Lecture 16a, Conditions of Practice III Flashcards
What are three commonly used part practice techniques?
- fractionation: one or most parts of a skill are practiced separately (just ball toss, just legs butterfly)
- segmentation/chaining: one part of a skill is practiced for a time, then second part added etc, until the entire skill is practiced (gymnastic vault)
- segmenting together of different parts - it is adding a skill component onto an existing part and order becomes important - done it in such a way that by the end of it the entire skill has been practiced
- practice getting the run up - add the trick - dismount last - simplification (shaping): complexity of some aspect of the skill is reduced (lower net)
- any technique that simplifies the task in anyway (lower the net in volleyball for example or use bigger ball)
- Fractionation
practice different parts of a skill separately before practicing entire skill as a whole
learning to play a piece of music on the piano: practice hands separately before playing with both hand
- can switch between components (the order does not necessarily matter) can go back and forth between different components of the skill
- Segmentation (“Chaining”)
one part of skill is practiced, then second part added etc learning the windmill pitch (fastpitch)
reverse-chaining method
1. first learn the ball release (“snap the wrist”)
2. add a “wind-up” and finish with ball release
3. add full arm rotation and finish with ball release
- starts at the end and then works backward
- order does matter in segmentation
Comparing Fractionation and Segmentation of a skill, “ABCD”
fractionation
- practice separate components of whole skill (fractioned parts)
- e.g. A, A, A, A, B, B, B, B, C, C, C, C, D, D, D, D
segmentation (or chaining)
- additive practice of segments
- e.g. A, A, AB, AB, ABC, ABC, ABC, ABCD, ABCD
- e.g. D, D, CD, CD, BCD, BCD, ABCD, ABCD, ABCD
- working you way up to finish with doing the whole skill at that end - chaining of segments together
- Simplification
reduce difficulty/ attentional demands, without changing movement goal
examples:
i. reduce object difficulty
ii. reduce speed
iii. sequencing skill progressions
iv. simulators and virtual reality
v. physical guidance (method of trying to simplify skills)
- Simplification iii): Sequencing Skill Progressions, from simple to complex until skill being learned is practiced
the ability to hit is simplified where they start with t-ball (just hitting not intercepting), can move to the pitching machine (not as unpredictable, more regularity and makes it easier so they have more chance of intercepting), then move to real life pitching
- Simplification iv): Simulators and VR, technical devices provide ways to simplify certain features
simulators can be an important part of an instructional program, especially when the skill is expensive or dangerous (e.g., learning to fly a jetliner), where facilities are limited (e.g., cycling on a treadmill instead of in a velodrome), or where real practice is not feasible (e.g., using artificial patients rather than real humans for surgery practice)
Do skills acquired during simulated practice transfer to goal task?
this depends a lot of the level of simulator “fidelity”
physical fidelity, degree to which surface features of a simulation and criterion task are identical
psychological fidelity, degree to which behaviours (responses) in a simulator are identical to behaviours required by criterion (test/transfer) task
- a lot of the background can be removed but you want to bring the emotional feeling of the environment they are going to be tested in (bring those same noises for example)
- simulate what it be like to treat someone along with that psychological feeling
Physical Fidelity (textbook)
physical fidelity refers to the degree to which the physical or surface features of the simulation and criterion tasks themselves are identical
physical fidelity refers to the degree to which the simulator replicates the physical features of the criterion task—possessing as much of the look, sound, and feel of the criterion task as possible
example: aircraft-cockpit simulators replicate the cockpit of a real aircraft very closely (although doing so is often very expensive)
Psychological Fidelity (textbook)
psychological fidelity refers the degree to which the behaviors and processes produced in the simulator replicate those required by the criterion task
in the case of CPR mannequins, for example, simulator training might emphasize the perceptual and decision-making processes that are presented in an emergency situation, under high levels of stress, and perhaps under environmental challenges (e.g., extreme heat or cold). Psychological fidelity is concerned with training the skills that will be required of the end user in the criterion task
- Simplification v). Physical Guidance
physical Guidance: learner is physically assisted through a task/ skill (simplification)
- learning new (and unfamiliar) skills
- re-learning correct movement patterns after injury (re-gaining function in hemiparetic arm) rehabilitation
assistance can be provided by a coach, therapist, experimenter, device
- physically guided through a task
What are the two physical guidance methods?
passive & active /partial guidance
- passive guidance (individuals are not doing much themselves)
- person being moved (“learner”) is not actively sending motor commands to initiate & execute action
- the “guide” moves the learner’s passive limb through the desired action sequence
- ex. robot guide, someone takes you arm through swing phase in tennis
- active-assist (partial guidance)
- person being moved (“learner”) is sending motor commands to initiate &/or help execute action
- learner shares effort to complete the action, with the guide/assistive device providing support role
- there are getting some help to execute
no guidance (or informational guidance only)
- person being moved (“learner”) is sending motor commands to initiate & execute action
- learner completes action without any physical assistance, but “coach” may provide feedback guidance
