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

The final review for pees 228, focusing on motor learning. Topics include practice design factors such as part/whole practice, segmentation methods, and the complexity of skills. Practice schedules are also discussed, with an emphasis on contextual interference, type of practice, and developing skills using variable practice. Diagnosing errors covers causes, strategies for correction, and factors involved in deciding whether to correct errors. Feedback is the final topic, with discussions on its use to enhance movement, precision, frequency, and types.

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2010/2011

Uploaded on 04/26/2011

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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)

  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.
  5. Discuss the concepts of speed/accuracy trade-off and bi-lateral transfer (relative to GMP)
  6. Describe the characteristics of effective goals; types of goals; which leads to better performance. PRACTICE SCHEDULES (Chapter 9)
  7. Be able to discuss contextual interference effect and how it impacts learning and performance – what does research tell us?
  8. 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?
  9. Compare and contrast differences between a. constant practice and variable practice; b. blocked and random c. massed and distributed
  10. Be able to discuss which type of practice is most effective for teaching different types of skills and other factors related to “best” practice.
  11. 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)
  12. Identify and describe the five causes of errors in performance and the types of errors that fall into each of these categories
  13. Identify and describe strategies the teacher/coach can use to help the learner correct the different types of errors
  14. Be able to discuss the factors involved in deciding whether an error should be corrected or not. FEEDBACK (chapter 11)
  15. Define feedback.
  16. 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…
  17. Define KR and KP- provide examples
  18. Identify and discuss functions of augmented feedback
  19. Compare and contrast error-based and corrective feedback.
  20. Compare and contrast descriptive (evaluative) and prescriptive (corrective) feedback.

Final Review –PEES 228 Motor Learning

  1. Describe when and how FB can be used to enhance movement AND when FB could potentially hinder the learning process
  2. Discuss factors relative to the precision of FB, frequency of FB and time when FB is given.
  3. Describe strategies that can be used to reduce the frequency of augmented feedback
    • fading technique, bandwidth, and summary/average.
  4. 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!