5.3 Principles of skill learning

temporary occurrence fluctuates over time example:beginners can produce one good shot but not w/ consistency

• Movement is repeated over and over • Better for closed and discrete skills • Skills are performed the same way (no change in environment) example basketball free throw

• little to no gaps in practice; lots of reps, no rest intervals • Better for older more experienced players • Suitable for simple skills • Practices designed to simulate fatigued sortation late in games ex. a field hockey team practices shooting techniques non-stop for 40 min

-Physical maturation (the learner knows when they are ready to gain a skill) -Physical fitness (not being fit enough) -Different coaches (different coaches have different ways of teaching, which may not apply to every player) -Age (how capable the learner is at absorbing information) -Task difficulty (if too difficult can weaken motivation and vice versa) -Teaching environment (a distracting or pressured environment can be difficult for the learner to retain information) -Motivation (the learner wants to learn)

-Fixed (drill) pratice -Massed practice -Distributed Practice -Variable Practice -Mental Practice

-skill to skill -pratice to peformance -abilities to skill -bilateral -stage to stage - principles to skills

• Individual can perform consistently • With little cognitive activity -Motor programms completely formed and reaction time is quick. • Can give more harsh feedback

• With practice, the individual knows what to do • Develops consistency • Errors decrease -Refining motor programs • Demonstrates learning • Constructive feedback (pos and neg)

• Teacher makes all decision • Teacher-directed instructions • Massed practice (good for beginners) • Class is set up in an orderly manner ex: dance, aerobics, drills

• when practice is interspaced with rest or different activity • Good for beginners and limited preparation • Rest intervals to mentally rehearse sills • Complex and new/dangerous skills ex. weight training

• Allows repetition of skill but from different positions and situations • Good for open skills (simulates real game situation) • Helps to build up schema to draw upon in a game situation ex: throwing a ball towards the different target at different distances ot angle

-Program developed by learner based on physical and cognitive abilities - Highly individualized - Learner designs questions and the solutions - Teacher observes and guides ex: making a dance routine

• Teacher makes all decision • Teacher-directed instructions • Massed practice (good for beginners) • Class is set up in an orderly manner ex: dance, aerobics, drills

• Individual tries to make sense of instructions given • Using perception and decision making -Forming motor programs • Mistake are often made • Attending to irrelevant and relevant information • Give motivational feedback (intrinsic motivation)

-positive acceleration -negative acceleration -linear -plateau

-whole -whole-part-whole -progressive part -part

-Cognitive stage -Associative stage -Autonomous stage

-command (traditional) -reciprocal -problem solving

how natural abilities inform acquisition of skill ex. ability to jump and having the skill to jump higher than the athlete would have the advantage in high jumping

• easy to perform skill • rare

• the subroutines of the skill are demonstrated and practiced in isolation • this method is useful if skills are complex or dangerous ex. tennis coach teaching a tennis serve

• learning is positive • a period with no improvement • lack of motivation/ fatigue/ injury • keep practicing • more learning is demonstrated

training to in-game situation ex. batting in cricket or baseball against bowling/ pitching machine

skill is broken into subroutines, which are then practiced in isolation and well learnt - part one is well learned, so is part then, then the two are joined together - part three is learnt in isolation and then added ex. breaking down gymnastic sequences or triple jump