1. Acquiring movement skills
Phases of motor skill learning

2. Characteristics of Learning
NOT A ONE OFF
RELATIVELY PERMANENT
Learning
RESULT OF PRACTICE
RESULT OF PRACTICE

3. How and why we check for learning.
observation
Measure/test
How we check for learning
Give meaningful feedback
Assess targets
Why we check for learning

4. Three stages of learning
Fitts and Posner model of learning.
Cognitive
Associative
Autonomous

5. Get into groups of cognitive/ associative/autonomous.
Q what are the characteristics of this phase?
What does this learner need to help them?
What are problems with the learner at this phase?

6. Cognitive Phase Initial phase or first phase of learning
Needs to have a demonstration and some guidance as to how the skill should look
Initial phase or first phase of learning
Initial practice will have trial and error/ lack of co-ordination, flow
Key term
Selective attention
Therefore, not too much information
Performer has difficulty processing information
Performer has difficulty deciding what to attend to.

7. Application and use of an example
Think of how you could briefly explain the cognitive phase using a sporting example.
When learning a forehand drive in tennis the coach will demonstrate the skill and explain the (key) teaching points so that the learner selectively attends to these points. There will be several errors as the learner struggles to visualise the skill and struggles to process the new information.

8. Associative Phase Learner develops kinaesthesis
This can be known as the practice phase
The longest phase, some never leave this phase
Errors are fewer and less basic, fundamental ones are seen as the skill is learned
More co-ordination
Can receive greater detailed feedback. Learner attends to the relevant cues. The Learner practices in a variety of situations
Learner develops kinaesthesis

9. Practical application
The learner has practiced the forehand drive and the ball starts to go over the net lower and towards the back of the court. The coach can now give feedback to get the learner to hit the ball to the sides of the court. Learner start to understand what is being performed correctly as well as the errors.

10. Question Why is this the longest phase?
Why do some people not leave this phase?

11. Autonomous Phase Learner executes skill with minimum conscious effort.
Learner has spare attention, can focus on other things. Skill is established in long term memory
Learner executes skill with minimum conscious effort.
Final phase, advanced stage
If practice is not maintained learner can regress, small improvements can still be made
Closed skills can be practiced so become habitual
Self confidence to detect and correct errors.

12. Practical application
Learner can now perform forehand drive consistently with little attention being paid. Now able to focus on position of the opponent and where to place the shot.

13. Where are you for the following skills?
Task 3 in your booklets page 7
Justification of the placement of the skill.
The reason I have placed netball shooting at the associative phase is I have a few errors but not fundamental ones. I need to practice the skill in a variety of situations to develop the skill. I have an idea of how it feels but still need feedback from a coach.

14. Types of guidance

15. Visual- giving a demonstration
Watching a video
Verbal – telling the learner what to do
Manual/mechanical- physically moving the person into position.

16. Class task Group 1/2 only use visual Group 3/4 only use verbal
Group 5 only use manual
Note the benefits
Note the disadvantages
Note which phase of learning would be best suited to the type of guidance and why.
Use the space on page 13 of booklets

17. Visual guidance To be effective Types of visual guidance
Accurate demonstration
Attention directed to main parts of skill
Demonstration should not be complex
Particularly useful in cognitive phase as they need a mental picture
Types of visual guidance
Demonstration
Poster/charts
Video/TV/slow motion
Drawbacks
Depends on coaches ability to demonstrate
Some skills too complex
Static visual aids may not be effective

18. Most effective: with autonomous phase as detailed and technical information can be given
Verbal guidance
Often used in conjunction with visual to guide learner to correct cues
To talk through a strategy or tactic
Verbal labelling of a specific aspect of performance
Drawbacks
Heavily dependant in coaches ability to convey information
Less effective in early stages of learning
Some complex skills are difficult to describe
Important that:
Clear and concise
Relatively short
Appropriate to the level of the learner
Not overused

19. VERBAL GUIDANCE
Most effective with AUTONOMOUS learners as detailed and technical information potentially used.

20. Manual guidance Involves the teacher holding the learner.
Physically manipulate the body through the position

21. Mechanical guidance Stage of learning: Very useful in early stages
Allows learner to develop kinaesthesis
Builds confidence due to safety
Involves the use of equipment to support the shape of the skill
Drawback:
Limited use in group stages
Performer may become reliant
Feel of movement is different to unaided
Designed to eliminate errors so does not allow performer to do this themselves

22. Specification
Describe the methods of physical practice (massed; distributed; fixed; varied)
Explain the role of mental practice and rehearsal vs physical practice and rehearsal

23. PRACTICE METHODS Massed Practice Distributed Practice Fixed Practice
Varied practice
Mental Practice (Mental Rehearsal or Imagery)

24. Experienced Autonomous / Cognitive
MASSED PRACTICE
TASK is ….
Discrete / brief
Simple
INDIVIDUAL is ….
Experienced Autonomous / Cognitive
Older
Fitter (develop)
Motivated
CONTINUOUS – NO BREAK or REST (LONG)

25. Bball Shooting
Shooting – score 30 from 4 different positions on court – continue until complete
Egs
Shooting
Dribbling

26. MASSED PRACTICE ADVANTAGES DISADVANTAGES
Develops fitness during skills activity
Reps of skill develop motor programme (overlearning)
Good for COGNITIVE or AUTONOMOUS
Good for simple or discrete skills
Cognitive learners lack concentration
Physical & mental fatigue
Demotivating (drive reduction)
= Poor performance / errors
Lead to injuries
Can engrain WRONG technique ?

