Motor Learning: Practice Factors, Practice Schedules, and Diagnosing Errors in PEES 228 - | Study notes Physical Education and Motor Learning

Final Review –PEES 228 Motor Learning

PRACTICE DESIGN FACTORS (Chapter 8)

1. Explain how the decision to practice skills as a whole or in parts can be made.

***** HINT: (think about the complexity and organization of the skill; what are these

and how do they influence the decisions for part/whole practice; capability of learner)

2. Three ways to practice skills in parts - Be able to identify and give an example of

how to use each way to practice in parts. Which works best for different

circumstances?

3. Describe the 3 different ways the segmentation method (based on spatial and

temporal elements) can be implemented and give an example of when this type of part

practice would be most appropriate (part-whole, progressive part, repeated part). Be

able to take a task and break it down like the example of the punt in the book.

4. Be able to take a task and based on the complexity, organization and specified

capability to the learner decide which method of practice would be best.

4. Discuss the concepts of speed/accuracy trade-off and bi-lateral transfer (relative to

GMP)

5. Describe the characteristics of effective goals; types of goals; which leads to better

performance.

PRACTICE SCHEDULES (Chapter 9)

1. Be able to discuss contextual interference effect and how it impacts learning and

performance – what does research tell us?

2. According to the research which type of practice is most beneficial in learning

discrete/serial skills and which is best for learning continuous skills? Be prepared to

present support for why this is the case?

3. Compare and contrast differences between

a. constant practice and variable practice;

b. blocked and random

c. massed and distributed

4. Be able to discuss which type of practice is most effective for teaching different types

of skills and other factors related to “best” practice.

5. Describe the process of developing a skill using variable practice based on the GMP and schema theory and

dynamical systems theory. Use ALL of the language and concepts from the theories

DIAGNOSING ERRORS (chapter 10)

1. Identify and describe the five causes of errors in performance and the types of errors

that fall into each of these categories

2. Identify and describe strategies the teacher/coach can use to help the learner correct

the different types of errors

3. Be able to discuss the factors involved in deciding whether an error should be

corrected or not.

FEEDBACK (chapter 11)

1. Define feedback.

2. Identify and describe the two major categories of feedback (intrinsic and augmented

—including subcategories of each). Be able to discuss proprioceptive information –

what it is, how it informs…

3. Define KR and KP- provide examples

4. Identify and discuss functions of augmented feedback

5. Compare and contrast error-based and corrective feedback.

6. Compare and contrast descriptive (evaluative) and prescriptive (corrective) feedback.

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Final Review –PEES 228 Motor Learning PRACTICE DESIGN FACTORS (Chapter 8)

Explain how the decision to practice skills as a whole or in parts can be made. ***** HINT: (think about the complexity and organization of the skill; what are these and how do they influence the decisions for part/whole practice; capability of learner)
Three ways to practice skills in parts - Be able to identify and give an example of how to use each way to practice in parts. Which works best for different circumstances?
Describe the 3 different ways the segmentation method (based on spatial and temporal elements) can be implemented and give an example of when this type of part practice would be most appropriate (part-whole, progressive part, repeated part). Be able to take a task and break it down like the example of the punt in the book.
Be able to take a task and based on the complexity, organization and specified capability to the learner decide which method of practice would be best.
Discuss the concepts of speed/accuracy trade-off and bi-lateral transfer (relative to GMP)
Describe the characteristics of effective goals; types of goals; which leads to better performance. PRACTICE SCHEDULES (Chapter 9)
Be able to discuss contextual interference effect and how it impacts learning and performance – what does research tell us?
According to the research which type of practice is most beneficial in learning discrete/serial skills and which is best for learning continuous skills? Be prepared to present support for why this is the case?
Compare and contrast differences between a. constant practice and variable practice; b. blocked and random c. massed and distributed
Be able to discuss which type of practice is most effective for teaching different types of skills and other factors related to “best” practice.
Describe the process of developing a skill using variable practice based on the GMP and schema theory and dynamical systems theory. Use ALL of the language and concepts from the theories DIAGNOSING ERRORS (chapter 10)
Identify and describe the five causes of errors in performance and the types of errors that fall into each of these categories
Identify and describe strategies the teacher/coach can use to help the learner correct the different types of errors
Be able to discuss the factors involved in deciding whether an error should be corrected or not. FEEDBACK (chapter 11)
Define feedback.
Identify and describe the two major categories of feedback (intrinsic and augmented —including subcategories of each). Be able to discuss proprioceptive information – what it is, how it informs…
Define KR and KP- provide examples
Identify and discuss functions of augmented feedback
Compare and contrast error-based and corrective feedback.
Compare and contrast descriptive (evaluative) and prescriptive (corrective) feedback.

Final Review –PEES 228 Motor Learning

Describe when and how FB can be used to enhance movement AND when FB could potentially hinder the learning process
Discuss factors relative to the precision of FB, frequency of FB and time when FB is given.
Describe strategies that can be used to reduce the frequency of augmented feedback
- fading technique, bandwidth, and summary/average.
Discuss the types, precision, frequency of feedback relative to different stages of learning. (The bean bag tossing lab should help guide this.) You should be able to describe all indicators of learning and what the teacher can do in feedback, error correction, instruction to improve performance and learning. In other words – know the chart that we completed in class – all aspects of it from that chapter. Put it all together!

Motor Learning: Practice Factors, Practice Schedules, and Diagnosing Errors in PEES 228 - , Study notes of Physical Education and Motor Learning

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