Ocr Pe - Development Of Motor Skills

Front 1

What are the stages of learning

Back 1

1) Cognitive

2) Associative

3) Autonomous

Front 2

Cognitive

Back 2

The initial first stage of learning. Here the learner is trying to create a mental picture of the skill. Demonstrations and verbal explanations of the skill are very important if the learner is to perform an accurate picture of the skill and understand the linking of the movements. Learners should be given guidance to the important cues.

They will start to practice the skill with trial and error. It is vital that the learner receives positive feedback.

Front 3

Associative

Back 3

This is the practice phases of learning. It usually takes longer than the cognitive phase with some learners never progressing beyond it. Here, the learner begins to eliminate mistakes and errors are less frequent. The fundamentals of the skill are learned and mastered and become consistent.

Motor programmes are developed and sub-routines become more co-ordinated resulting in the skill becoming smoother. This increases the flow of the movement.

The learner develops an ability to use internal/kinaesthetic feedback in detecting some of their errors. Detailed verbal feedback is given to those who can utilise it.

Front 4

Autonomous

Back 4

This is the final stage of learning. After a lot of practice the learner can execute the skill with a minimum amount of conscious thought and is therefore able to concentrate on other factors.

They are able to focus on the demands of the environment and focus on subtle cues.

This is an advanced stage of learning where the motor programme is established and stored in the long term memory and put into action in response to an appropriate stimulus. Cognitive elements remain in skills where fine adjustments have to be made but closed skills can be practiced so that a consistent habitual performance is produced.

During this, the self-confidence increases and the learner develops an ability to detect errors and correct them. There is less need for external feedback. Improvements in the skill are very slow as the learner is very capable.

Front 5

What are the types of guidance?

Back 5

1)Visual

2) Verbal

3) Manual

4) Mechanical

Front 6

Visual guidance

Back 6

This is used at all stages of learning but is particularly effective in the cognitive stage of learning. This is important because vision is normally the dominant sense. Visual guidance helps the learner to develop a mental image.

Demonstrations provide excellent means of transmitting information about what needs to be done in all phases of learning the skill. Its is vital that the demonstrations are accurate and they should focus on the learners attention. Demonstrations should be appropriate and not be too complicated or long.

Visual aids, such as charts, pictures and diagrams are another type of visual guidance. They are useful for highlighting technical points.

Front 7

Disadvantages of visual guidance

Back 7

1) The teacher/coach must ensure that visual guidance given in the form of demonstrations is accurate. This may necessitate them getting someone else to demonstrate or using a video if they are unable to give a good demonstration themselves.

2) Some complex skills may have too much information in them for the learner to take in when demonstrated.

3) Static visual aids may not give a lot of information about movement patterns and may not keep learner's attention.

Front 8

Verbal guidance

Back 8

Verbal guidance is thought to be more effective with advanced learners in the autonomous stage with the information conveyed being detailed and technical e.g. tactics and strategies.

Using verbal guidance the teacher needs to ensure that the learner has understood and can remember what has been said as well as being able to put into the skill movement.

Front 9

Disadvantages of verbal guidance

Back 9

1) The teacher/coach has to be able to get the information across to the learners and the learners have to relate the information they receive to the skill being learned.

2) The amount of information given has to be limited.

3) Some complex skills are difficult to describe concisely and leaners become bored.

Front 10

Manual guidance

Back 10

Manual guidance involves the teacher holding and physically manipulating the learner through the correct pattern of movement.

Front 11

Mechanical guidance

Back 11

Mechanical guidance involves the use of equipment to help support the learner and shape the skill.

Front 12

Advantages of manual and mechanical guidance

Back 12

1) Allows the learner to develop a kinaesthetic sense of the movement.

2) Good at giving confidence .

Front 13

Disadvantages of manual and mechanical guidance

Back 13

1) The feel of the movement is different to how it should actually feel.

2) Limits the errors, therefore doesn't give the learner the chance to experience and correct mistakes.

3) Manual guidance is difficult with groups.

Front 14

What are the practice methods?

Back 14

1) Massed

2) Distributed

3) Fixed

4) Varied

5) Mental practice or mental rehearsal

Front 15

Massed Practice

Back 15

This is when the learners practice continuously at a skill without any breaks or rest intervals. The practice sessions are usually long. It is good for the grooving in of habitual skills. It is good for experienced, highly motivated learners who have good fitness levels.

The fitness and maturity of the learner should be taken into account because massed practice can lead to boredom and fatigue.

Massed practice is also suitable for simple, discrete skills of short duration.

Massed practice is also good when the coach wants to stimulate the performance when there is an element of fatigue.

Disadvantages are that they can cause fatigue and de-motivation which leads to poor performance.

Front 16

Distributed practice

Back 16

Practice session have rest included. It is good for most skill learning, particularly those with low levels of motivation and fitness. It is also good for learning continuous skills.

The rest intervals allow time to recover, mentally and physically, whilst also giving the learner the opportunity for feedback.

Research has shown that this method of practice is the most effective form. It helps to maintain motivation and is good for potentially dangerous or complex skills.

Front 17

Fixed practice

Back 17

Fixed practice is when a specific movement pattern is practiced repeatedly in the same environment. It is the most suitable practice method for closed skills which require specific movement patterns to be overlearned and become habitual.

Front 18

Varied practice

Back 18

This is where the skill is practiced in many different environments. It is the most suitable method of practice for open skills. Practicing in variety of environment allows schema to be developed. The performer is able to adapt the skill to suit the environment. Varied practice also helps the leaner's perceptual decision-making skills.

The essential stimuli cannot be varied but the irrelevant stimuli can be.

Front 19

Mental practice or mental rehearsal

Back 19

Mental practice or rehearsal is when the performer goes through the movement in their mind without any physical movement. In the early learning stages this is referred to as imagery. More advanced performers use this method to go over skills and tactics. They may also use it for emotional control and to establish optimum levels of arousal. It is also used to reduce anxiety, increase confidence an focus on winning and being successful.

It is thought that when the mental practice takes place the muscular neurones actually fire.

This should not be used as an alternative to physical practice as it is not effective.