Motor Learning

The cognitive model assumes that three specific information processing stages occur in the following order

• environment selection, stimulus identification and brain response.

• stimulus identification, response selection and response programming.

• brain response, stimulus identification and environment selection.

• response programming, stimulus identification and response selection.

Learning in the associative stage of Fitts and Posner’s model is best characterised by

• rapid improvements in performance.

• high attentional demand.

• some inconsistency in terms of accuracy and success.

• the development of a rough mental plan.

Researchers believe that autonomous learners demonstrate significantly fewer errors in a dual tasking environment because

• they are able to focus their attention more effectively on other sources of information.

• they have high attentional demands informing their decisions in the game.

• their motor learning is complete and doesn't require further adaptation.

• their practice is made easier by reducing the number of dual tasks.

Rate limiters include

• transfer of learning from one activity to another.

• dynamic systems informing movement.

• cognitive psychology strategies which inform learning of a new skill.

• individual, task and environment.

Assisting learners in the Fitts and Posner cognitive stage is characterised by

• providing accurate demonstrations of the whole movement.

• providing the learner with lots of different instructions to assist their understanding.

• allowing time for the learner to experience only small parts of the movement they are learning.

• teaching the skill in isolation, with no transfer of learning, to enable rapid improvements in performance.

Distributed practice is generally more effective in improving performance when:

• the learner is in the cognitive stage of learning.

• the energy demands and intensity of the task are low.

• motivation levels in the learner are high.

• the nature of the task is challenging and engaging.

Task simplification requires

• part-practice of a specialised movement sequence.

• simplification of the performance environment.

• skill practice without an opponent.

• markers or cones to indicate the performance environment.

Random practice, compared to blocked practice

• is most effective when learners are in the cognitive stage.

• allows learners to solely focus on the requirements of the task.

• establishes a basic movement pattern of the task for the learner to understand.

• provides an environment more closely resembling an authentic situation in a game.

Representative practice should include

• uncontested dribbling of a soccer ball through a series of markers.

• the unpredictable demands of the performance environment

• at least 10 000 hours of practice.

• performance changes in response to a teammate's movements.

Extrinsic feedback includes

• auditory, touch and kinaesthetic feedback.

• digital capture of performance by the coach.

• knowledge of results and knowledge of performance.

• self-generated feedback from the coach to the learner.