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Process Essay, 5 pages (1200 words)

Motor learning: skill acquisition processed

Motor controlfocuses on the processes that underlie the production of movement in health and diseaseMotor learningfocuses on how skilled movements are acquired, including the optimal conditions for learning new motor skills ONMOTOR LEARNING: SKILL ACQUISITION PROCESSED SPECIFICALLY FOR YOUFOR ONLY$13. 90/PAGEOrder NowMotor LearningMotor learning is a set of processes associated with practice or experience leading to relatively permanent changes in the capability for movement
A change in the capability for movement rather than in movement itselfRetention testsestimating what was retained from a previous test
The processes that underlie learning are associated with practice or experience
Motor learning does not always require physical practice or experienceConditions for Optimal LearningThe Law of Practice
Maximizing the number of practice trials
More practice leads to more learningFollowing factors affect development of movement intelligence: Starting at young age
Learning time
Instructor
Equipment
ProgressionStarting the Learning Process at a Young AgeAs early as the preschool years
Basic skills = basis for other activities
Walking, throwing, catching
Skill should be taught correctly the first time to avoid development of bad habitsProviding Sufficient Learning TimeWithout physical experience, skills cannot be effectively learned and maintained
Sufficient time must be allotted for participating in PA’s that enhance movement skillsBeing Taught By Qualified InstructorsInstructors, physical educators, and coaches must be properly trained and have experience with teaching PA
This means having trained physical educators fill such positions, rather than math or music teachers who do not have the necessary backgroundThe Use of Quality EquipmentSafe, appropriate, and well maintained
Example: scaled down equipment for children
Lower basketball hoops
Smaller soccer nets
Lighter baseball bats
Effectiveness of teaching movement skills is directly related to the quality of equipmentFollowing the Right ProgressionTeaching skills in an organized manner that makes skills easier to grasp and learn-simpler task –> complex taskThree general stages of motor learning have been identifiedCognitive, associative, autonomousEach stage consists of: Changes that occur as motor learning takes place
Important features unique to each stageCognitive or Acquisition StageBegins when task first introduced
Learner cognitively determines:
What the particular skill involves
Performance goals required to perform the skill
Instructions:
Are verbally transmitted (verbal stage)
Serve to convey the general concept of the skill
Self-talk and verbal reminders facilitate learning
Performance: slow, jerky, and awkwardAssociative or Stabilization StageFocused on performing and refining the skill
Concentration is directed toward smaller details (e. g., timing)
Performance: controlled and consistent
Rapid performance improvements (somewhat slower than fist stage)
Diminished self-talkAutonomous or Application StagePerformance: automatic and very proficient
Attention demands:
skill execution, creativity, strategy, environmental stimuli
Performance improvements:
Slow
Less obvious (e. g., reduced mental effort, improved style, reduced anxiety)Information feedback” the information that occurs as a result of a movement”
Some information is received during the movement and some is provided as a result of the movement
Feedback is one of the strongest factors that controls the effectiveness of learningIntrinsic FeedbackInformation that is provided as a natural consequence of performing an actionExtrinsic FeedbackInformation that is provided to the learner by somebody else or some artificial means following a performance outcome
Provides information above and beyond what is naturally available to the learner (augmented feedback)
Can be controlled; when, how, how often… Extrinsic FeedbackKnowledge of results
Information about the degree of success
Not effective when outcome is obvious
Important when outcome is less obvious
Knowledge of performance
Information about the execution of a completed movement
Example: ” Took your eye off the ball,” ” Swing was a little late,” etc. Motivational Properties of FeedbackExtrinsic feedback serves to motivate the learner
Error correction
Therefore, a skilled instructor should be able to reinforce correct actions as well as point out errorsFeedback Can be a CrutchProviding feedback continuously for a long period of time can lead to dependency
Occasional feedback tends to enhance learning
Various types of feedback that minimize dependency have been identifiedFaded FeedbackBenefit: teacher can tailor feedback to respect individual differencesBandwidth FeedbackBenefits:
Eventually faded feedback occurs
Lack of feedback = positive reinforcement
Movement consistency develops because learner is not encouraged to change movement on each trialSummary FeedbackBenefits:
Generates movement consistency
Avoids overloading the learnerHow Much Feedback is Necessary? Novel tasks: Processing capacity can be easily overloaded
Intense but selective instruction
One important piece of information feedback at a timeDescriptive (general) feedbackIndicates something you did, right or wrong
Example: ” There was no follow through” Prescriptive (precise) feedbackProvidesProvides you with precise correction statements about how to improve your movements
Example: ” Snap your wrist more on the follow through” What is the Best Timing for Information Feedback? Short-term memory is very susceptible to loss
Generally, the greater the delay of information provision the less effect the given information has
Therefore, immediate feedback is more beneficialTransfer of Motor LearningTransfer of learning between two tasks generally increases as the similarity between them increasesTypes of transferPositive versus negative
Near versus farPositive transferExample: practicing drills and lead-up games with strong (positive) transfer to the actual game
Learning can be positively transferred from practice to game situation when drills are similar in nature to the criterion taskNegative transferNot common
Activities that may negatively transfer to the criterion task need to be avoided when performance is critical
Example: playing mini-golf before golf tournamentNear transferDesired when the learning goal is a task that is relatively similar to the training task
Transfer of learning is specific and closely approximates the ultimate situation
Example: practicing various plays before a volleyball tournamentFar transferDesired when interested in developing more general capabilities for a variety of skills
Occurs from one task to another very different task
Best applies when beginning to learn a skill
Example:
overhand throw baseball throw, football throw, tennis serve, volleyball spike… Transfer strategiesTraining machines and stimulators
Whole versus part practice
Lead-up activities and drills
Mental rehearsalTraining Machines and SimulatorsClosely mimic features of real-world task
Goal = positive transfer of learning from simulator to the target skill
Effectiveness depends on the ability to simulate motor as well as perceptual, conceptual, and biomotor elementsWhole versus part practicePart practice
Practicing independent components of motor skill
Eventually, units of a task should transfer to the task as a whole
Example: gymnastics routine

Whole practice
Practicing skill as a whole
Example: golf swing

Part PracticeEffective for tasks serial in nature and relatively long duration
Effective as long as the actions of one part do not interact strongly with the actions of the next part (i. e., independent)Whole PracticeUsed with discrete tasks of short duration where components interact intensely
Practicing individual components would change the essence of the skillLead-up Activities and DrillsTransfer to another target sporting activity
Example: passing, shooting, dribbling, and faking drills for soccer
Improvement of basic abilities
Quickening, balancing, perceptual exercises, etc.
Example: perceptual motor trainingMental RehearsalThe process associated with mentally rehearsing the performance of a skill in the absence of any overt physical movement
Evidence has demonstrated that mental rehearsal generates positively transferable motor learning
Involves constructing model situations and going through the motions of what you will do later
Especially beneficial for injured athletes
It is a supplement to physical practiceConditions for Optimal LearningMassed vs. Distributed Practice
Variable vs. Constant Practice
Blocked vs. Random PracticeMassed vs. Distributed PracticeHow much time should be spent in practice vs. rest during a practice session
How should practice sessions be distributed throughout the day
RetentionVariable vs. Constant PracticeVariable
Practicing the same skill under varying conditions
Constant
Practicing the same skill under constant conditionsBlocked vs. Random PracticeBlocked
Practicing one skill until you become proficient
Random
Practicing many skills at one time

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