jan roscoe publications ocr examinations as level physical education h154 as module section b...

Jan Roscoe Publications

OCR ExaminationsOCR ExaminationsAS Level Physical Education H154AS Level Physical Education H154

AS Module Section BAS Module Section B

Acquiring Movement SkillsAcquiring Movement Skills

Part 2:Part 2:

Development of Motor SkillsDevelopment of Motor Skills

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OCR AS or A Level Physical Education AS unit G451

Section B Acquiring Movement Skills 2 2

Development of Motor Skills

INDEXINDEX

3 - 3 - LEARNING LEARNING KNAPP, SINGER DEFINITIONKNAPP, SINGER DEFINITION

4 - 4 - PHASES or STAGES OF LEARNING (FITTS & POSNER)PHASES or STAGES OF LEARNING (FITTS & POSNER)

5 - 5 - PHASES OF LEARNINGPHASES OF LEARNING

8 - 8 - GUIDANCEGUIDANCE

14 - 14 - PRACTICE METHODSPRACTICE METHODS

19 - 19 - MENTAL PRACTICEMENTAL PRACTICE

21 - KEY FEATURES OF PRACTICE SESSIONS21 - KEY FEATURES OF PRACTICE SESSIONS

22 - 22 - PRACTICE METHODS PRACTICE METHODS CHOICE OF METHODCHOICE OF METHOD

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LEARNINGLEARNING

KNAPP’s DEFINITIONKNAPP’s DEFINITION

learning may be considered to be a more or less learning may be considered to be a more or less permanent change in performance, associated permanent change in performance, associated with experiences but excluding changes which with experiences but excluding changes which occur through maturation and degeneration, or occur through maturation and degeneration, or through alterations in the receptor or effector through alterations in the receptor or effector organsorgans

SINGER’s DEFINITIONSINGER’s DEFINITION

performance may be thought of as a temporary performance may be thought of as a temporary occurrence, fluctuating from time to time occurrence, fluctuating from time to time because of many potentially operating variablesbecause of many potentially operating variables

we usually use performance to represent the we usually use performance to represent the amount of learning that has occurred amount of learning that has occurred

for the process of learning must be inferred on for the process of learning must be inferred on the basis of observations of change in the basis of observations of change in performanceperformance

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PHASES OF LEARNING (Fitts and PHASES OF LEARNING (Fitts and Posner)Posner)

AUTONOM OUS PHASE (elite sportsm an)action autom atic

attention can be given to environm entalaspects of activity

focus on tactics / strategy

ASSOCI ATI VE PHASEfocus on m ovem ent

com parison of action w ith m odelerror detection and correction

skill still inconsistent

COGNI TI VE PHASE (beginner)initial learning of basic skill

understanding of the activityanalysis of techniques

use of m odels

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COGNITIVE (EARLY) PHASECOGNITIVE (EARLY) PHASE

skill learning skill learning goalsgoals are set and are set and learning is begunlearning is begun

trial and errortrial and error methods used methods used

improvement is improvement is rapidrapid, but movements are , but movements are jerky and jerky and uncoordinateduncoordinated

use of use of modelsmodels and an initial look at and an initial look at techniquestechniques

demands demands high attention and concentrationhigh attention and concentration

PHASES OF LEARNINGPHASES OF LEARNING

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ASSOCIATIVE (INTERMEDIATE) PHASEASSOCIATIVE (INTERMEDIATE) PHASE

specificspecific motor programmes and subroutines are developed motor programmes and subroutines are developed relevantrelevant to sport to sport

consistencyconsistency andand coordination improvecoordination improve rapidly, timing and rapidly, timing and anticipation improveanticipation improve

comparison of action with comparison of action with modelmodel

gross gross error detectionerror detection andand correctioncorrection is practised, detailed is practised, detailed feedbackfeedback is utilised is utilised

improvement is improvement is less rapidless rapid


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AUTONOMOUS (FINAL) PHASEAUTONOMOUS (FINAL) PHASE

performance almost performance almost automaticautomatic (without conscious (without conscious control), performed easily control), performed easily without stresswithout stress

high proficiencyhigh proficiency with with habitualhabitual performance and performance and attention demands reducedattention demands reduced

attention can be given to attention can be given to relevant cuesrelevant cues and and signalssignals from the from the environmentenvironment

emphasis on emphasis on tactics or strategytactics or strategy

errors detectederrors detected and and correctedcorrected without helpwithout help


