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PEH 315 Motor Learning
Motor Learning
PRACTICE Practice is one of the most effective
ways to improve performance.
Law of Practice
Improvement in performance
continues as long as practice
continues, but the rate at which it
occurs gradually and predictably
diminishes over time or trials.
PEH 315 Motor Learning
PEH 315 Motor Learning
Why is practice so beneficial?
1. Practice allows a performer to improve the
information processing associated with a
skill.
2. Practice helps performers develop rules and
associate stimuli, response patterns, and
out-comes.
3. Practice can facilitate the formulation and
generation of movements for different
situations.
PEH 315 Motor Learning
Exceptions
Practice will not automatically lead to enhanced information processing and learning.
Practice can sometimes cause negative learning, especially when ineffective movement techniques are used, incorrect instruction is provided or no augmented feedback is given.
PEH 315 Motor Learning
Considerations
How much experience with skills of sport
Experience with other sports – interference
or enhancement of learning
Beginner
Intermediate
Advanced
PEH 315 Motor Learning
Beginner
Cognitive stage: to enhance this stage an
instructor must first present a description of
the proper movement fundamentals.
Emphasis placed on basic skills using
constant practice interspersed with mental
practice. Use of guidance techniques to
minimize errors and incorrect patterns.
PEH 315 Motor Learning
Intermediate
Associative - Performers must be given
the opportunity to perform without
excessive guidance, evaluate their own
performance, and attempt to correct
their own mistakes.
Discovery practice using variable
practice techniques in a blocked or
serial fashion are very helpful
PEH 315 Motor Learning
Advanced
Autonomic stage: skilled performers
require strenuous practice settings to
achieve further improvement.
Use of random practice under massed
conditions is very challenging and
rewarding for performers in this stage.
PEH 315 Motor Learning
Setting the Environment
Points of emphasis and execution
Perfect practice makes perfect
The Center for Error detection and
correction
Encouraging Questions
Practice is a privilege
Coaches’ Attitude is Contagious
PEH 315 Motor Learning
Practice Considerations
Length
Overlearning
Part vs Whole teaching
Effective demonstrations
Avoid Overanalysis
Reading Cues
A Picture and a Feel
Speed vs Accuracy
PEH 315 Motor Learning
Feedback for Improvement
Use of Praise
Providing Useful Feedback
Feedback must be Heard and Repeated
Begin with a compliment
Feedback should be fairly Immediate
Avoid Sarcasm
PEH 315 Motor Learning
Special Considerations
Plateaus
Making Changes in Technique
Practice and Game films
Goal setting
PEH 315 Motor Learning
Things to Consider
Responses:
Desired result/ felt correct = all is well
Undesired result/ felt correct =
something wrong
Desired result/ felt wrong = surprise,
question
Undesired result/ felt wrong = All is
wrong
PEH 315 Motor Learning
PRACTICE Key Points
Pre-practice conditions
Modeling performance
Practice Strategies
Mental Practice
Massed and distributed practice
Guidance and discovery practice
Variability of practice
Contextual interference
PEH 315 Motor Learning
PRE-PRACTICE
Provide relevant information
Conditions under which skill will be
performed
Instruction: • Verbal – helping learner understand use analogies
• Modeling – correct or incorrect show self doing
correct, use another to show incorrect
• Demonstrations – some one similar, have try and
comment
PEH 315 Motor Learning
STRATEGIES
Mental practice (imagery) • Process that itself needs practice
– Effects
– Enhances decision making
– Aids in programming motor program lays down schema
– Helps build self confidence (view self performing correctly)
– Benefits
• No equipment, no movement
• Done while resting physiological systems
• Useful where there are practice limitations, do after class
• Useful while waiting to perform (high jumpers)
PEH 315 Motor Learning
Massed vs Distributed
Massed – when time between trials is less than the
amount of time spent on the practice trial. Useful
early, useful for ‘grooving’ a discrete tasks. • Problem = fatigue, overload
Distributed - when time between trials is equal to
or greater than the amount of time spent on the
practice trial. Enhances retention for continuous
tasks, allows time to ‘process’ information
PEH 315 Motor Learning
Guidance & Discovery
Guidance – Useful in early stages when learner does not ‘have a
clue’
– Imperative when errors can have detrimental effect
– When conditions may be dangerous (harness)
– Can cause reliance on instructor
Discovery – Need to discover the ‘feel’ of a movement
– Already have a pattern
– Promotes intrinsic monitoring and feedback
PEH 315 Motor Learning
Variability
Constant – repetition of same, no trial to trial variation
Variable – performances with different movement characteristics
• More errors in acquisition
• Greater retention
• Greater transfer (different situations, similar skills/ strategy
• Promotes schema, learner experiences variation
• Important in open-end situations such as games
PEH 315 Motor Learning
Contextual Interference Blocked practice – aaaa bbbb cccc
– Low levels of interference = higher levels in
acquisition
– Not retention and transfer
Serial practice – abc abc abc abc
Random practice – cba bca … unknown next
sequence
– Make Comparisoin between trials
– Better retention and transfer (novel situations)
– Use in practice to motivate (challenge)
– and enhance (greater depth of analysis)
Blocked practice can mislead
The fact that blocked practice leads to better
short-term performance but poor long-term
learning has great potential to fool.
It’s natural to think that when you’re making
progress, we’re learning, and when we are
struggling and making mistakes, we’re not
learning as well. So people responsible can
be pushed toward training conditions that
are from optimal. Borg, 1994
PEH 315 Motor Learning
What to Do? So does this research suggest we should
abandon blocked and constant practice
schedules?
There is evidence to suggest that children and
beginners may be particularly suited to
blocked practice.
Furthermore, random and variable practice
might not be the ideal choice for learners
with low levels of self-efficacy, as poor
initial performance can damage fragile
confidence.
PEH 315 Motor Learning
