Development and Learning

Development
of
Learning

By Tammy Chi

​Principles of Learning Motor Skills

• Motor development principles suggest how instructors can help participants acquire new and change existing motor skills.

• By understanding some basic information about how swimming skills are gained, you can help participants learn to swim more efficiently.

​As a Swim Instructor:

• You Have the responsibility to ensure participant safety as well as facilitate learning.

• The majority of participant's time is spent learning motor skills in Swimming and Water Safety courses.

Multiple Select

What has to happen for learning to occur?

• Observable change.

• Acquisition of new knowledge, attitudes or skills.

• Study and/or life experiences.

• Passage of time

How can instructor promote different types of learning?

• Build on participant's existing knowledge

• Individualize course content to the abilities and needs of the participants

• Set ground rules and requirements for participation

• Emphasize goals and key points within each lesson

To Participants:

• Create a positive learning environment.

• Maintain enthusiasm for and during the learning process.

• Provide adequate active practice time.

• Provide positive, corrective and timely feedback.

​As an Instructor:

Principle of Learning Motor Skills

• ​Motor development principles suggest how instructors can help participants acquire new and change existing motor skills.

• By understanding some basic information about how swimming skills are gained, you can help participants learn to swim more efficiently.

• A principle related to learning motor skills is that changes do not occur randomly, but happen in a predictable order.

• A key developmental difference is the degree to which the are stroke and breathing are connected.

Multiple Select

As an instructor, you can help participants learn motor skills most effectively by focusing om some major principles that influence learning. What are some of those principles?

• Give negative feedback

• using different types of motivation

• giving accurate instruction and demonstration

• Recognizing participant's readiness for learning

• Setting specific and achievable goals

• ​Movements may awkward and slow

• Need simple, general and goal-direct feedback

• Need to think before doing the movement.

​​Early Stage

• Spend less time thinking about every detail

• With experience and practice, performance improves but can very greatly

• Still need selective, constructive feedback

• Gain general understanding of each movements

​​Intermediate stage

• Movements are smooth and skillfully performed

• Know automatically what to do. When an error is made, the person realizes it and find ways to correct it

• Focus on specific skill reinforcement

• Refine the skill through practice

​​Late Stage