1. Setting the Stage for Learning

2. First step is shaping the environment in which learning of movement skills is optimized First step is shaping the environment in which learning of movement skills is optimized

3. Verbal Instructions Common Myth? Common Myth? Experts are always the most effective instructors Role of Task Instructions Role of Task Instructions – Communicate general idea of skill or technique Skill refinement and control - Skill refinement and control

4. Considerations in Verbal Instructions Amount of Information Amount of Information Precision Precision Locus of Attention Locus of Attention – First stage - relevant aspects or features – Second stage - internal or external? - regulatory or not? - regulatory or not? Frame of Reference Frame of Reference

5. Observational Learning Process of watching another person perform a movement to be learned before attempting to physically reproduce the action Process of watching another person perform a movement to be learned before attempting to physically reproduce the action

6. Why Use Modeling Techniques Assist learner in “getting the idea” about particular skill Assist learner in “getting the idea” about particular skill Overcome limitation of language when attempting to explain complex skills to learners Overcome limitation of language when attempting to explain complex skills to learners Useful when? Useful when?

7. Essential Components of Modeling Attention Attention Retention Retention Motor Reproduction Motor Reproduction Motivation Motivation

8. Model Considerations in Skill Acquisition ObserverTask Demonstrator Rehearsal Strategies Responses

9. Does a perfect model lead to perfect learning?

10. Assumptions of Using Skilled Models Observer attempts to imitate the motor behavior of model Observer attempts to imitate the motor behavior of model Cognitive representation is developed as a function of observing model - more correct the model, more correct the representation Cognitive representation is developed as a function of observing model - more correct the model, more correct the representation

11. Problems with Skilled Models Does not promote high self-efficacy in those with previous difficulty learning skills Does not promote high self-efficacy in those with previous difficulty learning skills Provides little if any error information to observer Provides little if any error information to observer Not engaged in problem-solving Not engaged in problem-solving

12. The Model - Skilled or Unskilled? Use of skilled model effective when? Use of skilled model effective when?

13. The Model - Skilled or Unskilled? Benefit of unskilled model? Benefit of unskilled model?

14. The Model - Skilled or Unskilled? How can use of unskilled model be made more effective? How can use of unskilled model be made more effective?

15. Demonstration Considerations Entire skill or part? Entire skill or part? Real time or slow mo? Real time or slow mo? When? When? How often? How often?

16. Demonstrations

17. Verbal Cues Word or concise phrase – Focuses attention on relevant aspects – Influences attentional capacity – Prompts key movement pattern elements/sequence – Guides rehearsal of skill (self-talk)

18. Verbal Cues Must be concise (1-4 words) Must be accurate Number of cues limited Use same cues repeatedly