©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used

©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material.This material may be used only in a course of study in which Exercise Science: An Introduction to Health and Physical Education (Temertzoglou/Challen) is the required textbook.

An Introduction to Health and Physical An Introduction to Health and Physical EducationEducation

Ted TemertzoglouTed Temertzoglou Paul Challen Paul ChallenISBN 1-55077-132-9ISBN 1-55077-132-9

Exercise ScienceExercise ScienceSection 19: Section 19: Motor Learning and Skill Acquisition


Basic PrinciplesBasic Principles

Motor learning The process by which a person develops, through a combination of

physical and psychological factors, the ability to perform a task Root of any motor activity lies in the sensory and nervous systems Motor learning divided into to basic concepts

Automatic motor activity Controlled motor activity

Principle of Individual Differences Individuals vary widely in terms of how quickly and easily they learn

new skills


Stages of Motor LearningStages of Motor Learning

Fitts and Posner’s stages-of-learning model Cognitive stage

Basic understanding of task Learner commits relatively large errors; may need specific

instruction on how to improve Associative Stage

Learner begins to refine skill Develop awareness of mistakes Effort becomes more consistent

Autonomous Stage Skill becomes “automatic” Aware of mistakes and how to correct them


Factors Affecting Skill DevelopmentFactors Affecting Skill Development

Incorrect understanding of the movement

Poor physical abilities Poor condition of movement Incorrect application of power Lack of concentration Inappropriate equipment,

clothing, or footwear External factors

Weather conditions© iStockphoto.com/”Thomas_EyeDesign”


Teaching and Learning a SkillTeaching and Learning a Skill

Five-step method of skills teaching Readying

Preparatory Work to attain ideal mental and emotional state

Imaging Develop “picture” in mind of correct skill execution

Focusing “zero” in on skill

Executing Learner attempts skill after completing first three stages

Evaluating Assess which aspects of skill were successful and which

needed improvement


The Role of EvaluationThe Role of Evaluation

Feedback provides the learner with information on progress when learning to perform a skill Can assist in performance improvement

Two types of feedback: KR feedback

Knowledge of results of an action Example: individual working on golf swing can get

KR feedback by seeing how far ball travelled after each shot

KP feedback Knowledge of performance

Example: individual practising golf shot would not be concerned with where ball lands but with the actual swing


Skill CategoriesSkill Categories

Locomotor-Moving Skills Body transport

Walking, running, skating, etc.

Manipulative-Handling Skills Object manipulation

Catching, throwing, etc. Stability-Balancing Skills

Balancing skills Two feet, one foot, etc.

© iS

tockphoto.com/”LajosR

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Classifying SkillsClassifying Skills

Open skill Performed in an unpredictable environment Requires participants to adapt their movements to changing nature

of environment Environmental conditions are in motion

Closed skill Predictable environment Permits participants to plan movements in advance Environmental conditions are stationary


Skills AnalysisSkills Analysis

Stages of skill observation Identify the purpose of the skill

Knowing skill purpose assists observation of skill Break the skill into phases

Preliminary movements Movements needed to get ready for skill

Back-swing or recovery movements Movements that take place just before force-producing

movements Force-producing movements

Movements executed to produce force for impact or propulsion

Critical instant Point that determines how effective skill execution will be

Follow-through Movements that take place after critical instant


Skills Analysis – cont’dSkills Analysis – cont’d

Identify key elements of each phase Break each phase into observable elements Key elements of each phase generally connected to execution

of other skill phases Develop observation plan

Must decide before watching how they are going to perform the observation process

Determination of which key elements will be observed Develop scanning strategy to obtain general picture before

focusing on specific elements Choose a varied number of positions for observation Determination of how many observations needed


Adapting Skill DevelopmentAdapting Skill Development

Shaping Encourages learners to develop “shape” a skill gradually Skill demonstration includes only the most important actions Missing pieces added gradually until whole skill is learned Gradual process

Chaining Forward chaining

Start at beginning of action Learn first phase, then second phase, then chain the

phases together before moving onto the third phase, etc. Backward chaining

Begin at end of complex and work backward


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©Thompson Educational Publishing, Inc. 2003. All material is copyright protected. It is illegal to copy any of this material. This material may be used