EXSS3062 Week 3 Lecture 2

Got it! Here’s the detailed slide-by-slide summary for the actual 18 slides:

Slide 1: Title Slide

• Course: EXSS3062: Motor Control and Learning

• Topic: Motor Learning (ML 3) – Building Blocks of Movement Skill Acquisition

• Presenter: Dr. Shaun Abbott, Discipline of Exercise and Sport Science

Slide 2: Acknowledgement of Country

• Recognizes Traditional Owners of Australia and their connection to land, water, and culture.

• Specific acknowledgment of the Gadigal people of the Eora Nation.

Slide 3: Unit & Lecture Learning Outcomes

• Unit Learning Outcomes:

1. Explain & evaluate theoretical models of motor control & skill learning.

2. Understand individual constraints and their impact on motor skill learning.

• Lecture Learning Outcomes:

1. Identify principles to enhance motor skill learning.

2. Understand how learning principles vary across different stages.

3. Apply the Skill Acquisition Periodisation (SAP) Framework to training structure.

Slide 4: Recommended Readings

• Magill & Anderson (2021) – Motor Learning & Control (Ch. 16-18)

• Hodges & Williams (2019) – Skill Acquisition in Sport (Ch. 9)

• Farrow & Robertson (2017) – SAP Framework in High-Performance Sport

• Readings available on Canvas.

Slide 5-7: Evaluating Motor Skill Learning

• Setting up skill learning assessment using pre- and post-tests.

• Key measures:

• Performance and movement requirements

• Skill components (e.g., technical aspects)

• Evaluation metrics:

• Transfer (how well skills transfer to new tasks)

• Retention (how well skills are retained over time)

• Individual variations in learning

• Assessment considerations:

• Validity & reliability of tests

• 8-week SAQ-T (Skill Acquisition Training)

Slide 8: Types of Practice & Feedback

• Practice Types (Weeks 3-5)

• Blocked vs. Random

• Massed vs. Distributed

• Whole vs. Part

• Variable vs. Constant

• Observational Learning (Week 7)

• Demonstration & Modeling

• Feedback (Week 8)

• Augmented vs. Intrinsic

• Attentional Focus & Cueing

• Constraints (Weeks 9-11)

• Environmental, Task, Individual constraints

Slide 9: Training Principles for Skill Development

• Specificity: How closely practice reflects real-game conditions.

• Progression: Gradual improvement in skill execution.

• Overload: Increased cognitive demand to enhance skill retention.

• Reversibility: Skill deterioration when practice stops.

• Tedium: Avoiding boredom in training.

Slide 10-11: SAP Framework & Learning Stages

• Key Considerations:

• Does training match real-world skill demands?

• Can the learner tolerate increased skill load?

• Managing cognitive fatigue (avoiding overtraining).

• Quality of practice > Quantity of practice.

• Skill Learning Stages:

• Cognitive Stage:

• Simple demonstrations & cues

• Blocked practice & skill segmentation

• High frequency of feedback

• Associative Stage:

• Longer practice durations

• Refining movement efficiency

• Filtering irrelevant sensory cues

• Autonomous Stage:

• Deliberate practice

• Increased randomized practice

• Feedback focused on technical refinement

Slide 12-13: Cognitive Load in Practice

• Type of practice impacts mental effort.

• Contextual Interference Effect:

• High variability = reduced short-term performance but better long-term retention.

• Fatigue Measures:

• Reaction time tasks (psychomotor speed)

• Athlete-perceived cognitive effort

Formula:

Skill Load = Frequency × Complexity

Slide 14-15: Managing Tedium in Training

• Key strategies:

• Encourage exploration & adaptation.

• Increase cognitive effort.

• Fit the movement to the learner (not the other way around).

• Use variability & constraints to modify practice.

Slide 16-17: Applying SAP to Practice Scheduling

• Balance progression, overload, and retention.

• Adjust training to prevent overuse & burnout.

• Plan structured training blocks with appropriate rest & variation.

Slide 18: Post-Lecture Feedback

• Students encouraged to use Padlet for feedback.

• Next tutorial session in Susan Wakil Health Building.