Lecture 10: Flashcards
Demonstration and Verbal Instructions
Concept: Effective methods of providing instructions for helping a person to learn motor skills depend on the skills and the instructional goals
What is Demonstration?
Demonstration (also known as modeling)
An instructional strategy
The learning of a skill that results from the
direct observation of a person (or people) performing, or learning to perform, the skill
When is demonstration more effective as an instructional strategy rather than some other means of providing information about how to perform a skill?
When the skill requires the learning of a new movement coordination pattern
What does the Observer Perceive from a Demonstration?
When to use demonstration?
Observer perceives the invariant features of the coordinated movement pattern
People who had observed the skilled demonstrated developed coordinated movement patterns earlier in practice than did those who had not observed the demonstration.
The Influence of Skill Characteristics
Research shows that demonstration leads to better skill learning than other instruction forms when
The skill being learned requires the acquisition of a new pattern of coordination
Principles of Demonstration for Skill Acquisition
Demonstrator should perform the skill “correctly”
- Because the observer perceives the invariant movement patterns of a demonstrated skill, these patterns will be observed only with a correctly performed skill
- The observer also perceives information about the strategy used by the model to solve movement problems
Can Novices Benefit from Observing Other Novices?
Research shows that beginners can derive learning benefits from observing other beginners practice a skill
Discourages the imitation of a skilled model’s performance
Encourages the observer to engage in more active problem solving
How can you organise a practice session to take advantage of these attributes?
Timing and Frequency of Demonstrating a Skill
* When and how frequently should a demonstration be given?
Demonstration should precede practice
Instructor should continue to demonstrate during practice as frequently as necessary
Verbal Instructions and Cues
Verbal instructions rank with demonstration as a commonly used means of communicating how to perform motor skills
Verbal Instructions and Cues, cont’d:
Factors that are important for developing effective verbal instruction:
Amount of verbal instructions and attention
Focus on movement outcomes,
Give verbal instructions that influence goal achievement strategies – speed- accuracy example…
Verbal cues should be short, concise phrases that can direct attention to the purpose
Augmented Feedback
Augmented feedback provides information that can facilitate skill learning
Two Types of Performance-Related Information (Feedback)
- Task-intrinsic feedback
- Sensory-perceptual information that is a natural part of performing a skill
- Augmented feedback
- Performance related information added to or enhancing task-intrinsic feedback
Two Types of Augmented Feedback
Knowledge of Results (KR)
Externally presented information about the outcome of performing a skill or about achieving the goal of the performance
Knowledge of Performance (KP)
Externally presented information about movement characteristics that led to the performance outcome
Examples
A sprinter in track:
KR – sees their time on a scoreboard
KP – sees a video replay of his or her race.
A gymnast:
KR – sees the judges’ score after completing a routine
KP – given information about position of their body during the routine
The Roles of Augmented Feedback in Skill Acquisition
Two roles in skill learning process:
Facilitates achievement of the action goal of the skill
Motivates the learner to continue striving toward a goal
How Essential is Augmented Feedback for Skill Learning?
FOUR POSSIBLE ANSWERS:
It can be essential for skill learning
when unable to use task-intrinsic feedback.
It may not be necessary for skill learning
the motor skill provides sufficient task-intrinsic feedback
It can enhance skill learning
enhance complex skills involve learning multi-limb coordination patterns.
It can hinder or slow skill learning
Dependency on augmented feedback
Content of Augmented Feedback Content
- Information about errors vs. correct aspects of performance?
- Research has consistently shown that error
information is more effective for facilitating skill learning. - KR vs. KP?
- Qualitative vs. quantitative information?
- Erroneous augmented feedback?
- People who are in the early stages of learning will use augmented feedback when it is available, whether it is correct or not!!!
Types of Knowledge of Performance
Verbal KP
Two types
Descriptive KP - describes the error the performer has made.
Prescriptive KP - Not only describes the error but informs the performer what to do to correct it.
Which is more valuable? – Depends on skill level
Videotape as augmented feedback
Skill level? – More beneficial for beginners
How useful is video feedback? – Depends on performance features
Timing of Augmented Feedback:
1. Concurrent
Augmented feedback provided while a person is performing a skill
Effects of concurrent augmented feedback on learning
Two general types of effects
Negative learning effect –more common when students become dependent upon concurrent feedback.
Enhances skill learning (positive effect) –
when the task-intrinsic feedback is difficult to use or determine.
Timing of Augmented Feedback:
2. Terminal
Feedback that is provided after a person has completed the performance of a skill
Two intervals of time associated with terminal augmented feedback
KR delay interval
Post KR interval
Both require a minimum length of time
Engaging in activity during these intervals can hinder, benefit, or have no effect upon skill learning
Frequency of Presenting Augmented Feedback
Traditional view = Augmented feedback for every trial (100% frequency) is best for learning
Current view = Less than 100% frequency is best for learning
Fading technique
Practical application: less than 100% frequency provides opportunity for self-correction
