Fitts and Postner’s model

Fitts and Postner’s model

Practitioner’s role: Cognitive

effective verbal instructions/demonstrations

Fitts and Postner’s model

Practitioner’s role: Associative

designing constructive practice experiences

Fitts and Postner’s model

Practitioner’s role: Autonomous

practice design, error detection/correction

Gentile’s Model

Gentile’s Model

• Practitioner’s role
– 1st stage:

communicate task’s goal using verbal instructions/demonstrations

Gentile’s Model

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

practice design reflection

Gentile’s Model

Closed Skill

• Fixation: refinement of mvt pattern

Gentile’s Model

Open skill

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

Changing Movement Patterns
• Increase in coordination and control

Beginners

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

Changing Movement Patterns
• Increase in coordination and control

Experts

free movements, enable DOF

Changing Movement Patterns

fluid muscle activity

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

Changing Movement Patterns

Efficient energy expenditure

• Increase = mechanical efficiency
• Accuracy = muscle activation

Changing Movement Patterns

Increased consistency

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

Attention
• Skill execution

Initial Learners

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

Attention
• Skill execution

Experts

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

Visual Attention

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

Performance Changes
• Knowledge and memory

Procedural Knowledge

what to do in a situation

Performance Changes
• Knowledge and memory

Declarative Knowlege

rules

Performance Changes

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

Performance Changes

Error detection and correction

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

Performance Changes

Self-confidence

• Increases motivation to improve

Performance Curves

• Negatively accelerating = often in beginners

Retention test

• Measures persistence of improved skill performance

Transfer test

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

Performance Plateaus

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

• 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