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Motor Learning

Motor Learning. Nordic Network Conference 2014 Oslo International School Rik Gubler Rik.gubler@oslois.no 11th May 2014. Short introduction. Bachelor in physical education (2011) B achelor in primary education (2014)

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Motor Learning

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  1. Motor Learning Nordic Network Conference 2014 Oslo International School Rik Gubler Rik.gubler@oslois.no 11th May 2014

  2. Short introduction • Bachelor in physical education (2011) • Bachelor in primary education (2014) • Working as a physical education teacher and support for learning assistant at OIS

  3. Aim of my presentation • To get you interested in motor learning. • To show you the importance of motor learning. • How you can help students with motor skill problems.

  4. Table of contents • Previous knowledge • Motor learning • Motor remedial teaching • Applying the knowledge in the classroom situation

  5. Previous knowledge • What is your perception of motor learning? • Which motor skills do you know that you can connect to motor learning? • Can you give an example of motor learning in your classroom?

  6. Motor learning • Ability to learn new movements and motions and to alter existing movements. • Nerve system. Based on physical changes in the characteristics of the brain, and in the circuits of the brain which are used for observing, moving, thinking and planning. • Application of learning range. • Skills like walking, throwing, tying your laces. • Influence on how people think, feel, observe and behave.

  7. Models of motor learning • Three stage model (FittsandPosner 1967) • One demand.

  8. Just a movie of a perfect example • Stages of motor learning

  9. But what do we do with…. • The student that we pick out as one of the students that stays behind.. • The student that is not able to catch a ball. • The student that is not able to skip. • The student that is always slow with getting on his jacket. • The student that is not able to keep his or her balance. • The student that can’t keep up with his peer group. • The student that has problems holding his pencil. • The student that has problems with his writing skills.

  10. Targets of motor remedial teaching • To improve motor skills. • To make (motor-) learning easier on a day today basis. • Creating more self-confidence during motor skill situations. • Moving better, easier, and more effective. • To get better school results.

  11. What can we do with these students? • We can work with them on gross motor skills during group- or individual sessions. (Pull out sessions optional) • Help them during lessons with help such as: Homogeneous groups, individual instruction etc. • Help them during other school or home situations(playground etc.).

  12. Applying it in your classroom • First practising the separate skills before adding them together. • Order of importance (stages). • Active response instead of passive observation. • Interrupt observations for practise. • Encourage any behaviour that might result in success. • Discourage any but I can’t do it… Change it into:’ You can’t do it yet’.

  13. Gettingactive • Student X(7 years old) is having troubles tying his laces. Large parts of his movements are in place but they are slow and inefficient. • How can we help him? • Work out a plan in maximum 6 steps on how he can ties his laces.

  14. Demonstrate it… • Practise it with the person next to you.

  15. The aim was • To get you interested in motor learning. • To show you the importance of motor learning. • How you can help students with motor skill problems.

  16. More information regarding motor learning and motor remedial teaching http://in-beweging.net/

  17. Thank you • More information on request. • Rik.gubler@oslois.no Believe that you can and you are halfway there - Theodore Roosevelt-

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