1. Nordic Network Conference 2014 Oslo International School Rik Gubler Rik.gubler@oslois.no 11th May 2014 Motor Learning

2. Short introduction Bachelor in physical education (2011) Bachelor in primary education (2014) Working as a physical education teacher and support for learning assistant at OIS

3. Aim of my presentation To get you interested in motor learning. To show you the importance of motor learning. How you can help students with motor skill problems.

4. Table of contents Previous knowledge Motor learning Motor remedial teaching Applying the knowledge in the classroom situation

5. Previous knowledge 1. What is your perception of motor learning? 2. Which motor skills do you know that you can connect to motor learning? 3. Can you give an example of motor learning in your classroom?

6. Motor learning Ability to learn new movements and motions and to alter existing movements. Nerve system. Based on physical changes in the characteristics of the brain, and in the circuits of the brain which are used for observing, moving, thinking and planning. Application of learning range. Skills like walking, throwing, tying your laces. Influence on how people think, feel, observe and behave.

7. Models of motor learning Three stage model (Fitts and Posner 1967) One demand.

8. Just a movie of a perfect example Stages of motor learning

9. But what do we do with…. The student that we pick out as one of the students that stays behind.. The student that is not able to catch a ball. The student that is not able to skip. The student that is always slow with getting on his jacket. The student that is not able to keep his or her balance. The student that can’t keep up with his peer group. The student that has problems holding his pencil. The student that has problems with his writing skills.

10. Targets of motor remedial teaching To improve motor skills. To make (motor-) learning easier on a day to day basis. Creating more self-confidence during motor skill situations. Moving better, easier, and more effective. To get better school results.

11. What can we do with these students? We can work with them on gross motor skills during group- or individual sessions. (Pull out sessions optional) Help them during lessons with help such as: Homogeneous groups, individual instruction etc. Help them during other school or home situations (playground etc.).

12. Applying it in your classroom First practising the separate skills before adding them together. Order of importance (stages). Active response instead of passive observation. Interrupt observations for practise. Encourage any behaviour that might result in success. Discourage any but I can’t do it… Change it into:’ You can’t do it yet’.

13. Getting active Student X(7 years old) is having troubles tying his laces. Large parts of his movements are in place but they are slow and inefficient. How can we help him? Work out a plan in maximum 6 steps on how he can ties his laces.

14. Demonstrate it… Practise it with the person next to you.

15. The aim was To get you interested in motor learning. To show you the importance of motor learning. How you can help students with motor skill problems.

16. More information regarding motor learning and motor remedial teaching http://in-beweging.net/

17. Thank you More information on request. Rik.gubler@oslois.no Believe that you can and you are halfway there - Theodore Roosevelt-