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GUIDANCE GUIDANCE VER BALit is explained to

the learner w hat todo

VI SUALthe learner

w atches a m odel

M ANUALsupporting or

physically m ovinga learner's body

M ECHANI CALusing a m echanical

aid to fix thelearner's body

positions

GUI D ANCE

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VISUAL GUIDANCEVISUAL GUIDANCE

mainly through mainly through demonstrationdemonstration

very important in the very important in the cognitivecognitive early phase of early phase of learninglearning

a performer would learn by a performer would learn by watchingwatching and and imitatingimitating a a modelmodel

DEMONSTRATIONSDEMONSTRATIONS

by by videovideo or poster or poster

by human by human livelive model model

by demonstration of techniques by a by demonstration of techniques by a coachcoach or or teacherteacher

should be should be realisticrealistic or or appropriateappropriate or or not too not too complexcomplex

should emphasise should emphasise relevantrelevant aspects of a skill aspects of a skill

should be should be repeatedrepeated

GUIDANCE GUIDANCE

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VISUAL GUIDANCE continuedVISUAL GUIDANCE continued

MODELS MODELS

should be of should be of high statushigh status

should be technically should be technically competentcompetent or correct or correct

THE LEARNERTHE LEARNER

should be should be attentiveattentive or or retentiveretentive

should be should be capablecapable of of matchingmatching the demonstration the demonstration (performer at the appropriate level of learning)(performer at the appropriate level of learning)

THE COACHTHE COACH

should should reinforcereinforce correct copying of skills correct copying of skills

GUIDANCE GUIDANCE

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VERBAL GUIDANCEVERBAL GUIDANCE

often to often to accompany visualaccompany visual guidance guidance

used more with used more with competentcompetent performers at a later phase of performers at a later phase of learninglearning

the amount of verbal guidance must be the amount of verbal guidance must be controlledcontrolled

the the qualityquality of this guidance important for effective of this guidance important for effective coaching or teachingcoaching or teaching

can be used for can be used for conditioningconditioning a response (giving a response (giving reinforcement)reinforcement)

GUIDANCE GUIDANCE

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MANUAL GUIDANCEMANUAL GUIDANCE

use of use of physical supportphysical support (as in gymnast performing (as in gymnast performing somersaults)somersaults)

or or placingplacing limbs in correct positions (as for a novice limbs in correct positions (as for a novice thrower)thrower)

this helps with this helps with kinaesthetickinaesthetic awareness awareness

useful for giving useful for giving confidenceconfidence, particularly for , particularly for beginnersbeginners

useful for useful for safetysafety reasons reasons

GUIDANCE GUIDANCE

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MECHANICAL GUIDANCEMECHANICAL GUIDANCE

using a mechanical using a mechanical aidaid (stabilisers on a bike, (stabilisers on a bike, flotation devices for swimming, belay ropes for flotation devices for swimming, belay ropes for climbers, somersault rig for trampolinists)climbers, somersault rig for trampolinists)

gives gives confidenceconfidence and ensures and ensures safetysafety

gives some idea of gives some idea of kinaesthetickinaesthetic sense of sense of movementmovement

not to be overdonenot to be overdone because this form of because this form of kinaesthesis is not the same as the real thing, the kinaesthesis is not the same as the real thing, the performer can become performer can become over-reliantover-reliant

GUIDANCE GUIDANCE

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PRACTICE METHODSPRACTICE METHODSPRACTICE CONDITIONSPRACTICE CONDITIONS

different ways of setting different ways of setting up training sessions to up training sessions to achieve optimum achieve optimum performanceperformance

variablepractice

distributedpractice

m assedpractice

m entalpractice

overlearning

PR ACTI CECOND I TI ONS

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VARIABLE PRACTICEVARIABLE PRACTICE

in this method practice in this method practice conditions are conditions are variedvaried to encourage the formation of to encourage the formation of schemaschema

