PART 1: LEARNING, MOTIVATION AND SOCIAL INTERACTION
CHAPTER 1
Brief overview of motor learning:
• Set of internal processes associated with practice or experience, leading to
permanent changes in in the capability for skilled movement behavior
• Cannot measure it (internal) but we can draw inferences from performance
(e.g.: improvements made)
• Phases
➢ Cognitive phase: learning, developing. Coach helps to teach. Duration differs
depending on what the athlete is learning
➢ Associative phase: Refinement, movements become more automated
(dribbling ball without looking – proprioceptive). Coach will help by designing
appropriate practices to help refine the skill. Duration is much longer than the
first phase. (Not all athletes will move past this phase)
➢ Autonomous phase: when the athlete can perform the skill at maximum
proficiency. Skill is very well developed; athletes can therefore focus on other
things apart from their movement. Coach can help by giving instruction to help
maintain and motivate athlete to continue improving
• Correcting errors
➢ Will depend on the severity of the change needed – slight changes, easier to
learn and require less practice
➢ More severe changes require the athlete to return to the cognitive phase of
learning and progress through various stages
➢ Process of relearning is intensive and will impact performance initially
➢ Major changes should take place during off-season
Error identification and diagnosis (Skill analysis)
• Observation
➢ Compare athlete’s technique with correct technique
➢ Determine if the basic movement is sound, don’t focus on smaller details
,• Determine the cause of errors (not always related to technique)
➢ Technique
➢ Physiological differences
➢ Inaccurate or delayed decision making
➢ Drill design (make sure it is developmentally appropriate)
➢ Psychological factors
• Once the error is identified: feedback
➢ First correct the most fundamental error, which will often be associated with
skills fundamental movement
➢ Often, once this is corrected, other errors will correct themselves as they have
happened as a result of the basic movement being incorrect
➢ Coach may also choose to correct the error that occurs earliest in the
movement (e.g.: diving board for diver), eliminating errors that occurred later
on in the sequence as a result of this initial problem
➢ Where there are unrelated errors, start with the easiest correction – this will
most likely lead to success hence helping motivate the athlete to continue
making improvements
Intervention strategies: feedback
• Provision of feedback: essential for motor skill acquisition
• Provides all the info: how to correct, explain errors (why they occur), motivate
• Feedback will hinder or enhance depending on timing, frequency, amount and
precision
• At first, when learning the skill, the athlete will require more feedback
• Feedback should lessen as skills become more refined
➢ Avoid athletes becoming accustomed to receiving feedback
o Rather than evaluating response-produced sensory information,
they will wait for the coach to tell them what they did/how to fix it
o Creates a passive learner, hinders performance when they do
not receive feedback such as during competition
➢ Methods for reducing feedback:
1. Faded feedback: feedback reduces as athlete refines their skill
, 2. Bandwidth: coach has an acceptable error tolerance, and will only
provide feedback when performance falls outside of this range.
Advantage: depends on the athletes’ actual performance, not some
arbitrary fixed schedule feedback session
3. Learner-regulated: feedback only given when the athlete requests it.
Thought to benefit from being actively involved in process
• Promote active learning: encourage athlete to assess their performance
before telling them what was observed
➢ Ask: if they achieved their movement goal, follow up questions if ‘no’
➢ Questioning approach: promotes reflective thinking, facilitates athlete’s
problem-solving skills
• Good feedback:
➢ Encourages learners to explore a variety of movement solutions allowing for
the discovery of the optimal pattern suited for that particular learner
➢ Focus on one correction at a time
➢ Positive, short, simple
➢ Matches the developmental level of the learner (it is not too hard, or too easy)
➢ Should have an external focus as opposed to internal focus (prompt to focus
on the effects of their actions on the environment) eg: instead of telling
sprinter to increase the turnover of their leg action to increase speed, they
could be told to minimize the ground contact
o the latter description is less likely to impact their natural flow of
movement.
The benefits of buying summaries with Stuvia:
Guaranteed quality through customer reviews
Stuvia customers have reviewed more than 700,000 summaries. This how you know that you are buying the best documents.
Quick and easy check-out
You can quickly pay through credit card or Stuvia-credit for the summaries. There is no membership needed.
Focus on what matters
Your fellow students write the study notes themselves, which is why the documents are always reliable and up-to-date. This ensures you quickly get to the core!
Frequently asked questions
What do I get when I buy this document?
You get a PDF, available immediately after your purchase. The purchased document is accessible anytime, anywhere and indefinitely through your profile.
Satisfaction guarantee: how does it work?
Our satisfaction guarantee ensures that you always find a study document that suits you well. You fill out a form, and our customer service team takes care of the rest.
Who am I buying these notes from?
Stuvia is a marketplace, so you are not buying this document from us, but from seller psychologysolutiontutor. Stuvia facilitates payment to the seller.
Will I be stuck with a subscription?
No, you only buy these notes for $8.93. You're not tied to anything after your purchase.
