Acquiring movement skills Phases of motor skill learning

Acquiring movement skills Phases of motor skill learning

Characteristics of Learning � RELATIVELY PERMANENT NOT A ONE OFF Learning RESULT OF PRACTICE

How and why we check for learning. How we check for learning • observation • Measure/test Why we check for learning • Give meaningful feedback • Assess targets

Three stages of learning � Fitts and Posner model of learning. � Cognitive � Associative � Autonomous

Get into groups of cognitive/ associative/autonomous. �Q what are the characteristics of this phase? � What does this learner need to help them? � What are problems with the learner at this phase?

Cognitive Phase � � Initial phase or first phase of learning Needs to have a demonstration and some guidance as to how the skill should look � Key term Selective attention � Therefore, not too much information � � Performer has difficulty processing information � Performer has difficulty deciding what to attend to. � Initial practice will have trial and error/ lack of coordination, flow

Application and use of an example � Think of how you could briefly explain the cognitive phase using a sporting example. When learning a forehand drive in tennis the coach will demonstrate the skill and explain the (key) teaching points so that the learner selectively attends to these points. There will be several errors as the learner struggles to visualise the skill and struggles to process the new information.

Associative Phase � This can be known as the practice phase � � The longest phase, some never leave this phase Can receive greater detailed feedback. Learner attends to the relevant cues. The Learner practices in a variety of situations Errors are fewer and less basic, fundamental ones are seen as the skill is learned � More coordination � � Learner develops kinaesthesis

Practical application � The learner has practiced the forehand drive and the ball starts to go over the net lower and towards the back of the court. The coach can now give feedback to get the learner to hit the ball to the sides of the court. Learner start to understand what is being performed correctly as well as the errors.

Question � Why is the longest phase? � Why do some people not leave this phase?

Autonomous Phase � � Final phase, advanced stage If practice is not maintained learner can regress, small improvements can still be made � Learner executes skill with minimum conscious effort. � � � Self confidence to detect and correct errors. Learner has spare attention, can focus on other things. Skill is established in long term memory Closed skills can be practiced so become habitual

Practical application � Learner can now perform forehand drive consistently with little attention being paid. Now able to focus on position of the opponent and where to place the shot.

Where are you for the following skills? � Task 3 in your booklets page 7 � Justification of the placement of the skill. � The reason I have placed netball shooting at the associative phase is I have a few errors but not fundamental ones. I need to practice the skill in a variety of situations to develop the skill. I have an idea of how it feels but still need feedback from a coach.

Types of guidance

� Visual- giving a demonstration � Watching a video � Verbal – telling the learner what to do � Manual/mechanical- person into position. physically moving the

Class task � Group 1/2 only use visual � Group 3/4 only use verbal � Group 5 only use manual Note the benefits Note the disadvantages Note which phase of learning would be best suited to the type of guidance and why. � Use the space on page 13 of booklets � � �

Visual guidance � be effective Particularly useful in cognitive � Accurate phase as Types of visual guidance demonstration they�need a mental � Demonstration � Attention picture � Poster/charts directed to � Video/TV/slow motion Drawbacks Depends on coaches ability to demonstrate � Some skills too complex � Static visual aids may not be effective � � � To main parts of skill � � Demonstration should not be complex

� Most effective: with Verbal guidance autonomous phase as � Often used in detailed and conjunction with technical visual to guide learner to correct information can � Drawbacks � Important that: cues be given � Heavily dependant To talk through a to in coaches ability conveyorinformation strategy tactic � Less effective in � Verbal labelling of early stages of a specific learningaspect of�performance Some complex � skills are difficult to describe Clear and concise � Relatively short � Appropriate to the level of the learner � Not overused �

VERBAL GUIDANCE Most effective with AUTONOMOUS learners as detailed and technical information potentially used.

Manual guidance Involves the teacher holding the learner. � Physically manipulate the body through the position �

Mechanical guidance � Stage of learning: � Involves the � Very useful in early stages use of � Allows learner to develop kinaesthesis equipment to � Builds confidence due to safety support the shape of the skill � � � Drawback: Limited use in group stages Performer may become reliant Feel of movement is different to unaided Designed to eliminate errors so does not allow performer to do this themselves

Specification � Describe the methods of physical practice (massed; distributed; fixed; varied) � Explain the role of mental practice and rehearsal vs physical practice and rehearsal

PRACTICE METHODS 1. Massed Practice 2. Distributed Practice 3. Fixed Practice 4. Varied practice 5. Mental Practice (Mental Rehearsal or Imagery)

1. MASSED PRACTICE CONTINUOUS – NO BREAK or REST (LONG) TASK is …. Discrete / brief Simple INDIVIDUAL is …. Experienced Autonomous / Cognitive Older Fitter (develop) Motivated

Bball Shooting � Shooting – score 30 from 4 different positions on court – continue until complete Egs Shooting Dribbling

1. MASSED PRACTICE ADVANTAGES DISADVANTAGES • Develops fitness during skills activity • Cognitive learners lack concentration • Reps of skill develop motor programme (overlearning) • Physical & mental fatigue • Demotivating (drive reduction) • • Good for COGNITIVE or AUTONOMOUS Good for simple or discrete skills • = Poor performance / errors • Lead to injuries • Can engrain WRONG technique ?