(see section 4 for a full description of schema (see section 4 for a full description of schema and how they are formed)and how they are formed)

practice conditions should be as practice conditions should be as realisticrealistic as as possiblepossible

in in as many different situationsas many different situations as possible as possible

as near to the as near to the competitivecompetitive or match situation or match situation as possibleas possible

relevant to relevant to open skillsopen skills

PRACTICE METHODSPRACTICE METHODS

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MASSED PRACTICEMASSED PRACTICE

practice is done with practice is done with no rest intervalsno rest intervals with with sessions sessions long in durationlong in duration

good for ‘good for ‘grooving’grooving’ of skills and to encourage an of skills and to encourage an habitualhabitual response response

good for good for discrete skillsdiscrete skills of short duration of short duration

can lead to can lead to fatiguefatigue and boredom and boredom

there may be elements of there may be elements of negative transfernegative transfer


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DISTRIBUTED PRACTICEDISTRIBUTED PRACTICE

training sessions which include training sessions which include rest intervalsrest intervals which could involve mental practicewhich could involve mental practice

good for the good for the beginnerbeginner and most and most skill skill learninglearning

gives gives time to recovertime to recover physically and physically and mentallymentally

good for potentially good for potentially dangerousdangerous situations situations


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OVERLEARNINGOVERLEARNING

this involves a learned skill that is this involves a learned skill that is habitualhabitual because because of many of many repetitionsrepetitions

motor motor programmesprogrammes or schema are formed and or schema are formed and performed ‘performed ‘automatically’automatically’

in response to a game or sporting situation (stimulus)in response to a game or sporting situation (stimulus)

this means that this means that attentionattention can be directed can be directed peripherallyperipherally

to to other elementsother elements of a game (tactics or strategy) of a game (tactics or strategy)

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MENTAL PRACTICE or REHEARSALMENTAL PRACTICE or REHEARSAL

MENTAL PRACTICEMENTAL PRACTICE

the mental or the mental or cognitive rehearsalcognitive rehearsal of a of a skillskill withoutwithout actual actual physical movementphysical movement

used by most top level sportsmen to used by most top level sportsmen to visualisevisualise a skill or movement a skill or movement

often prompted by often prompted by tape or film or talktape or film or talk from a coachfrom a coach

HOW IS IT USED?HOW IS IT USED?

used to review used to review good practicegood practice and and comparecompare with poor practice ( with poor practice (failurefailure))

used to rehearse the ‘used to rehearse the ‘feel’feel’ of a skill of a skill before actionbefore action

used in used in dangerousdangerous situations to avoid situations to avoid riskrisk

used to focus and used to focus and direct attentiondirect attention

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MENTAL PRACTICEMENTAL PRACTICE

USES OF MEN TALPR ACTI CE

creates a m entalpicture of skill

im agine success /avoid failure

can be used tosim ulate a w hole

m ovem entsequence

produces sm allm uscle contractions

in the sam e sequenceas an actual practice

prevents physicalw ear and tear

buildsself- confidence

used to focusattention on

im portant aspectsof the skill

used to contro larousal level in

advance ofperform ance

provides a m entalw arm -up -

prom otes a stateof readiness for

action

m ust be as realisticas possible to be

effective

can be used duringrest periods during

a perform ance

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coachingm aterial

organisation offacilities andequipm ent

tim eorganisation

organisationof perform ers

KEY FEATURES OF PRACTICE KEY FEATURES OF PRACTICE SESSIONSSESSIONS

KEY FEATUR ESOF PR ACTI CE

SESSI ONS

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CHOICE OF METHODCHOICE OF METHOD

maximise effectiveness taking into maximise effectiveness taking into account:account:

– different levels of different levels of abilityability

– the the activities or sportactivities or sport undertaken undertaken

– skill classificationskill classification

– the the schemaschema development for the development for the activityactivity

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