marks)

[AO2 = 2]

Award one mark for each of the following points

•   Important so that the performer receives intrinsic / kinaesthetic feedback about the pass (1).

•   The information concerning knowledge of performance is important to decipher the level of performance / success of the pass (1).

•   May be able to decipher the response outcome without the use of intrinsic feedback, i.e. from extrinsic sources (1).

Schmidt’s (1975) schema theory states that learning occurs through the development of schema.

Recall schema is responsible for initiating movement.

Identify and explain the elements of recall schema.

(Total 3 marks)

A       (Knowledge of) initial/environmental conditions and (Knowledge of) response specifications/

B       (Initial conditions) Where am I/hear/feel/what’s happening?

C       (Response specification) What is expected/required/what should I do?/what motor programme?

D       (Initial conditions) E.g. Where are teammates?/(Response specification) – E.g. Which pass would be best?

Q4.

(i)     When teaching new skills, coaches often implement the principles of Schmidt’s Schema Theory.

Explain the functions of recognition schema.

(4)

Schema – set of ‘rules’ / relationships to help us make decisions about movement patterns.

Following / during movement / action.
Sensory consequences.

eg feedback information concerning performance / Knowledge of performance
/ kinesthesis / intrinsic feedback / how it felt.

Response outcome.

Comparison of actual and intended outcome / feedback / knowledge of results / what happened.

ii)     What implications does Schmidt’s Schema Theory have for the way in which sports skills should be taught?

(2)

Vary practised conditions by changing initial conditions / appropriate example.
Realistic / specific practice to activity.
Build up set of response specifications / movement requirements / outcomes
practised
eg weight of implement / flight of ball.
Frequent / lots feedback.
Teach fundamental / simple skills before sport specific skills.