2. DISTRIBUTED PRACTICE TASK is …. Continuous (repetition) – with breaks Complexprecision Dangerous SHORT PRACTICE SESSIONS WITH REGULAR BREAKS INDIVIDUAL is …. All 3 stage learners Less motivated Low fitness levels Limited mental preparation Gain understanding

Lay-up partner race � In pairs – first to 4 lay-ups (can only take 1 attempt at each end of court) � Swap off at end of competition � Swap opponents and repeat

2. DISTRIBUTED PRACTICE ADVANTAGES Rest intervals allow : DISADVANTAGES • May lose the flow and intensity of a continuous match situation • Breaks = disruptive in concentration • De-motivating if frequent or long breaks • Physical & mental recovery (***) • Extrinsic feedback & reinforcement • Time for mental practice • Varied practices (schema) ; progressive • Maintain motivation; concentration

3. FIXED PRACTICE TASK is …. ‘SKILL DRILL’ – repeated in same environment Closed skill – habitual (over-learned) Environment doesn’t change Internally-paced INDIVIDUAL is ….

Free throw shots � Take in turns and take 2 free throws each every time it’s your go � Focus on a high arc for the ball Egs : � Using your legs Discus � Flicking your wrist Javelin Shot put Penalties Beating a player LEARNING

3. FIXED PRACTICE ADVANTAGES • ‘Engrains’ skill over time • Develops motor programme DISADVANTAGES • Doesn’t promote decisionmaking – shot selection • Can engrain WRONG technique ? • Tedious • High % of success ? • Closed skills that replicate • competitions • Overuse injuries Limited value for OPEN skills – same environment?

4. VARIED PRACTICE TASK is …. Open skills Externally-paced Changing environment Same skill – VARIOUS environment s INDIVIDUAL …. Associative or Autonomic stage of learning

Beating a defender practices � Play 1 v 1 � Play 2 v 1 Egs � Play 3 v 1 � Play 3 v 2 Passing skills under different conditions Returning shots or serve in racket games

4. VARIED (variability or) PRACTICE ADVANTAGES • Use different activities and environments – transfer of learning • Develops ‘SCHEMA’ (experiences – repertoire to draw from) – LT memory • Replicates ‘real situation’ and ‘changing external situational demands’ – good preparation • Maintains motivation & interest • Best when already learnt skill DISADVANTAGES • May confuse learner if not cognitive stage of learning = demotivating • Large ‘perceptual load’ – possible info overload • May not be able to groove skill or develop motor programme

Linking Classification of Skill & HOW Skills are Practiced Classification Closed Skills Massed Practice Discrete Skills Continuous Skills Discrete elements of a serial skill Distributed Practice Open Skills Serial Skills Closed Skills Fixed Practice Discrete Skills Continuous Skills Serial Skills Varied Practice Open Skills Egs

5. MENTAL PRACTICE (Mental Rehearsal or Imagery) TASK is …. Complex Under pressure New to the learner Goes through movement in mind WITHOUT physical movement occurring INDIVIDUAL …. Cognitive Learner Advanced (Autonomous Learner)

Free throw & juggling � 2 x half groups � Group A takes 5 free throws before completing some juggling � Group B takes 5 free throws before sitting down facing wall with eyes shut and VISUALISING successfully scoring free throws Egs � Each group repeats the 5 shots Dancer running through sequence High dive visualising sequence

5. MENTAL PRACTICE (Mental Rehearsal) ADVANTAGES • Helps Cognitive learners build ‘mental picture / image’ • Selective attention & organises information for storage in memory • Advanced performers prepare strategies / tactics or complex skills – patterns of movement • Use to control anxiety & stress - arousal • Use in rests of DISTIBUTED practice • Visual faults and corrections – activates nerve impulses DISADVANTAGES • Performer may struggle to ‘picture’ correct technique or tactic • Beneficial or effective for SOME performers (not some personalities) • Not alternative to physical practice (Steve Backley) • Not easy in tough competitions