27. Continuous (repetition) – with breaks Limited mental preparation
DISTRIBUTED PRACTICE
TASK is ….
Continuous (repetition) – with breaks
Complex-precision
Dangerous
INDIVIDUAL is ….
All 3 stage learners
Less motivated
Low fitness levels
Limited mental preparation
Gain understanding
SHORT PRACTICE SESSIONS WITH REGULAR BREAKS

28. Lay-up partner race
In pairs – first to 4 lay-ups (can only take 1 attempt at each end of court)
Swap off at end of competition
Swap opponents and repeat

29. 2. DISTRIBUTED PRACTICE ADVANTAGES DISADVANTAGES
Rest intervals allow :
Physical & mental recovery (***)
Extrinsic feedback & reinforcement
Time for mental practice
Varied practices (schema) ; progressive
Maintain motivation; concentration
May lose the flow and intensity of a continuous match situation
Breaks = disruptive in concentration
De-motivating if frequent or long breaks

30. ‘SKILL DRILL’ – repeated in same environment
3. FIXED PRACTICE
‘SKILL DRILL’ – repeated in same environment
TASK is ….
Closed skill – habitual (over-learned)
Environment doesn’t change
Internally-paced
INDIVIDUAL is ….

31. Free throw shots
Take in turns and take 2 free throws each every time it’s your go
Focus on a high arc for the ball
Using your legs
Flicking your wrist
Egs :
Discus
Javelin
Shot put
Penalties
Beating a player - LEARNING

32. FIXED PRACTICE ADVANTAGES DISADVANTAGES ‘Engrains’ skill over time
Develops motor programme
High % of success ?
Closed skills that replicate competitions
Doesn’t promote decision-making – shot selection
Can engrain WRONG technique ?
Tedious
Overuse injuries
Limited value for OPEN skills – same environment?

33. Same skill – VARIOUS environments
VARIED PRACTICE
Same skill – VARIOUS environments
TASK is ….
Open skills
Externally-paced
Changing environment
INDIVIDUAL ….
Associative or Autonomic stage of learning

34. Beating a defender practices
Play 1v1
Play 2v1
Play 3v1
Play 3v2
Egs
Passing skills under different conditions
Returning shots or serve in racket games

35. VARIED (variability or) PRACTICE
ADVANTAGES
DISADVANTAGES
Use different activities and environments – transfer of learning
Develops ‘SCHEMA’ (experiences – repertoire to draw from) – LT memory
Replicates ‘real situation’ and ‘changing external situational demands’ – good preparation
Maintains motivation & interest
Best when already learnt skill
May confuse learner if not cognitive stage of learning = demotivating
Large ‘perceptual load’ – possible info overload
May not be able to groove skill or develop motor programme

36. Linking Classification of Skill & HOW Skills are Practiced
Egs
Massed Practice
Closed Skills
Discrete Skills
Continuous Skills
Discrete elements of a serial skill
Distributed Practice
Open Skills
Serial Skills
Fixed Practice
Varied Practice

37. 5. MENTAL PRACTICE (Mental Rehearsal or Imagery)
Goes through movement in mind WITHOUT physical movement occurring
TASK is ….
Complex
Under pressure
New to the learner
INDIVIDUAL ….
Cognitive Learner
Advanced (Autonomous Learner)

38. Free throw & juggling 2x half groups
Group A takes 5 free throws before completing some juggling
Group B takes 5 free throws before sitting down facing wall with eyes shut and VISUALISING successfully scoring free throws
Each group repeats the 5 shots
Egs
Dancer running through sequence
High dive visualising sequence

39. MENTAL PRACTICE (Mental Rehearsal)
ADVANTAGES
DISADVANTAGES
Helps Cognitive learners build ‘mental picture / image’
Selective attention & organises information for storage in memory
Advanced performers prepare strategies / tactics or complex skills – patterns of movement
Use to control anxiety & stress - arousal
Use in rests of DISTIBUTED practice
Visual faults and corrections – activates nerve impulses
Performer may struggle to ‘picture’ correct technique or tactic
Beneficial or effective for SOME performers (not some personalities)
Not alternative to physical practice (Steve Backley)
Not easy in tough competitions