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21 Cards in this Set
- Front
- Back
You must consider the acquisition of a new skill from the...
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perspective of the beginner in order to successfully meet the beginners needs.
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Two influential models for describing the stages we go through in learning motor skills.
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Fitt's & Posner Three Stage Model.
Gentile's Two Stage Model |
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Fitt's and Posner three Stage Model:
1. Cognitive Stage |
Beginner focuses on cognitive oriented problems.
Large number of errors. Errors are larger. Performance highly variable. Know something is wrong, but don't know how to correct. |
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Fitt's Posner Three Stage Model:
2. Associative Stage |
Learn to associate certain environmental cues with required movements to achieve the skill.
Fewer errors and less gross errors. Decrease in performance variability. Refine movement. Can detect and identify some of their own errors. |
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Fitts Posner Three Stage Model:
3. Autonomous Stage |
Skill has become almost automatic/habitual.
May be able to perform another skill at the same time. Little variability. Detect and correct own errors. Amount and quality of practice determines achieving this final stage. Gradual transition from one stage to the next. |
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Gentile's Two Stage Model:
1. "Getting the idea of the movement" |
Learner needs to establish as appropriate movement coordination pattern to accomplish the goal of the skill.
Must learn to differentiate between influential and non-influential environmental features.(regulatory v. non-regulatory conditions) |
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Gentile's Two Stage Model:
2. Fixation/Diversification |
Must develop the capability of adapting the movement pattern to the specific demands of the performance situation requiring that skill.
Increased consistency. Learn to perform the skill with economy of effort. |
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Gentile's Two Stage Model:
2. Fixation/Diversification CONT. |
Closed skills require fixation - learn to automatically produce specific movement patterns with minimal physical effort.
pen skills require diversification - learner must learn to monitor the environmental conditions and modify the movement pattern accordingly. |
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Performer and Performance Characteristics:
Changes in rate of improvement |
"power of practice" (i.e. negatively accelerated pattern of learning)
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Performer and Performance Characteristics:
Changes in limb segment coordination |
"freezing the degrees of freedom" (i.e. holding some joints rigid)
Eventually a functional synergy develops. |
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Performer and Performance Characteristics:
Changes in altering a preferred coordination pattern |
Begin practicing new skills using movements similar to the skill we already know.
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Performer and Performance Characteristics:
Changes in the muscles used to perform the skill |
Reorganization of the motor control system.
More efficient use of muscle and better timing of muscle. |
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Changes in achieving the kinematic goals of the skill
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Spatial features of a skill are required before temporal features (e.g. displacement, velocity, then acceleration)
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Changes in visual attention
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Learn to focus attention better.
Minimal essential information. |
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Changes in constant attention when performing a skill
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Progression from attention to every aspect of the movement to automaticity.
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Changes in error detection and...
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correction capability.
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Expert
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Becoming an expert at a particular skill performance.
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Amount and type of practice leading to expertise
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Intense practice (10+yrs)
Deliberate practice; work-like for hours each day. Optimal personalized training or instruction. Expertise is domain/skill specific. |
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Expert's knowledge structure
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Concepts are more organized.
Better able to interrelate concepts. More decision rules. Can remember more from single observation/presentation. |
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Expert's use of vision
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Better at visual searching.
Better visual attention. Minimal essential information. Recognize environmental patterns sooner than novices. |
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What determines whether a person will achieve their potential?
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Motivation.
Training/conditioning. Opportunity. Support. Injury. ???? |