Factors That Influence Learning (part 3)

Question 1

How a teacher plans to teach a particular motor skill is dependent upon

Answer 1

The nature of the skill

Question 2

What are the 3 broad categories of motor skills

Answer 2

1 self-paced or external-paced
2 open or closed
3 discrete, serial, or continuous

Question 3

What do motor skills exist on

Answer 3

A continuum from being self-paced to being externally-paced

Question 4

Self paced skills

Answer 4

Performed with the body and the object at rest before the execution of the skill
Ex) dive or golf swing

Question 5

Externally paced skills

Answer 5

Displayed when the body and/or object are moving before the skill is executed
Hitting baseball or punting a football

Question 6

Open motor skills

Answer 6

Executed in a changing environment
Basketball layup

Question 7

When is a motor skill considered closed

Answer 7

If environment in which it is performance is relatively stable and unchanging
Basketball free throw

Question 8

Open skills are most often

Answer 8

Externally paced in nature (e.g., dribbling a soccer ball)

Question 9

Closed skills are most often

Answer 9

Self paced in nature (e.g., archery skills)

Question 10

What is important when working with closed and self-paced motor skills

Answer 10

For students to learn in a stable movement environment

Question 11

When working with open and externally paced motor skills what is important

Answer 11

Students to learn in a changing movement environment

Question 12

During teaching process what can teacher modify

Answer 12

The skill execution (e.g., stick handling in hockey while skating half speed)

Question 13

Ultimately how does the skill need to be practiced

Answer 13

In game-like or competition-like conditions
(When open want to make game level asap)

Question 14

discrete motor skill

Answer 14

a skill that has a definite beginning and end
ex) baseball swing, golf swing, hockey shot, throwing dart

Question 15

serial skills

Answer 15

discrete skills strung together
ex) layup

Question 16

continuous skills

Answer 16

have arbitrary beginning and ending points
ex) swimming, running, walking, stick handling while moving

Question 17

where do discrete skills often appear

Answer 17

in closed skill environments where the environment is unchanging

Question 18

when teaching a discrete skill

Answer 18

teachers are safe teaching the skill in isolation, with nothing coming before it or after it

Question 19

when teaching a serial skill

Answer 19

teachers must be mindful of putting the progression of skills together as soon as possible and teaching how to transition from one skill to the next

Question 20

continuous skill instruction

Answer 20

largely parallels open skill instruction
essential component is often the changing environment

Question 21

textbooks describe the ideal path toward the execution of a skill but what must teachers always factor in

Answer 21

context in which they are teaching the skill that may mandate deviation from path
- environmental conditions and the nature of the learner

Question 22

environmental conditions can refer to

Answer 22

the environment in which a skill is executed, and the environment in which a skill is taught
ex) hockey players do different things with puck when surrounded by opponents as opposed to open ice (executed)
hockey coaches approach instruction differently if teaching 25 at one time as opposed to 5 (taught)

Question 23

when should we consider environmental conditions

Answer 23

when teachers map out a plan to teach a particular skill

Question 24

what is the same when mapping out a skill that considers environmental conditions

Answer 24

skill progressions the same but way they are taught may vary depending on the conditions

Question 25

what do teachers need to be well versed in when it comes to learner abilities

Answer 25

“critical periods” when learners are most developmentally ready to learn particular skills

Question 25

learner abilities

Answer 25

important for teachers to remember that learners adapt to motor skill execution to their own abilities

Question 26

what do teachers need to be constantly mindful of adapting

Answer 26

learning conditions to meet the physical and intellectual realities of students
ex) proper throwing patterns cannot be instilled if students are throwing ball that is too big or too heavy

Question 27

what do serial movements, open skills, and externally paced skills all require

Answer 27

teacher be sensitive to conditions of the task in terms of what task requires and appropriateness of the response to those conditions based on learners abilities

Question 28

what is required for an individual to increase motor skill proficiency

Answer 28

practice

Question 29

practice must be

Answer 29

proper

Question 30

if practice tasks the learner is working on are proper…

Answer 30

often direct relationship between the volume of motor skill learning that occurs and the extent of motor skill practice that occurred

Question 31

if learner have received correct instruction what is primary factor holding back their motor skill development

Answer 31

lack of practice time

Question 32

what is one of upsides of motor skill learning

Answer 32

once learned they last much longer than other types of learning

Question 33

what is one of the downsides of motor skill learning

Answer 33

that it takes time and intentionality

Question 34

what are the 3 general principles that teachers must consider when designing practices for motor skills

Answer 34

whole or part; practice variability; and massed and distributed practice

Question 35

whole

Answer 35

teaching motor skill as whole unit

Question 36

part

Answer 36

teach motor skill broken up into its component parts and teach the skill one individual part at a time

Question 37

is whole or part practice better

Answer 37

better to practice motor skill as a whole
learner can more effectively develop the rhythm and timing needed for the execution

Question 38

what is an advantage of the whole approach

Answer 38

gives learner a better understanding of the overall skill

Question 39

When safety is an issue or a skill is particularly complex

Answer 39

better to teach learners individual parts of a skill that ultimately lead to the whole skill

Question 40

Unless safety an issue the learners should

Answer 40

be given opportunity to experience the whole skill before practicing the individual parts

Question 41

whole-part-whole approach

Answer 41

instructor gives learner the experience of whole skill, then breaks the skill into parts and works on them individually, followed by re-integrating parts back into whole skill

Question 42

practice variability

Answer 42

idea of changing either the environmental conditions of practice or the skills involved in practice

Question 43

when considering degree of variability what is key consideration

Answer 43

nature of the skill being taught

Question 44

general rule for practice variability of open skills

Answer 44

should be practiced in environment with variable (changing) conditions

Question 45

general rule for practice variability with closed skills

Answer 45

should be practiced in an environment with more stable (unchanging) conditions

Question 46

what does practice variability play key role in

Answer 46

development of open skills

Question 47

what does using closed skill practice conditions to work on open skills potentially compromise

Answer 47

the learners ability to adapt their motor skill performance

Question 48

when in cognitive stage of learning and it is open skill

Answer 48

can reduce the demands placed on skill
ex) beginning hockey players can work on skating backwards at half speed

Question 49

how long should you reduce demands of open skill when in cognitive stage

Answer 49

not indefinitely
at some point must give opportunity to apply open skills to game-like conditions

Question 50

what do supporters of contextual interference argue

Answer 50

if you interfere with rote characteristics (e.g., mix up short and deep badminton serve practice), you will encourage the learner to process the info more and therefore learn more

Question 51

based on contextual interference what does rote repetition of same skill do

Answer 51

decreases cognitive processing and therefore the amount of learning

Question 52

what do others argue about beginner learners and repetition

Answer 52

repetition of motor skills increases the probability of laying down the proper neural pathways

Question 53

massed practice

Answer 53

devoting a considerable amount of time, at one time point, to practice a motor skill
e.g., practicing a vball serve for 8 hours in one day

Question 54

distributed practice

Answer 54

devoting a smaller amount of time, over many time points, to practice a motor skill
e.g., practicing a vball serve 20 mins a day for 24 days

Question 55

why is distributed practice better

Answer 55

repetition is basic tent of learning, and repetition over time ensure the development of skills
building neurons over time