1. Motor Learning and Skill acquisition

2. Learning goals
We are learning to describe stages of human motor learning.
We are learning to describe stages of skill acquisition.
We are learning to understand importance of feedback in skill development.

3. skills Let’s state the obvious …
the more we perform skill, the better we get at it
our ability to master increasingly difficult skills increases as we grow and develop

4. Motor learning
process by which a person develops, via a combination of physical and psychological factors
the ability to perform a task
root of any motor activity lies in the co-operation between the sensory, nervous and muscular systems

5. Task completion Constraints on motor task completion:
the nature of activity
the characteristics of person performing it
the external enviro task is being performed in

6. Stages of motor learning
Cognitive Stage
come to basic understanding of task
learner commits relatively large errors and may need specific instruction on how to improve

7. child is learning to play soccer
understanding the basics of playing the game (avoiding touching the ball with the hands and the arms during most of the game, and so on).
a young tennis player learns to hit the ball over the net and keep it in the court, and other basic aspects of learning to play the game

8. Stages of motor learning
Associative Stage
learners begin to refine skill
develop some awareness of mistakes being made
become more consistent

9. better passing and scoring skills in soccer
an ability to keep the ball in the court in tennis
an ability to dribble the ball in basketball without constantly watching the ball

10. Stages of motor learning
Autonomous Stage
skill becomes “automatic”
do not spend much time thinking about basic fundamentals
aware of mistakes and how to correct them

11. reached by professional sports players and other highly trained individuals, whose movements seem almost seamless in their execution.

12. Factors affecting skill development
Reasons for errors and faults in skills
In your group, please brainstorm a list
Incorrect understanding of movement
Poor physical abilities
Poor coordination of movement
Incorrect application of power
Lack of concentration
Inappropriate equipment, clothing or footwear
External factors (weather, distractions, etc.)
Fatigue

13. Constraints affecting skill development
Constraints can either limit or permit development of a skill

14. Individual factors that are unique to the person
physical (e.g., a person’s height, weight, and build)
psychological (e.g., motivation, attention span, or self-esteem)
behavioural (e.g., a short attention span or difficulty focussing during game action)

15. environmental
are those factors affecting skill development that are external to the individual.
physical (e.g., wind, temperature, or air pollution)
sociocultural (e.g., gender identity, socialization, socioeconomic background, or cultural identity)

16. task
consist of factors related to the activity in which the individual is participating at the time.
rules of the game
equipment being used
specific goals of the sport or activity

17. Types of feedback feedback is essential
positive, constructive, and specific
describe exactly what learner must do in order to perform better

18. Knowledge of performance (KP)
emphasis not on outcome of activity but rather on how body performed during activity
e.g., golf shot practice would not be concerned with where ball lands but with the actual swing
input of outside observer critical in KP feedback
video recording also helpful
sport Announcers usually comment on KP

20. Knowledge of results (KR)
comes from simply seeing the final outcome of an action
e.g., working on golf swing can get KR feedback by how far ball traveled after each shot
track and field results are another example of KR
usually quantitative

21. Fundamental movement skills
Stability (or balance)
movement skills such as stork stand, stopping, bending, and twisting
Locomotion (or travelling)
skills such as running, jumping, leaping, and skipping
Manipulation (or object control)
skills such as throwing, catching, striking, and dribbling

22. transferability
learned skills from one sport or activity can often be applied, or transferred to a different sport
Can you think of transferable skills between these sports?
* tennis and volleyball
* basketball and baseball
* hockey and golf

24. Classifying skills Open Performed in an unpredictable environment
Requires participants to adapt their movements to changing nature of environment
Sport skills vary depending on the situation
Closed
Predictable environment
Permits participants to plan movements in advance
Sport skill is often a repetitive movement

25. Teaching skills skills can also be chained or shaped
chained skills are taught in order using the 5-steps discussed last unit
shaped is when the whole skill is performed and faults are corrected after the athlete performs the whole skill

26. Let’s examine this idea of shaping a skill and chaining a skill even further.
When would you use these as a coach? Why?
Discuss in your group. Come up with an example.

27. Learning goals
We are learning to describe stages of human motor learning.
We are learning to describe stages of skill acquisition.
We are learning to understand importance of feedback in skill development.