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Skill Learning Unit 2- SAC 1

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Page 1: Skill learning

Skill Learning

Unit 2- SAC 1

Page 2: Skill learning

Classification of a Skill

• Skill: Is the ability to do something well.• Motor Skill: Part of a movement, or group of

movements that produce a desired outcome when performed in a sequence.

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Motor Programs

• Is an organised set of individual skills or subroutines that result in the production of a specific skill

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Motor Ability

• Is an ability specifically related to the performance of a skill

• May explain how someone can have “natural ability” at a skill

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Classifying Motor Skills

1. Movement precision

2. Type of movement

3. Predictability of environment

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1. Movement Precision

• Fine Motor Skills: involve the cooperative use of small muscle groups and senses of sight & touch.

• Gross Motor Skills: a combination of large muscle actions resulting in a coordinated movement.

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2. Type of Movement

• Discrete Skills: Skills of brief duration with a distinct beginning and end.

• Serial Skills: A series or group of discrete skills joined together to make a complicated skill.

• Continuous Skills: Skills with no distinct beginning or end and involve repetitive movements.

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3. Predictability of Environment• Closed Skills: Performed in a predictable

environment with no changes or interruptions.

• Open Skills: Performed in an environment that is constantly changing. Can involve opponents, surface conditions and weather conditions.

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3. Predictability of Environment

• Not all sports fit neatly into either open or closed motor skills

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Summary of Skill Classifications

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Stages of Skill Learning

• There are three recognised stages of learning to achieve mastery of a skill:

1. Cognitive2. Associative3. Autonomous

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1. Cognitive• Beginner stage• Understand skill and technique• Makes many errors• Highly variable results• Use demonstrations• May struggle with sequencing of subroutines• Simple and small amounts of feedback• Short period of time in this stage• Focus on performing skill in closed environment

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2. Associative

• Make minor errors• Emphasis on refining skill• Begins to “feel” desired skill• Begin to practice in competitive situations• Can adjust skill through feedback• Gradual improvement• Requires large amounts of practice

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3. Autonomous

• Consistent results• Automatic and efficient movements• Focus more on strategies/tactics• Can adapt and practice skill in competitive

situations• Can self identify problems and correct• May move backward to relearn or refine skill

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Humans as Information Processors

• Mechanisms involved in processing and learning a physical skill:

1. Input via senses2. Information processing 3. Output produced by the muscles4. Feedback

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1. Input• Specifically from

hearing, vision & touch• Equilibrium- position of

body in space and positioning

• Proprioception- ability to feel a movement

• Ability to detect and identify cues

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2. Information Processing

• Perceptual mechanism interprets sensory information

• Signal detection is important and depends on:– Ability of sense organs– Strength of the cue– Noise– Speed of the cue– Level of arousal

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Arousal

• An optimum level of arousal is important for signal detection

• Inverted U Theory

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Selective Attention

• Your perceptual mechanism must interpret many cues, but can only process one at a time

• Selective attention: is the ability to filter out irrelevant information, reducing information processing time.

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Anticipation

• Allows the performer to predict what will happen next based on experience

• Allows for a quicker response as not all cues are processed

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Humans as Information Processors

• The ability to learn a new skill will depend on:

– Physical maturation– Physical fitness– Attention and motivation

during learning– Feedback– Memory– Amount & type of practice– Perceptual ability

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Memory

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Short Term Memory

• You can improve your short term memory and ability to learn a skill by:

– Chunking or coding: a method used to reduce individual pieces of information into meaningful chunks

– Avoiding distractions/noise– Make the information more meaningful– Rehearse or practice straight after instruction

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Long Term Memory

• Stores unlimited information for retrieval at any time

• Motor programs from other skills can be used and refined to assist current skill learning

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3. Decision Making & Output

• Once the decision has been made, a motor program is selected from the long term memory and sent to the muscles via the CNS

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Reaction Time

• The delay between the stimulus and the initiation of the movement.

• Depends on the task and the individual.– Simple Reaction Time: Involves one stimulus and

one response. Eg. Starters Gun– Choice Reaction Time: Multiple stimulus and

responses.

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Reaction Time• Influences:

– Age– Gender– Intensity of stimulus/cues– Number of choices (Hicks Law)– Warning signals– Probability of the signal

occurring– Psychological refractory period– Stimulus-response

compatibility

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4. Feedback

• Information on the performance or outcome of a skill

• Motivates• Reinforce learning• Changes to the performance• Should be constructive and

useful

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Types of Feedback• Internal: “feel” of the performance• External: from sense organs• Augmented: external from source other than

yourself• Positive• Negative• Continuous: during the performance• Terminal: at the completion of the skill• Knowledge of results: result of the skill• Knowledge of performance: actual performance of

the skill

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Practice

• Massed: little or no rest between performances of the skill

• Distributed: small and short practice with rest in between

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Practice

• Whole• Part: breaking down into sub-routines

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Practice

• Drill practice: repetitive drills• Problem solving practice: discovery to

determine what skills or changes to the skill need to be employed in different situations

• Physical practice• Mental practice/imagery: mentally

rehearsing the skill in your mind