1. Skill Acquisition Process

2. Starting the Learning Process at a Young Age
As 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 habits

3. Providing Sufficient Learning Time
Without physical experience, skills cannot be effectively learned and maintained
Sufficient time must be allotted for participating in PA’s that enhance movement skills

4. Being Taught By Qualified Instructors
Instructors, 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 background

5. The Use of Quality Equipment
Safe, appropriate, and well maintained
e.g., 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 equipment

6. Following the Right Progression
Teaching skills in an organized manner that makes skills easier to grasp and learn

7. Feedback for Skill Learning

8. Feedback
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 learning

9. Intrinsic Feedback
Information provided as a natural consequence of performing an action that you are able to sense
Knowledge Knowledge
of performance of results
Arm extension Watching the
when hitting the tennis ball land
tennis ball in the opponent’s
court

10. Extrinsic Feedback
Information 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…

11. Extrinsic Feedback cont’d
Knowledge 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.

12. Feedback Classification
Information Feedback
Intrinsic Feedback
Extrinsic Feedback
Knowledge of Performance
Knowledge of Results
Knowledge of Performance
Knowledge of Results
Vision Audition Touch
Muscle Feeling
Goal
Bull’s-eye
Tennis service ace Score
Instructor/Coach Parent/Friend Video replay Photographs Radar gun Stopwatch
Lap times Distance jumped Height jumped Judge’s score
Sport Books Publisher

13. Motivational Properties of Feedback
Extrinsic feedback serves to motivate the learner
Error correction
A skilled instructor should be able to reinforce correct actions as well as point out errors

14. Feedback Can be a Crutch
Providing 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 identified

15. Faded Feedback
High Gradually reduced (faded)
Feedback
Provide feedback at high frequency early on in th learning stage, then gradually reduce as skills begin to develop.
Prevents athletes from becoming dependent
Enables athletes to begin to solve problems for themselves
Low Degree of skill High

16. Bandwidth Feedback Benefits: Eventually faded feedback occurs
No feedback provided
Feedback provided
Benefits:
Eventually faded feedback occurs
Lack of feedback = positive reinforcement
Movement consistency develops because learner is not encouraged to change movement on each trial
Feedback range can change across various levels of performance, tailoring to your athletes skill levels
Range of correctness

17. Summary Feedback Benefits: Generates movement consistency
Trial 1
Trial 2
Trial 3
Trial 4
Trial 5
Trial 6
Trial 7
Trial 8
Trial 9
Benefits:
Generates movement consistency
Avoids overloading the learner with feedback
Feedback
Feedback
Feedback

18. When in the Learning Process is Information Feedback Needed Most?

19. How Much Feedback is Necessary?
Processing capacity can be easily overloaded
Intense but selective instruction
One important piece of information feedback at a time

20. How Precise Should Feedback Be?
Descriptive (general) feedback
Indicates something you did, right or wrong
e.g., there was no follow through
Prescriptive (precise) feedback
Provides you with precise correction statements about how to improve your movements
e.g., snap your wrist more on the follow through
Precise feedback generates far better results

21. What is the Best Timing for Information Feedback?
Generally, the more you delay giving feedback, the less effect the given information has
IMMEDIATELY