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7: Skill Presentation (MDL)

front 1 Learner Preparation • Capture undivided attention	back 1 Remove all background distractions
front 2 Learner Preparation • Be sure to be seen and heard properly	back 2 Position learners out of the elements
front 3 Learner Preparation • Place all equipment used away	back 3 to eliminate the temptation to use them
front 4 Learner Preparation	back 4 Introduce skill in a manner that stimulates interest

front 5 Verbal Instructions • Role of instructors – Introduce learner to new skill • Communicate general idea or goal of skill • Make aware of major technical features – Skill refinement • Develop skill level in order to perform under criterion conditions	back 5 Introduce learner to a new skill Skill refinement
front 6 Verbal Instructions • Role of instructors – Introduce learner to new skill	back 6 Communicate general idea or goal of skill Make aware of major technical features
front 7 Verbal Instructions • Role of instructors – Skill refinement	back 7 Develop skill level in order to perform under criterion conditions
front 8 Verbal Instructions • Introducing the skill	back 8 Draw learner’s attention to critical elements of the skill

front 9 Verbal Instructions • Amount of information	back 9 Keep explanations short and simple Supply only key elements needed to learn specific skill
front 10 Verbal Instructions • Precise language	back 10 Use developmentally appropriate language Matches learner’s skill level Be clear and specific
front 11 Internal focus	back 11 Concentration on a specific body movement
front 12 External focus	back 12 Attention to effects of actions on environment

front 13 Constrained action hypothesis	back 13 External focus > internal focus External focus promotes automatic control
front 14 Verbal Instructions • Awareness of regulatory conditions – Explicit learning:	back 14 instruction on rules
front 15 Verbal Instructions • Awareness of regulatory conditions – Implicit learning	back 15 no verbal instructions on rules
front 16 Verbal Instructions • Awareness of regulatory conditions Direction and exposure	back 16 Early detection of task-relevant information Direct attention to information-rich areas Expose to a variety of situations containing critical environmental regulatory cues

front 17 Verbal Instructions	back 17 Awareness of regulatory conditions Learning styles Previously learned skills Relating a new skill to an already learned skill
front 18 Verbal Instructions • Verbal cues	back 18 Word or phrase that focuses attention or prompts movement Translates into self-talk, increase acquisition Must be concise: 1-2 words, no more than Must be accurate: clearly represents skill components Number should be limited
front 19 Verbal Instructions • Check for understanding	back 19 Ask learner’s to restate important information
front 20 Observational Learning	back 20 • Mirror neurons • Social cognitive theory • Dynamic interpretation of modeling

front 21 Observational Learning • Mirror neurons	back 21 Fire if we perform an action while watching someone else do the same action
front 22 Observational Learning • Social cognitive theory	back 22 Processed info from model transformed into a cognitive representation of activity
front 23 Observational Learning • Dynamic interpretation of modeling	back 23 Pattern of coordination of the limbs relative to one another, scaled to individual properties Information obtained depends on age
front 24 WHAT Should be Demonstrated?	back 24 Coordination vs. control Entire vs. spatial Real-time vs. slow motion

front 25 WHAT Should be Demonstrated? Coordination	back 25 new patterns of movements using techniques
front 26 WHAT Should be Demonstrated? Control	back 26 well-learned patterns using speed and force
front 27 WHAT Should be Demonstrated? Entire vs. spatial	back 27 Whole skill should be presented
front 28 WHAT Should be Demonstrated? Real-time vs. slow motion	back 28 Real-time should be used mainly to develop a frame of reference for the skill

front 29 WHO Should Demonstrate?	back 29 Expert vs. learning model Model-observer similarity Alternative mediums
front 30 WHO Should Demonstrate? Expert vs. learning model	back 30 Learning model has been shown to increase engagement in learning process Experts promote movement imitation
front 31 WHO Should Demonstrate? Model-observer similarity	back 31 Performance increases with similarity
front 32 WHO Should Demonstrate? Alternative mediums	back 32 Video Diagrams, (still photos) Auditory modeling (w/ skill tempo)

front 33 HOW Should the Demonstration be Organized? (viewing)	back 33 Appropriate formations (semi-circle = best) See and hear demonstrations clearly Demonstrator not too close to learners Providing multiple viewing angles of the skill
front 34 HOW Should the Demonstration be Organized Explain demonstration procedure Avoid showing the outcome	back 34 Explain demonstration procedures Avoid showing the outcome Demonstrate both right and left limb dominance
front 35 HOW Should the Demonstration be Organized Explain demonstration procedure	back 35 Highlight relevant features of movement Be specific in descriptions
front 36 HOW Should the Demonstration be Organized Avoid showing the outcome	back 36 Design demonstration = outcome is eliminated Learners focus on the basics

front 37 WHEN Should Demonstrations Occur?	back 37 Introduction of a new skill Interspersed throughout practice More often @early learning process More experienced learners need fewer demonstrations Allowing learners to control the number of demonstrations provides autonomy
front 38 Learning • Discovery learning • Guided discovery • Manual guidance	back 38 Discovery learning Guided discovery Manual guidance
front 39 Learning • Discovery learning	back 39 “Constraints-led approach using a constructed environment Learner attempts to solve the movement problem
front 40 Learning Guided discovery	back 40 Sequence of questions only a single correct response

front 41

Learning
Manual guidance

back 41

Practitioner or device moves the learner through the
goal movement
Keep Used sparingly
- better with self-discovery