EXSS3062 Week 7 Lecture 2

Slide 1 │ Copyright notice

• Standard Part VB notice (Copyright Act 1968) reminding students the material is for USYD coursework only; further copying without permission may breach the Act.

Slide 2 │ Title & presenter

• Unit: EXSS3062 Motor Control & Learning ― Motor Learning (ML 7).

• Topic: “Key instructional principles in skill acquisition: Observational Learning”.

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

Slide 3 │ Acknowledgement of Country

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

• Presenter on Gadigal land (Eora Nation); pays respect to Elders past, present, emerging; extends respect to custodians of any land students occupy.

Slide 4 │ Unit & Lecture Learning Outcomes

Unit LO (LO3‑LO6)

1. Evaluate theoretical models explaining motor control & learning.

2. Explain how individual constraints/pre‑existing function shape pedagogy.

3. Apply motor‑learning strategies to maximise performance & clinical outcomes.

4. Design, implement & evaluate practice environments/programs for skill development.

Lecture‑specific LO

1. Describe how different types of observational learning affect novices.

2. Identify components of two explanatory theories (Dynamic View of Modelling, Social Learning Theory).

3. Decide when & how to deploy demonstrations for a newly learned skill.

Slide 5 │ Recommended Reading

• Renshaw et al. 2019 – Constraints‑Led Approach (coaching principles).

• Davids et al. 2008 – Dynamics of Skill Acquisition (ecological/dynamical perspective).

• Magill & Anderson 2021 – Ch 14 “Demonstration & Instruction”.

• Hodges & Williams 2019 – Ch 8 “Observational Learning”.
  (All PDFs on Canvas reading list.)

Slide 6 │ Definition & Rationale

• Observational learning = watching another’s behaviour and adapting one’s own as a direct result.

• Also called modelling (e.g., novice observing expert).

• Demonstrations are a high‑bandwidth visual channel—faster than verbal cues alone (“A picture is worth a thousand words”).

Slide 7 │ Related Concepts

• Imitation: copy the exact form.

• Emulation: reproduce the goal/outcome, method may differ.

• Eckokinesis: spontaneous mirroring.

• Observational learning integrates imitation & emulation but is applied specifically to skill acquisition.

Slide 8 │ Movement‑Recognition Task

• Three point‑light GIFs shown; students asked (via QR code) to identify each movement skill.

• Purpose: prime visual attunement to kinematic invariants before theory section.

Slide 9 │ Point‑Light Technique (Johansson 1973)

• Isolating joint centres with lights: static frames reveal little; motion lets observers detect sex, identity, team role.

• Demonstrates how relative movement patterns convey rich information; attempts to consciously reproduce these patterns can constrain emergent coordination if over‑controlled.

Slide 10 │ Mirror Neuron System

• Discovered ~1992 in macaques; same neurons fire when seeing an action and doing it.

• Combines actual vision with motor imagery → creates an internal simulation linking perception and execution (“Monkey see, monkey do”).

• Provides neurophysiological basis for why demonstrations accelerate skill acquisition.

Slide 11 │ Effect on Skill‑Production Measures

• Slide presents empirical graph (axis labels not textually captured) showing:
  

  • Demonstration group gains faster accuracy/consistency vs no‑demo control on early practice trials.

  • Take‑home: viewing before doing organises learners’ initial attempts, reducing trial‑and‑error.

Slide 12 │ Theory 1 – Dynamic View of Modelling (Scully & Newell 1985)

• Focuses on information pick‑up (visual perception).

• Three perceivable motion types:
  

  1. Absolute (single‑segment path/velocity).

  2. Common (multiple segments move together).

  3. Relative (timing/phase relationships).

• Learners extract invariant relative motion and self‑organise coordination accordingly.

Slide 13 │ Theory 2 – Bandura’s Social Learning Theory (1986)

1. Attention – selective focus on model’s key cues.

2. Retention – encode & rehearse representation (labelling, imagery).

3. Reproduction – translate representation into physical movement (requires capability & feedback).

4. Motivation – external or intrinsic incentives drive execution & persistence.

• Emphasises cognitive mediation (memory codes) rather than direct perception.

Slide 14 │ Why Demonstration Impact Varies

• Effectiveness depends on:
  

  • Task constraints (complexity, coordination novelty).

  • Learner constraints (age, perceptual capacity, prior experience).

• New or unstable coordination patterns benefit most from demonstrations; simple well‑learned skills benefit less.

Slide 15 │ Three Demonstration Formats

1. Beginner⇢Expert: classic coach‑to‑athlete or therapist‑to‑patient model.

2. Beginner⇢Beginner: peers view each other; lowers threshold, promotes exploration.

3. Self‑Modelling: learner views edited best clips of their own execution to reinforce correct pattern and confidence.

Slide 16 │ Beginners Observing Beginners

• Even unskilled demos yield gains (though expert models still preferable).

• Observer uses checklist while partner performs → provides peer feedback.

• Discourages blind mimicry of “perfect” form; encourages problem‑solving & active error detection.

Slide 17 │ Self‑Modelling Protocol

• Record learner’s attempts → edit out all errors → compile only exemplar segments.

• Dowrick 1999: learners should not view their mistakes; reinforces positive representation, avoids imprinting faulty coordination.

Slide 18 │ Timing & Frequency – Stage‑Dependent

• Cognitive→Associative: demonstrations assemble novel topology (gross coordination).

• Associative→Autonomous: learner refines control parameters (speed, amplitude); demo utility diminishes with years of practice.

Slide 19 │ Timing & Frequency – Practical Rules

• Provide a demo before first practice block, then as needed during.

• Serial viewing (several demos in a row) > interspersed for retention (Weeks et al., 2000).

• Gradually fade frequency as proficiency grows.

• Coach must gauge:
  

  • Fidelity of demo to intended action.

  • Information quantity (avoid overload).

  • Learner’s capacity to use that information.

Slide 20 │ One‑Page Summary Table (Coach’s Quick Guide)

• Condenses slides 14‑19 into an “at‑a‑glance”:
  

  • Choose model (expert, peer, self) based on task & learner.

  • Schedule demos early & serially; taper with practice.

  • Direct attention to invariant features (relative motion).

  • Couple demos with immediate practice to exploit mirror‑neuron priming.

  • Integrate with other cues (verbal, kinesthetic) but avoid conflicting