chapter 10 defining and assessing learningdmillsla/courses/motorlearning/... · learning •...
TRANSCRIPT
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Chapter 10 1
CHAPTER 10
DEFINING AND ASSESSING LEARNING
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Chapter 10 2
THIS CHAPTER’S CONCEPT
PEOPLE WHO ASSESS LEARNING MUST MAKE INFERENCES FROM OBSERVING PERFORMANCE DURING PRACTICE AND TESTS
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Chapter 10 3
SESSION OUTLINE• Performance distinguished from learning• General performance characteristics• Assessing learning
– By observing– By retention tests– By transfer tests– From coordination dynamics
• Assessing performance• Summary
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Chapter 10 4
PERFORMANCE DISTINGUISHED FROM
LEARNING
• PERFORMANCE – Observable behavior– refers to execution of skill
• A specific period of time• A specific manner
Continued
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Chapter 10 5
PERFORMANCE DISGUISHED FROM
LEARNING
• Learning– Change in one capability to perform a skill– Must be inferred– Relatively permanent– Result of practice
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Chapter 10 6
GENERAL PERFORMANCE CHARACTERISTICS
• IMPROVEMENT
• CONSISTENCY
• PERSISTENCE
• ADAPTABILITY
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Chapter 10 7
ASSESSING LEARNING BY OBSERVING PRACTICE
PERFORMANCE• PERFORMANCE CURVES
– Records levels of performance over time– Graph of outcome measures of performance
• Performance measure plotted on vertical axis• Time over which performance is plotted on
horizontal axis
Continued
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Chapter 10 8
ASSESSING LEARNING BY OBSERVING PRACTICE
PERFORMANCE
• Two performance characteristics can be observed with performance curves– Improvement– Consistency
Continued
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Chapter 10 9
ASSESSING LEARNING BY OBSERVING PRACTICE
PERFORMANCE• Acquiring a new skill usually follows four
general trends– Linear curve– Negatively accelerated curve– Positively accelerated curve– S-shaped curve– Typical performance curve
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Chapter 10 10
Performance
Outcome
Time or Trials
Proportional increase in performance over time
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Chapter 10 11
Performance
OutcomeEarly improvement but slows during latter practice
Time or Trials
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Chapter 10 12
Slight gain early but great improvement later
Performance
Outcome
Time or Trials
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Chapter 10 13
Performance
Outcome Combination of performance curves
Time or Trial
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Chapter 10 14
Performance is erratic but improving
Performance
Outcome
Time or Trials
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Chapter 10 15
Rate of Improvement
• Negatively accelerated patterns is more typical of motor skill learning than other patterns.– Early in practice we experience a lot of success but
later in practice amount of improvement rate decreases. (Snoddy’s Power law of practice)
– The rate in improvement is task specific
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Chapter 10 16
ASSESSING LEARNING BY RETENTION TESTS
• A common measure to assess the performance characteristic of the persistence characteristic of improved performance
• Typical Administration of a retention test
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Chapter 10 17
ASSESSING LEARING BY TRANSFER TESTS
• Assess the performance characteristics of adaptability aspect of performance change.
• Performing a practiced skill in:– Novel context (feedback and physical
environment changes)– Novel skill variations (cup or glass, fast or
slow, harder or softer)
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Chapter 10 18
Assessing Learning from coordination dynamics
• Stability and consistency of the coordination pattern is an important criteria.
• Our coordination pattern of the movement changes to what is required.
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Chapter 10 19
Change in movement coordination
• We need to free the degrees of freedom so movement can be fluid.
• At the beginning, our limb-segmentation (joints and muscles) are frozen (move as one unit)
• Later in learning, our limb-segmentation becomes functional or unfrozen (move in a cooperative way)
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Chapter 10 20
Altering an old or preferred coordination pattern
• We possess a preferred way to perform many motor skills.
• When acquiring a new coordinated pattern to a already learned skill there is transition period.– Initially we will resist (continue to perform in the preferred
way - biases)– There will be period of instability in limb movement.– Eventually we will adopt the new preferred pattern
• We need to provide extra…extra motivational reinforcement and feedback during the transition period.
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Chapter 10 21
PRACTICE PERFORMANCE MAY MISREPRESENT
LEARNING• Practice performance may overestimate or
underestimate learning
• Performance Plateaus- period during which no improvement is observed
Continued
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Chapter 10 22
Why do performance Plateaus occur?
• Plateaus are performance rather than learning plateaus.– Plateaus may be a period where the learning is
attempting new strategies– Period of low motivation– Period of fatigue– Period of low attention– Ceiling or floor effect
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Chapter 10 23
Summary/Professional Practice• Look for improvement and consistency when
practicing• Plot performance curves during practicing• Practice performance usually under or over
inflate performance. Eliminate this problem by using a retention or transfer test.
• Performance plateaus can occur but realize learning has not stopped