PRINCIPLE OF MOTOR SKILL LEARNING Motor learning is

• “Motor learning” is a term widely used in relation of learning of

• Motor learning is a set of processes associated with practice or experience

• The ability to develop a relatively permanent change in motor skills from

The Stages of motor Learning • The Mental Stage (cognitive stage) of Learning: Figuring

The Mental Stage (cognitive stage) of Learning: Figuring Out the Skill • The first

• This phase, sometimes referred to as the cognitive stage, occurs when the

The Associative Stage of Learning: Getting Better • At this stage the athlete understands

• Here the athlete refines what is needed to accomplish the objective of

• In the second state, known as the associative stage, students practice the

The Autonomous Stage of Learning: It's Second Nature • This is the last of

PRINCIPLES OF LEARNING MOTOR SKILLS PRINCIPLE OF INTEREST • a student's attitude toward learning

PRINCIPLE OF DISTRIBUTED PRACTICE • in general short periods of intense practice will result

PRINCIPLE OF WHOLE-PART LEARNING. • the complexity of the skill to be learned and

PRINCIPLE OF FEEDBACK • internal and external sources of information about motor performance is

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PRINCIPLE OF MOTOR SKILL LEARNING

• “Motor learning” is a term widely used in relation of learning of new skills, and gives the impression that motor learning is a specific form of learning. This may be seen in usual definitions of motor learning such as “Motor learning is the process of improving the smoothness and accuracy of movements” or “ A motor skill is a skill that regards the ability of an organism to utilize skeletal muscles effectively”

• Motor learning is a set of processes associated with practice or experience leading to relatively permanent changes in the capability for movement. • Motor learning is the study of the processes involved in acquiring and refining skills.

• The ability to develop a relatively permanent change in motor skills from novice to skilled performance through practice or experience by engaging in activities that are currently beyond an individuals capabilities

The Stages of motor Learning • The Mental Stage (cognitive stage) of Learning: Figuring Out the Skill • The Associative Stage of Learning: Getting Better • The Autonomous Stage of Learning: It's Second Nature

The Mental Stage (cognitive stage) of Learning: Figuring Out the Skill • The first stage is the cognitive stage, in which students learn about what the skill they are developing means, how it works, and why it might matter. Joanna knows that when she learned to hit a baseball, she first watched other players hit and thought about what went into the relevant movements.

• This phase, sometimes referred to as the cognitive stage, occurs when the beginning athlete is attempting to understand the basic task. Challenges include how to hold the racquet, how to place the feet, and where the boundaries are. Beginners are not always aware of what they did wrong, nor do they know how to correct errors. They need basic, specific instruction and feedback during this phase.

The Associative Stage of Learning: Getting Better • At this stage the athlete understands the fundamentals of the skill and is in the process of refining the skill. They experience fewer errors and can detect some of them on their own. Performances are more consistent and learners begin to know what is relevant and what is not.

• Here the athlete refines what is needed to accomplish the objective of the skill regardless of the situation. They also begin to learn how to diversify responses for open skills.

• In the second state, known as the associative stage, students practice the movement again and again with the help of someone else. Joanna remembers that she used to be really clumsy hitting a ball, but a coach would stand over her, guide her movements, offer advice, and help her tune into what her body was doing. The associative stage is often the longest stage of motor learning.

The Autonomous Stage of Learning: It's Second Nature • This is the last of the stages of learning. At this point the skill is well learned. The athlete performs the skill automatically without having to focus on execution. There are few errors and athletes can detect and know how to correct them. They can concentrate more on other aspects of the game.

PRINCIPLES OF LEARNING MOTOR SKILLS PRINCIPLE OF INTEREST • a student's attitude toward learning a skill determines for the most part the amount and kind of learning that takes place. PRINCIPLE OF PRACTICE • practicing the motor skill correctly is essential for learning to take place. •

PRINCIPLE OF DISTRIBUTED PRACTICE • in general short periods of intense practice will result in more learning than longer, massed practice sessions. PRINCIPLE OF SKILL SPECIFICITY • a student's ability to perform one motor skill effectively is independent of his/her ability to perform other motor skills.

PRINCIPLE OF WHOLE-PART LEARNING. • the complexity of the skill to be learned and the leaner's ability determine whether it is more efficient to teach the whole skil or break the skill into component parts. PRINCIPLE OF TRANSFER • the more indentical two tasks are the greater the possibility that positive transfer will occur. Practice conditions should match the conditions in which the motor skill is going to be used.

PRINCIPLE OF FEEDBACK • internal and external sources of information about motor performance is essential for learning to take place. PRINCIPLE OF VARIABLE PRACTICE. • block practice aids in performance while variable practice aids in learning. Variable practice causes an increase in attention.