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Tyler Brown 12 th grade. Motor Learning. Set of cognitive processes acquired with practice or experience result in permanent changes to motor behavior. Stages of Learning. Cognitive Stage. A task is introduced for the first time Verbal reminders can assist learning Performance Level
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Tyler Brown12th grade Motor Learning
Set of cognitive processes acquired with practice or experience • result in permanent changes to motor behavior.
Cognitive Stage • A task is introduced for the first time • Verbal reminders can assist learning • Performance Level • Awkward, slow, erratic
Associative Stage • The focus is performing then refining the skill • Attention is paid to smaller details of the skill • Performance Level • Controlled, consistency
Autonomous Stage • Attention is paid to execution and strategy • Performance Level • Automatic, Consistent Lebron James DUNKS
Intrinsic Feedback • Provided as a natural consequence when performing a skill • EX. Watching the basketball go into the hoop
Extrinsic • Info that is directed towards the user from another source • Given by an experienced person, coach teacher ect.
Extrinsic Motivation • Motivate the learner • Skill Correction • Reinforce correct actions and point out errors
Crutch Factor • Providing constant feedback may cause dependency • Occasional feedback is more effective
How Much is Necessary • Intense but selective • One important piece of information at a time
Types of Feedback • Descriptive • General • Whether you did something right or wrong • Prescriptive • Precise • Provides precise corrections on improving movements
Precise feedback generates better resulting in skill improvement
Goal Setting • Goals should be • Specific • Realistic • Attainable • Time Oriented • Measurable Goals
3 Types of Goals • Performance Goals • Process Goals • Outcome Goals
Verbal Instructions • Verbal cues given out by an instructor • Used to keep attention and to correct skills • Cues need to be short • Used to enhance performance Keep Your Head UP!!
When To Give Verbal Instruction • Can be given during demonstration • Can be given to help learners focus • Use verbal cues when performing skill
Part Practice • Independent Components • Whole Practice • Practicing skill as a whole VS