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Differential Psychology in Physical Education

Explore individual differences in abilities and motor skills, their relevance in education and coaching, and the implications for training. Discover the diversity in learning and communication styles.

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Differential Psychology in Physical Education

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    1. KIN 340 Individual Differences

    2. What is the difference between Experimental Psychology and Differential Psychology? Experimental is concerned with group means (look at average behavior) Differential Psychology is concerned with individual differences

    3. Why would we as physical educators and exercise scientists be interested in differential psychology? Not all are created equal Who is average? Maximum success Individuals learn differently Individuals communicate differently Different levels of ability

    4. Definitions Ability A general trait or capacity of an individual which is related or or underlies performance on a variety of human tasks. Motor Skill A highly specific motor response that is developed to produce a specific result

    5. Definitions Motor Capacity A person's inborn, hereditary potential for general motor performance Motor Educability The ease with which an individual learns new motor skills

    6. Why study Abilities? Predict one ability from another Predict success Group individuals for teaching instructions and strategies Recruiting athletes Curriculum directions and development

    7. Number of Cognitive and Motor Abilities 20-30 identified Assume all individuals possess all of the abilities What is different between individuals, however? The strength of the ability

    8. Three Views of Abilities General Motor Ability (GMA) singular global ability is the bases for all skill performance you are either born with it, or not idea that individuals who possess high levels of general motor ability should always produce high levels of performance (or if low ability = low performance)

    9. Three Views of Abilities Henry's Specificity Hypothesis (1958) movement behaviors and performance on any task are based on a large number of specific abilities these abilities are independent of each other these abilities are either weak or strong

    10. Three Views of Abilities Fleishman's Motor Abilities Hypothesis abilities are independent of each other (like Henry) separate tasks may require some of the same underlying abilities groups abilities into two larger categories perceptual motor abilities (multi-limb coordination, reaction time, aiming, finger dexterity) physical proficiency abilities (strength, flexibility, balance and visual cues, speed, stamina)

    11. Activity On page 34 complete the �It Depends� Share your answers with a partner As a pair decide on best answers

    12. How do you explain the notion of an "All-Around Athlete" or "Natural" Athlete? Individual possesses strength in several abilities Tasks require the same subset of underlying abilities Any others?

    13. How Does an Individual Become a Skilled Performer? Must have the ability Have the potential Spend many hours practicing the task

    14. Implications for Teaching and Coaching Abilities tend to be specific-facilitates performance on some tasks more than others Prediction from ability tests is very difficult Do not judge your talent too quickly Specificity of training

    15. Implications for Teaching and Coaching (cont.) Individuals cannot be grouped into ability classifications based on general motor ability or educability tests. Use sport specific tests. Find creative ways to work on weaknesses (e.g., tennis ability, but weak serve) Performance is due to other factors-experience, body configuration, personal characteristics Success is due to a combination of factors

    16. Activity With a partner answer the question in the it depends. Share your response with the class

    17. Group Project End Here

    18. Goals and Problems Define the goals. Define the problems. Encourage participants to focus on the issues and assign priorities.

    19. Solutions and Opportunities Invite comments and ideas from the audience. Record and display their comments regarding action plans and solutions. Invite participants to prioritize options.

    20. Action Plan Describe the following (where additional information is needed assign responsibility to the logical person) Action steps. Materials needed. Training needed. Schedules. Costs.

    21. Close Insure understanding. Describe first steps. Get commitment.

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