Setting the Stage for LearningSetting the Stage for Learning

Setting the Stage for LearningSetting the Stage for Learning

First step is shaping the environment in First step is shaping the environment in which learning of movement skills is which learning of movement skills is optimizedoptimized

Verbal InstructionsVerbal Instructions

Common Myth?Common Myth?Experts are always the most effective Experts are always the most effective

instructorsinstructorsRole of Task InstructionsRole of Task Instructions

– Communicate general idea of skill or Communicate general idea of skill or techniquetechnique

- Skill refinement and controlSkill refinement and control

Considerations in Verbal Considerations in Verbal InstructionsInstructions

Amount of InformationAmount of InformationPrecisionPrecisionLocus of AttentionLocus of Attention

– First stage - relevant aspects or featuresFirst stage - relevant aspects or features– Second stage - internal or external?Second stage - internal or external?

- regulatory or not?- regulatory or not?Frame of ReferenceFrame of Reference

Observational LearningObservational LearningProcess of watching another person perform Process of watching another person perform

a movement to be learned before attempting a movement to be learned before attempting to physically reproduce the actionto physically reproduce the action

Why Use Modeling Why Use Modeling TechniquesTechniques

Assist learner in “getting the idea” about Assist learner in “getting the idea” about particular skillparticular skill

Overcome limitation of language when Overcome limitation of language when attempting to explain complex skills to attempting to explain complex skills to learnerslearners

Useful when?Useful when?

Essential Components of Essential Components of ModelingModeling

AttentionAttentionRetentionRetentionMotor ReproductionMotor ReproductionMotivationMotivation

Model Considerations in Model Considerations in Skill AcquisitionSkill Acquisition

Observer Task Demonstrator

Rehearsal Strategies

Responses

Does a perfect model lead to perfect learning?Does a perfect model lead to perfect learning?

Assumptions of Using Skilled Assumptions of Using Skilled ModelsModels

Observer attempts to imitate the motor Observer attempts to imitate the motor behavior of modelbehavior of model

Cognitive representation Cognitive representation is developed as a function is developed as a function of observing model - of observing model - more correct the model, more correct the model, more correct the more correct the representationrepresentation

Problems with Skilled ModelsProblems with Skilled Models

Does not promote high self-efficacy in Does not promote high self-efficacy in those with previous difficulty learning skillsthose with previous difficulty learning skills

Provides little if any Provides little if any error information to error information to observerobserver

Not engaged in Not engaged in problem-solvingproblem-solving

The Model - The Model - Skilled or Unskilled?Skilled or Unskilled?

Use of skilled model Use of skilled model effective when?effective when?

The Model - The Model - Skilled or Unskilled?Skilled or Unskilled?

Benefit of unskilled Benefit of unskilled model?model?

The Model - The Model - Skilled or Unskilled?Skilled or Unskilled?

How can use of unskilled How can use of unskilled model be made more effective?model be made more effective?

Demonstration ConsiderationsDemonstration 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?

DemonstrationsDemonstrations

Verbal CuesVerbal 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)

Verbal CuesVerbal Cues

Must be concise (1-4 words)Must be accurateNumber of cues limitedUse same cues repeatedly