Learning Styles
• Instructional environment preferences

• Sound, light, temperature, class design

Learning Styles
• Emotional preferences

• Motivation, persistence, responsibility, structure

Learning Styles
• Sociological preferences

• Individual, pair, peer, team, adult relations

Learning Styles
• Physiological preferences

• Perception, intake (eating), time, mobility

Learning Styles
• Psychological preferences

• Analytic mode, hemisphericity, action

Learning Styles
• Global learners

• Big picture first, details later

Learning Styles
• Analytic learners

• Step-by-step, sequential information

Perceptual Mode

• The way info is received and processed
  • Visual
  • Analytical
  • Kinesthetic
  • Auditorial

Perceptual Mode

Visual

• Demonstrations, videos, pictures, models

Perceptual Mode

Kinesthetic

• Simulations, guidance, repeated practice

Perceptual Mode

Analytical

• investigation, “why” something happens

Perceptual Mode

Auditory

• Verbal descriptions, music, sound, clapping

Accommodating Learners

Determine learning styles of individuals

• Formal testing instruments
• Informal assessment:
  • what feedback do you
    get from individuals?

Accommodating Learners // Use multiple presentation styles

1-1:

• learner’s preferred styles

Accommodating Learners // Use multiple presentation styles

Group:

• eclectic approach
  • Vary mode of presentation to cover all modes

Transfer of Learning

1. Positive Transfer
2. Negative Transfer
3. Zero transfer

Transfer of Learning
• Positive transfer

• Past skill facilitates/helps learning a new skill
  • Ex. tackling in football and rugby

Transfer of Learning
• Negative transfer

• Past skill inhibits learning a new skill
  • Ex. Hitting a softball and baseball

Transfer of Learning
• Zero transfer

• Two skills are totally unrelated
  • Ex. Hitting a softball + Surfing

Transfer of Learning (2 skills)
• Identical elements theory

• Two skills have a high degree of positive transfer
  • the stimulus and response conditions are similar
• Negative transfer
  • stimulus the same BUT response different

Transfer of Learning
• Transfer appropriate processing theory

• Positive transfer occurs if practice conditions
  • engage learner in problem-solving conditions
    • similar to the criterion task

Fostering Positive Transfer
Analyze the skill

• Analyze past experience with motor skills
• Fundamental movement pattern
• Strategic and conceptual
  • aspects of game
• Perceptual elements
• Temporal and spatial elements
  • Time and Space

Fostering Positive Transfer

Determine the cost-benefit tradeoff

• Are the benefits of the drill worth the time it takes to teach it?
• Will there be positive transfer?

Fostering Positive Transfer

1. Analyze the skill
2. Determine the cost-benefit tradeoff
3. Get to know the learner
4. Point out similarities and differences
5. Ensure skills referred to are well learned
6. Use analogies

Fostering Positive Transfer
• Get to know the learner

– Integrate past experience with new learning

Fostering Positive Transfer
• Point out similarities and differences

– Use specific examples that compare fundamental aspects of each skill

Fostering Positive Transfer

Learned skills

• Make sure skills have been well learned
  • before being put into play

Fostering Positive Transfer
• Use analogies

Create a mental picture of the skill

Fostering Positive Transfer
• Maximize similarities between practice and performance

• multiple situations => simulate game-like conditions

Fostering Positive Transfer

Consider the skill level of the learner

• Advanced level learners => need more skill- specific cues
• beginners => instructional cues

Motivation to Learn

1. Give reasons
   1. why it is important to learn the skill
2. Create an environment
   1. positive, supportive, and challenging
3. Give learners choices
4. Offer/ Provide opportunities
   1. for autonomy
   2. to demonstrate success
5. Use
   1. cooperative activities and stress cooperation