Skill Acquisition Flashcards
how many phases in the motor kills learning cycle?
4
what are the 4 phases of the motor learning cycle?
phase 1: consider the person, context, task and skill
phase 2: plan
phase 3: implement practice
phase 4: review instructional process
what are the two instructional approaches in physical activity domain?
direct and indirect
what is direct approach
related terms in motor learning, pedagogy and coaching
- prescriptive/hands-on approach
- explicit learning
- command teaching style
- practice teaching style
what are the two common assumptions about direct approach?
- there is a universal norm regarding what a person should be able to do and the route leading to the mastery of a particular skill
- all decisions regarding the learning process are made predominately by the coach
what are the 5 characteristics of direct approach
- teacher, instructor/coach oriented
- clear instructional goal is presented
- content is divided into a sequenced chunks of information leading to acquisition of efficient actions
- most of the time spent in direct instruction
- immediate/specific feedback re-emphasizing the critical features of the desired movement is provided
what are the 6 advantages of direct approach?
- direct route to the objective
- easier to implement than the indirect style
- minimal time to organize, maximum time to practice
- effective with larger groups
- relatively little conscious effort involved
- fast gains in performance
what are 3 disadvantages to the direct approach?
- all students practice at the same level therefore insensitive to individual needs and differences
- fails to promote thinking (problem solving)
- promotes the development of “rigid routines”
what is the indirect approach?
relevant terms in motor learning, pedagogy and coaching
- implicit learning
- guided discovery teaching style
- non-linear pedagogy/hands-off practice
- teaching games for understanding (TGFU)
what does TGFU stand for?
teaching games for understanding
what are the 2 common assumptions for indirect approach?
- purpose of the practice is to seek, explore, discover and assemble stable movement patterns, under a range of environmental contexts
- to afford such exploration different constraints need to be changed/manipulated
what are the 5 characteristics for indirect approach
- learners are not formally exposed to verbal instruction to perform a movement in a specific manner
- explicit feedback is faded away to promote problem-solving skills
- a series of challenges/limitations channel the performer towards more optimal movement
- participant make individual decisions about the most optimal solution
- several movements may be acceptable as long as they are effective
what is the 3 advantages to indirect approach?
- opportunity to experiment, compare, analyze problem solve
- development of intrinsic motivation (internal locus of control)
- facilitates generalization and transfer
what are the disadvantages to indirect approach?
- time consuming
- requires experienced instructor
- requires availability of space and equipment
what 5 main factors would affect your choice to use direct or indirect approach?
- goals of the learning session
- skill level of participants
- types of task/skills involved
- availability of space/time and equipment
- level of experience of the coach
what is the definition of motor learning?
changes associated with practice or experience in internal processes that determine a person’s capability for producing a motor skill, PERMANENTLY
true or false: abilities alone are not sufficient to become skilled
true
what is goal setting?
process of establishing targets for performance SMART goals
what are the 3 types of goals
- outcome goals
- performance goals
- process goals
what is an outcome goal?
emphasis on the end result
what is a performance goal?
emphasis on improvement of performance in relation to past accomplishment
what is a process goal?
emphasis on improvement of movement production
what are three types of target goals?
- target skills
- target behaviours
- target context
what is a target skill
a skill a person wishes to perform
what is target behaviour
actions people must be able to produce to perform target skills successfully (key coaching/instructional points)
what is target context
environmental context in which people want to be able to perform a skill or skills
what is the definition of transfer of learning
gain or loss of a person’s proficiency on task as a result of previous practice or experience on another task
what is near transfer?
from one practice context to a similar skill/target context
what is near transfer also known as?
generalization
what is near transfer also in line with the notion of?
specificity of learning
what is far transfer?
from one task or situation to another very different task or situation (from fundamental movement skills to specialized skills which may be different than originally practiced tasks) from part to whole
what are the 6 aspects of verbal-cognitive stage of learning?
- getting the general idea of the movement
- a lot of self-talk
- development of declarative knowledge (what to do)
- movements are attention-demanding
- serial, slow type of information processing
- initial large gains in performance
what are the two aspects of the motor stage in learning?
- refinement of movement pattern
2. structures involved are task- and skill specific
what is refinement of the movement pattern?
changes in coordination
what are the 3 aspects of structures involved are task and skill specific?
- refinement of slow tasks requires improvement in processing of “feedback”
- refinement of fast task requires improvement in “programming”
- movement forms become more consistent and efficient
what are the 4 stages of autonomous stage of learning?
- little attention required
- motor programs are responsible for the larger chunks of the action via anticipatory control
- fast processing of sensory inputs allows an on-line corrections and ability to attend to different stimulus
- changes in performance are more subtle (changes in control)
true or false: process always indicates learning?
false not always
changes in performance do not necessarily indicate ‘learning’ as various contextual factors can affect one’s behavioural output only TEMPORARILY
how can we tell if learning took place?
if there were retention trials or sometimes called transfer tasks
what is the definition of constant error?
the deviation with respect to AMOUNT AND DIRECTION of the result of performer’s movement relative to some target value. it represents and average location of group of responses with respect to the desired target
how do we select validity of skill
by measure of constant error
what is the problem with constant error?
often the average error is much smaller than the error for any of the single responses
what is variable error?
inconsistency of results of several movements with respect to a performer’s average constant error for the movement
what does variable error measure?
does not determine whether the subject was close to the target, but rather it represents the spread around its average
what is the process measures? ( selecting valid indicators of skill)
performance observations that indicate something about the quality of movement production: can be relatively unsophisticated ( ex. qualitative description of movement through eye-balling) or more precise ( EMG; kinematics)
what are the three internal structures involved in observable products of learning?
- stimulus identification
- response selection
- response programming (parameterization)
what are the three aspects of observable products of learning: coordination
- allows inferring the nature of emerging movement patterns and their stability (consistency)
- coordination( ex. movement smoothness) can be inferred from spatial and/or relationship between joints/body segments
- generally inferred from kinematic data
what are the two aspects of learning observable products of learning: control
- allows inferring the adaptability of the system
- movement control can be inferred from kinematic data showing changes in linear/ angular displacement, velocity, and acceleration of individual joints/body segments
what are the two aspects of observable products of learning: muscles used
- allows inferring coordination at the muscular level, hence how different muscles cooperate or complete during an action
- inferred via EMG
what is the 3 aspects of observable products of learning: other indicators
- movement efficiency
- attention
- error detection and correction
what are the two aspects of movement efficiency
- allows inferring the amount of energy used to perform a task (ex. power)
- inferred from kinetics
true or false higher power is associated with the performance of more skilled across different degree of resistance cyclists?
true
what is attention is relation to the observable products of learning: other indicators
- faster responses to stimulus (or number of them)
- Ex. Hick’s law
what is Error detection and correction in relation to the observable products of learning: other indicators
- better ability to adapt movements as they unfold, particularly in face of perturbation
- ex. balance control
what are the too dimensions of attention?
- direction (external and internal)
2. width (narrow and board)
what is external direction?
focus on information that is the consequence of the action being produced
what is internal direction?
focus on information related to body movements in the process of action productions
who did a study on internal and external focus by instructed a group of people to balance on stabilometer?
Wulf et al, 2003
what is more beneficial external or internal focus?
external focus according to Wulf’s study in 2003