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Motor Learning and Skill Acquisition Westdale PE PSE 4U

Motor Learning and Skill Acquisition Westdale PE PSE 4U. Basic Principles of Motor Learning and Skill Acquisition. More we perform skill the better we get at it Ability to master increasingly difficult skills increases as we grow and develop Motor Learning

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Motor Learning and Skill Acquisition Westdale PE PSE 4U

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  1. Motor Learning and Skill AcquisitionWestdale PEPSE 4U

  2. Basic Principles of Motor Learning and Skill Acquisition • More we perform skill the better we get at it • Ability to master increasingly difficult skills increases as we grow and develop • Motor Learning • Process by which a person develops, via a combination of physical and psychological factors • The ability to perform a task • Root of any motor activity lies in the co-operation between the sensory, nervous and muscular systems

  3. Stages of Motor Learning • Cognitive Stage • Come to basic understanding of task; learner commits relatively large errors and may need specific instruction on how to improve • Associative Stage • Learners begin to refine skill; develop some awareness of mistakes being made; becomes more consistent • Autonomous Stage • Skill becomes “automatic”; do not spend much time thinking about basic fundamentals; aware of mistakes and how to correct them

  4. Factors Affecting Skill Development • Reasons for errors and faults in skills • Incorrect understanding of movement • Poor physical abilities • Poor coordination of movement • Incorrect application of power • Lack of concentration • Inappropriate equipment, clothing or footwear • External factors (weather, distractions, etc.) • Fatigue

  5. Singer’s Five-Step Process to Teaching and Learning Skills • Lecture Task 1: With the help of page 261, briefly list and describe the 5 steps in Singer’s process. Be sure to include the role of the learner and coach in each step.

  6. Knowledge of Results Feedback • Also called KR feedback • Comes from simply seeing the final outcome of an action • E.g., working on golf swing can get KR feedback by how far ball traveled after each shot • Track and field results are another example of KR • Usually quantitative

  7. Knowledge of Performance Feedback • Also called KP feedback or kinematic feedback • Emphasis not on outcome of activity but rather on how body performed during activity • E.g., golf shot practice would not be concerned with where ball lands but with the actual swing • Input of outside observer critical in KP feedback • Video recording also helpful • Sport Announcers usually comment on KP

  8. Transferability • Learned skills from one sport or activity can often be applied, or transferred to a different sport • Can you think of transferable skills between these sports? * tennis and volleyball * basketball and baseball * hockey and golf (remember...find transferable skills, not transferable principles)

  9. Classifying Skills • Open • Performed in an unpredictable environment • Requires participants to adapt their movements to changing nature of environment • Sport skills vary depending on the situation • Class example? • Closed • Predictable environment • Permits participants to plan movements in advance • Sport skill is often a repetitive movement • Class example?

  10. Adapting a sport skill • Lecture Task 2: With the help of page 265, note the similarities and differences between shaping a skill, and chaining a skill. Include this in your answer: If you are a coach (for a sport of your choice), when would you use shaping? Chaining?

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