1. Skill Presentation
Chapter 7

2. Learner Preparation
Need undivided attention before skill instruction begins
Distraction free background
Learners can clearly see and hear
Learners’ back to the sun
Place equipment away from gathering area
Present skill dynamically and emphasize its importance

3. Practical Application
What things might distract a learner in your work context?
What could you do to avoid these distractions?

4. Practical Application
List characteristics of effective instruction.
How do these characteristics support learning?

5. Role of Verbal Instructions
Introduce learners to new skill
Communicate general idea of the goal of the skill or strategy
Make the learners aware of major technical features or critical elements Use cue words
Skill refinement
Develop learner's ability to perform skill under criterion conditions Transfer to different contexts

6. Verbal Instructions Keep explanations short and simple KISS
Use developmentally appropriate terminology
Direct learners attention to critical elements of the skill during initial instructions
Provide learners with a frame of reference for correctness
Incorporate learning style and previous experiences

7. Exploratory Activity 7.1 Activity 2
You will need a blank sheet of paper and a pencil
Sit with your back to your partner
The ‘facilitator’ should describe the drawing so the artist may replicate the diagram.
The first artist may ask questions but no gestures may be used to augment the questions. The second artist may not ask questions of the facilitator.
Once finished, compare the original and drawn diagram.
Answer questions on page 139

8. Locus of Attention Internal focus External focus
Focusing one’s attention to concentrate on a specific body movement (develop proprioception)
Cognitve/early associative stage (closed skills)
External focus
Focusing one’s attention to the effects of his or her actions on the environment
Associative stage
External focus may be better for skill refinement

9. Verbal Cues
Word or concise phrase that focuses the learner’s attention or prompts a movement or movement sequence
Concise
Accurate
Limited in number
Used repeatedly throughout the learning process

10. Check for Understanding
Quick check for understanding avoids having to reassemble the learners to repeat or clarify instructions
Provide an opportunity for learners to ask questions following the skill presentation
Ask learners to restate the key elements of the skill to assess comprehension of instructions

11. Theories of Observational Learning
Social cognitive theory
Develops cognitive representation of the skill
Dynamic interpretation of modeling
Obtain information regarding the pattern of coordination of the limbs relative to one another
Information is directly perceived

12. What Should Be Demonstrated?
Focus on coordination of the skill
Entire vs. partial
Perform initial skill in its entirety, then depends on skill’s complexity & interrelationship between parts
Real time vs. slow motion
Perform initial skill in real time
Use slow motion to focus attention but sparingly

13. Who Should Demonstrate?
Expert vs. learning model
Model-observer similarity
Alternative mediums

14. Expert vs Learning Demo
Expert model shows correct skill
Focus learner’s attention on correctness of performance
Demo will show fluidity and coordination
Learner is passive
Learner will imitate movement
“Learner” will show correct and incorrect components
Observer will focus on both correct and incorrect components
Instructor will be giving verbal feedback and cues during demo
Learner is active and will explore own movement

15. Model-Observer Similarity
Observers perform better when they view models who are perceived as similar
May be attributed to increased self-efficacy beliefs
When observers view a similar model successfully perform the skill, their perception that they too will be able to successfully reproduce the skill increases

16. Alternative Mediums Videotape Illustrations Still photos
Consequent sounds

17. How Should the Demonstration be Organized?
All learners must be able to clearly see and hear
Explain how demonstration will proceed and what to watch for
Focus learners on key elements
Focus on the process of the movement
Avoid “product”/end result emphasis
Demonstrate for both right and left limb dominance

18. When? To introduce a skill Interspersed throughout practice
Gives learners an opportunity to answer questions that arise from their performance attempts
Allows instructors to address problems that surface
At conclusion of practice session
Helps to reinforce concepts and strengthen memory

19. How Often? Dependent on: Complexity of skill
The extent to which the learner understands the information presented

20. Discovery Learning
Learner attempts to solve a movement problem through the exploration of a variety of possible task solutions
Practitioner’s role is as a facilitator
Active learning through problem solving
Guided discovery
More structured
Practitioner designs a sequence of questions, each of which elicits a single correct response to be discovered by the learner