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Instructions for Side by Side Printing
  1. Print the notecards
  2. Fold each page in half along the solid vertical line
  3. Cut out the notecards by cutting along each horizontal dotted line
  4. Optional: Glue, tape or staple the ends of each notecard together
  1. Verify Front of pages is selected for Viewing and print the front of the notecards
  2. Select Back of pages for Viewing and print the back of the notecards
    NOTE: Since the back of the pages are printed in reverse order (last page is printed first), keep the pages in the same order as they were after Step 1. Also, be sure to feed the pages in the same direction as you did in Step 1.
  3. Cut out the notecards by cutting along each horizontal and vertical dotted line
To print: Ctrl+PPrint as a list

26 notecards = 7 pages (4 cards per page)

Viewing:

5: Stages of Learning (MDL)

front 1

Fitts and Postner’s model

back 1

front 2

Fitts and Postner’s model

Practitioner’s role: Cognitive

back 2

effective verbal instructions/demonstrations

front 3

Fitts and Postner’s model

Practitioner’s role: Associative

back 3

designing constructive practice experiences

front 4

Fitts and Postner’s model

Practitioner’s role: Autonomous

back 4

practice design, error detection/correction

front 5

Gentile’s Model

back 5

front 6

Gentile’s Model

• Practitioner’s role
– 1st stage:

back 6

communicate task’s goal using verbal instructions/demonstrations

front 7

Gentile’s Model

• Practitioner’s role
– 2nd stage: practice design reflection

back 7

practice design reflection

front 8

Gentile’s Model

Closed Skill

back 8

  • Fixation: refinement of mvt pattern

front 9

Gentile’s Model

Open skill

back 9

  • Diversification: adaptation of movement to conform to every-changing environmental demands

front 10

Changing Movement Patterns
• Increase in coordination and control

Beginners

back 10

freeze/fix movements, reduce degrees of freedom (DOF)

front 11

Changing Movement Patterns
• Increase in coordination and control

Experts

back 11

free movements, enable DOF

front 12

Changing Movement Patterns

fluid muscle activity

back 12

  • Number of required muscles = reduces
  • Timing and sequence of specific muscles

front 13

Changing Movement Patterns

Efficient energy expenditure

back 13

  • Increase = mechanical efficiency
  • Accuracy = muscle activation

front 14

Changing Movement Patterns

Increased consistency

back 14

  • Correct performance of skill
  • Must be aware of consistent movement
    • that is fundamentally FLAWED

front 15

Attention
• Skill execution

Initial Learners

back 15

  • Focus on each technical component of skill
  • Learn to let their actions become automatic

front 16

Attention
• Skill execution

Experts

back 16

  • Focus on external things (e.g., game strategy)
    • instead of skill progress
  • Let movements happen naturally

front 17

Visual Attention

back 17

  • Focus on information-rich cues,
    • ignore non-regulatory conditions

front 18

Performance Changes
• Knowledge and memory

Procedural Knowledge

back 18

what to do in a situation

front 19

Performance Changes
• Knowledge and memory

Declarative Knowlege

back 19

rules

front 20

Performance Changes

back 20

  1. Knowledge and Memory
  2. Error Detection and correction
  3. Self-Confidence

front 21

Performance Changes

Error detection and correction

back 21

  • Make corrections
    • during a movement
    • or direct future attempts

front 22

Performance Changes

Self-confidence

back 22

  • Increases motivation to improve

front 23

Performance Curves

back 23

  • Negatively accelerating = often in beginners

front 24

Retention test

back 24

  • Measures persistence of improved skill performance

front 25

Transfer test

back 25

  • Measures how a learner can adapt
    • a practiced skill to a different performance situation

front 26

Performance Plateaus

Period of time during learning in which no changes in performance occur

back 26

  • Represent transitional periods of integrating task components
  • Doesn’t mean learning isn’t happening
  • Learning is not directly observable
    • Thoughts, behavioral changes, neurological processes = can't be seen
  • Fatigue, anxiety, motivation play a role