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Chapter 7 Stages of Learning

by: Delia Navarro

Chapter 7 Stages of Learning KIN 2332

Marketplace > University of Texas at El Paso > Kinesiology > KIN 2332 > Chapter 7 Stages of Learning
Delia Navarro
GPA 3.65
Motor learning and control

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Motor learning and control
Class Notes
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This 4 page Class Notes was uploaded by Delia Navarro on Thursday October 15, 2015. The Class Notes belongs to KIN 2332 at University of Texas at El Paso taught by BOYLE, JASON B in Fall 2015. Since its upload, it has received 15 views. For similar materials see Motor learning and control in Kinesiology at University of Texas at El Paso.

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Date Created: 10/15/15
Motor Learning and Control Notes Chapter 7 Stages of Learning October 13 15 2015 Fitts and Posner Three stages Modequot of Motor Learning oCognitive theoretical approach oProgression from declarative to procedural Cognitive stage of learning Conscious mental processes dominate early learning All of us are in declarative memory constantly practicing 0 Ex learning to dance play an instrument counting steps Declarative memory attempt to think way through performance Cognitive stage of learning Characteristics of learners 0 Performance ls inconsistent o Frequent errors 0 Large errors 0 quotself talkquot and sub verbalization Almost everyone passes through stage Factors in uencing time spent in stage 0 Complexity of movement 0 Age Instructional priorities cognitive stage 0 Use verbal instruction amp demonstrations 0 Help differentiate source of environmental information Visual dominance to be able to show the how to do it o Transferability of previously acquired skills 0 Verbal feedback about major error too late too high 0 Help maintain motivation and interest Associative stage of Learning Declarative and procedural learning Characteristics of learners 0 Errors are less frequent o Variability of errors decrease o Remaining errors are distinct o Movements are smoother and quicker 0 Integration of environmental factors Factors in uencing time spent in stage oComplexity oAbilities olnstruction do you have a good instruction or bad instruction Instructional Priorities 0 Help learners identify and respond to environmental Changes oReduce amount and type of feedback reinforcement of correct movement behaviors oMethods to redirect visual and attentional resources oMaintenance of motivation Autonomous stage of Learning Procedural memory Ability to perform skill is basically automatic Characteristics of learners 0 Ability to perform skill well and think about something else 0 Improved performance accurate and quick skills not everyone reaches this stage due to Abilities Large amount of practice Effective instruction Motivation Instructional priorities 0 Maintenance of motivation o Re nement of movements oAdaptation to varying situations Stages of Learning From Dynamical Systems Perspectives Coordinated patterns of movement resulting from constraints Attractors preferred state of movement Types of Constraints Person task environment Control of bodily components contributing to movements Degree of freedom Novice stage of learning gt Major challenge facing learner gt Freezing the degrees of freedom Limiting movement of limbs and joints gt Gradual 39freeing of degrees of freedom gt Trail and error experimental Advance stage of learning gt Freeing of degrees of freedom optimal coordination patterns gt Synergies what combination is the best 0 Grouping of muscle joints and cells that temporary acts together 0 Results in greater coordination Expert Stage of learning Exploitation gt Internal and external forces 0 Exploitation the degrees of freedom gt Equipment and environment Instructional priorities Discovery learning learner attempts to solve the movements problem Instructor assist with discovery through manipulation 0 Optimal movement patterns do not exist adaptation Maintenance of motivation Expertise Large commitment of time and energy Sport speci c or area speci c Cannot be measured by skill performance alone Time to become an expert ten years 10000 hours


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