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Motor Learning Motor learning is a term widely used in relation of learning of new skills, and gives the impression

that motor learning is a specific form of learning. This may be seen in usual definitions of motor learning such as Motor learning is the process of improving the smoothness and accuracy of movements or A motor skill is a skill that regards the ability of an organism to utilize skeletal muscles effectively. Such definitions imply that human behavior may be divided in sensory and motor parts the latter one being the object of motor learning. However, we may ask what really is trained in motor learning situations. In fact, the object in the training a motor skill is not the ability to perform specific contractions of the muscles with associated movements of the limbs, but rather the accomplishment of certain behaviors of acts. STAGES OF MOTOR LEARNING COGNITIVE STAGE This stage begins when the learner is first introduced to the motor task. The performer must determine the objective of the skill as well as the relational and environmental cues that control and regulate the movement. The performer is more concerned with what to do than how to do it. ASSOCIATIVE STAGE The learner is now concerned with performing and refining the skills. The important stimuli have been identified and their meaning is known. Conscious decisions about what to do become more automatic. The performer concentrates more on the task (getting better) The performer seems less rushed. AUTONOMOUS STAGE This stage is characterized by a nearly automatic kind of performance. An example is when walking occurs automatically without conscious thought. GENTILES MODEL Initial Stage: Develop a movement coordination pattern for successful performance; learn to discriminate regulatory and non-regulatory conditions Later Stages: Adapt movement patterns to specific demands of any performance situation Perform skill with economy of effort Closed skills require fixation and open skills require diversification Individual Characteristics that Affect Motor Learning Abilities Attitudes Motivational level

Previous social experiences Prior movement experiences

Performance Characteristics of Skill Learning Improvement Consistency Stability Persistence Adaptability Presenting a Skill Demonstration: Very little research Modeling: Use of demo to convey information about how to perform a skill, same as observational learning Beneficial when the skill being learned requires the acquisition of a new pattern of coordination Demonstrator needs to perform skill correctly How frequently should you demonstrate a skill? Should be demonstrated before beginner attempts skill During early part of learning, skill should be demonstrated as often as necessary As skill progresses, learner should not need demonstration as frequently

Verbal Cues Short concise phrases Direct attention to information relevant to performing skills Prompt key movement-pattern elements of performing skills Cues are effective in facilitating learning new skills as well as performing welllearned skills

When to give verbal instruction Verbal cues can be given at the same time as a demonstration Can be given to help learners focus on critical parts of skills Learners can also use verbal cues themselves when performing a skill

PRINCIPLES OF LEARNING MOTOR SKILLS 1. PRINCIPLE OF INTEREST a student's attitude toward learning a skill determines for the most part the amount and kind of learning that takes place. 2. Principle of Practice practicing the motor skill correctly is essential for learning to take place.

3. Principle of Distributed Practice in general short periods of intense practice will result in more learning than longer, massed practice sessions. 4. Principle of Skill Specificity a student's ability to perform one motor skill effectively is independent of his/her ability to perform other motor skills. 5. Principle of Whole-Part Learning. the complexity of the skill to be learned and the leaner's ability determine whether it is more efficient to teach the whole skill or break the skill into component parts. 6. Principle of Transfer the more identical two tasks are the greater the possibility that positive transfer will occur. Practice conditions should match the conditions in which the motor skill is going to be used. 7. Principle of Skill Improvement the development of motor skills progresses along a continuum from least mature to most mature. The rate of progression and the amount of progress within an individual depends upon the interaction of nature and nurture. 8. Principle of Feedback internal and external sources of information about motor performance is essential for learning to take place. 9. Principle of Variable Practice. block practice aids in performance while variable practice aids in learning. Variable practice causes an increase in attention. MOTOR LEARNING CONCEPTS SPEED /ACCURACY TRADE OFF As we move faster, we move with less precision. If we slow down we gain accuracy. Provide slow-mo, half speed, and three quarter speed practice opportunities. THORNDIKES LAW OF EFFECT Organisms tend to repeat responses that are rewarded and avoid responses that are not rewarded or are punished. Build an environment that permeates rewards and is void of negative experiences Subjects consistently make corrections in the proper direction only when error information is provided. Simply saying good job, bad job or right/wrong may be sufficient to act as a reward or provide motivation but it is not sufficient to promote learning. The teacher/coach must communicate what behavior was good, correct, right or what behavior was bad or wrong along with exactly what corrections should be implemented.

K R Knowledge of results information received concerning the extent to which the response accomplished the movement goal. K P Knowledge of performance information received about the actual performance and execution of the movement. Was the movement performed correctly?

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