motor learning

Overview of Learning Stages and Motor Skills

Introduction

  • Discussion begins with a casual reference to difficulties in typing among children in school.
  • Contrast is made between the past and present learning environments for typing.

Learning Stages

  1. Cognitive Stage

    • Characteristics:
      • Individual is in the initial learning phase.
      • Involves significant self-talk and trial-and-error processes.
      • Example given is the frustration faced by children learning to type, which involves physical and cognitive effort.
    • Educator's Goal:
      • Focus on providing feedback and instruction.
      • Importance of teaching basic skills rather than performance optimization.
      • Feedback types will be elaborated in later discussions.

  2. Associative Stage

    • Characteristics:
      • Transition from cognitive stage to the associative stage marked by fewer errors.
      • Learners know the sequence of actions but are not yet completely automatic in their execution.
      • Performance improvements become less drastic and more gradual.
      • Feedback is focused on corrections rather than initial instructions.
    • Comparison of Performance:
      • Performance plateaus as improvements become smaller and require external focus rather than internal talk.

  3. Autonomous Stage

    • Characteristics:
      • Skill execution is smooth and automatic, with minimal cognitive effort.
      • Emphasis shifts to fine-tuning performance, such as speed and accuracy.
    • Educator's Goal:
      • Keeping learners motivated and challenged.
      • Appropriate practices and feedback tailored for advanced learners.

Different Types of Practices

  • Importance of understanding varied practices throughout the learning stages.
  • Discussion around design practices and how they differ according to the learner's skill level and type of motor skill being taught.

Open vs Close Skills

  • Open Skills:

    • Example: Football
    • Require adaptability to changing environments and multiple variables.
    • Practice should focus on varying scenarios to prepare for unpredictable situations.

  • Closed Skills:

    • Example: Bowling
    • Consistency and predictability allow for repetitive practice without needing to manipulate varying conditions.

Real-Life Examples and Experiences

  • Personal anecdotes about learning new skills and the challenges faced, such as adapting to new gaming mechanics.
  • Emphasis on trial and error prevalent in both gaming and physical education related learning.
  • The educator's responsibility in guiding learners according to their developmental stage.

Transfer of Learning

  • Concept of transfer of learning addressed, where previous experiences either enhance or hinder new skill acquisition.
  • Examples include draw-backs noticed while adapting skills from baseball to volleyball (e.g., technique differences resulting in injuries).
  • Positive transfers, such as rotational power benefits in baseball aiding golf swings, compared to negative transfers impacting performance.

Curve of Practice

  • Various curves in skill acquisition identified:
    • Negatively Accelerating Curve:
      • Performance improvement starts strong but plateaus over time.
    • Positively Accelerating Curve:
      • Little initial gain followed by significant improvements.
    • Linear Curve:
      • Constant correlation between practice and performance improvement.
    • S-Curve:
      • Initial struggle followed by rapid improvement, then eventual plateau.

Assessing Motor Skill

  • Discussed methods of assessing skill mastery, subjective vs. objective measures:
    • Subjective Assessment:
      • Qualitative, personal opinion about performance.
    • Objective Assessment:
      • Quantitative, based on measurable data (e.g., time, distance).
  • Importance of pretests, post-tests, and retention tests in evaluating skill acquisition over time and under different conditions.

Educator's Role

  • In future educator positions, understanding the current learning stage of students is paramount.
  • Importance of providing contextual feedback and diversifying practices to meet different learners' needs.
  • Reflection on future responsibilities as an educator, hinting at the necessity for a science-backed approach to teaching motor skills effectively.

Conclusion

  • Recap of Chapters 5 and 6 from the textbook highlighted, indicating importance of mastering the material and prompting students to engage with chapter summaries ahead of assessments.
  • Informal ending with personal remarks on expected attendance and participation for lab and quiz preparation.