Chapter 8/9

Chapter 8/9

1. Stages of Learning

   • Cognitive Stage
     • Develop an understanding of the movement skill
     • Movements are rigid, slow, inaccurate, inconsistent, inefficient, indecisive
     • Mental representation, gains are rapid
   • Associative Stage (Aka Motor Stage
     • Skill refinement and consistency
     • Practice on mastering the skill, requires less attention
     • fewer and more consistent errors
   • Autonomous Stage
     • Movements are well coordinated and appear effortless
     • countless hours of practice (not everyone makes it to this stage
     • few errors, errors can be corrected, performance is skilled and automatic

2. Motor Learning

   • study of the acquisition of motor skills as a result of practice and experience
   • focuses on the cognitive aspects of skill acquisition

3. Skill Retention

   • Forgetting
     • discrete tasks with high complexity are forgotten quickly, continuous tasks are retained longer
   • Warm-up Decrement
     • depression in performance at beginning, disappears after a few trials *not the same as psychological warm up*

4. Transfer of Learning

   • Previous experience influences the learning and/or performance of a task
   • Movement Patterns
     • similar movement patterns (gymnastics and diving)
   • Perceptual
     • Similar stimuli that must be recognized (shooting angles in hockey and soccer)
   • Conceptual
     • similar strategies rules and guidelines, ("reading" defenders in football and basketball
   • Positive Transfer of learning
     • similar: movements, perceptual requirements, and context used for different skills
     • Hockey and basketball - Conceptual and Perceptual
     • Rollerblading and Ice Skating- movements, perceptual
   • Negative Transfer of Learning
     • When learning one skill negatively impacts the ability to learn another
     • movement process in one skill negatively impacts movements performed in another skill (tennis vs raquetball forehand)

5. Goals

   • Outcome Goals
     • comparison with others, focuses on result (winning)
   • Performance Goals
     • comparison with self, focus on improving
   • Process goals
     • focus on quality of skill execution (hold follow through)
   • Target Goals
     • Target Skills
       • movement/skill to be learned (throw a curveball)
     • Target Behaviors
       • movement process required to for performance of skill (proper grip, throwing mechanics
     • Target Context
       • environment in which the person will produce the target skill (competition)

6. Assess Skills

   • Product/Outcome measures
     • indicate some aspect of the result as it relates to time, distance, frequency, accuracy
   • Process Measures
     • indicate something about the quality of movement being produced