Learner Preparation
• Capture undivided attention

• Remove all background distractions

Learner Preparation
• Be sure to be seen and heard properly

• Position learners out of the elements

Learner Preparation
• Place all equipment used away

• to eliminate the temptation to use them

Learner Preparation

• Introduce skill in a manner that stimulates interest

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

• Introduce learner to a new skill
• Skill refinement

Verbal Instructions
• Role of instructors
– Introduce learner to new skill

• Communicate general idea or goal of skill
• Make aware of major technical features

Verbal Instructions
• Role of instructors
– Skill refinement

• Develop skill level in order
  • to perform under criterion conditions

Verbal Instructions
• Introducing the skill

• Draw learner’s attention to critical elements of the skill

Verbal Instructions
• Amount of information

• Keep explanations short and simple
• Supply only key elements needed to learn specific skill

Verbal Instructions
• Precise language

• Use developmentally appropriate language
• Matches learner’s skill level
  • Be clear and specific

Internal focus

Concentration on a specific body movement

External focus

Attention to effects of actions on environment

Constrained action hypothesis

• External focus > internal focus
  • External focus promotes automatic control

Verbal Instructions
• Awareness of regulatory conditions
– Explicit learning:

instruction on rules

Verbal Instructions
• Awareness of regulatory conditions
– Implicit learning

no verbal instructions on rules

Verbal Instructions
• Awareness of regulatory conditions
Direction and exposure

• Early detection of task-relevant information
• Direct attention to information-rich areas
• Expose to a variety of situations
  • containing critical environmental regulatory cues

Verbal Instructions

• Awareness of regulatory conditions
• Learning styles
• Previously learned skills
  • Relating a new skill to an already learned skill

Verbal Instructions
• Verbal cues

• 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

Verbal Instructions
• Check for understanding

Ask learner’s to restate important information

Observational Learning

• Mirror neurons
• Social cognitive theory
• Dynamic interpretation of modeling

Observational Learning
• Mirror neurons

• Fire if we perform an action
  • while watching someone else do the same action

Observational Learning
• Social cognitive theory

• Processed info from model
  • transformed into a cognitive representation of activity

Observational Learning
• Dynamic interpretation of modeling

• Pattern of coordination of the limbs
  • relative to one another,
  • scaled to individual properties
• Information obtained depends on age

WHAT Should be Demonstrated?

• Coordination vs. control
• Entire vs. spatial
• Real-time vs. slow motion

WHAT Should be Demonstrated? Coordination

• new patterns of movements
  using techniques

WHAT Should be Demonstrated? Control

• well-learned patterns using speed and force

WHAT Should be Demonstrated? Entire vs. spatial

Whole skill should be presented

WHAT Should be Demonstrated?

Real-time vs. slow motion

• Real-time should be used mainly
  • to develop a frame of reference for the skill

WHO Should Demonstrate?

• Expert vs. learning model
• Model-observer similarity
• Alternative mediums

WHO Should Demonstrate?

Expert vs. learning model

• Learning model has been shown to increase engagement in learning process
• Experts promote movement imitation

WHO Should Demonstrate?

Model-observer similarity

• Performance increases with similarity

WHO Should Demonstrate?

Alternative mediums

• Video
• Diagrams, (still photos)
• Auditory modeling (w/ skill tempo)

HOW Should the Demonstration be
Organized? (viewing)

• Appropriate formations (semi-circle = best)
  • See and hear demonstrations clearly
  • Demonstrator not too close to learners
  • Providing multiple viewing angles of the skill

HOW Should the Demonstration be
Organized

Explain demonstration procedure

Avoid showing the outcome

• Explain demonstration procedures
• Avoid showing the outcome
• Demonstrate both right and left limb dominance

HOW Should the Demonstration be
Organized

Explain demonstration procedure

• Highlight relevant features of movement
• Be specific in descriptions

HOW Should the Demonstration be
Organized

Avoid showing the outcome

• Design demonstration
  • = outcome is eliminated
• Learners focus on the basics

WHEN Should Demonstrations Occur?

• 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

Learning
• Discovery learning
• Guided discovery
• Manual guidance

• Discovery learning
• Guided discovery
• Manual guidance

Learning
• Discovery learning

• “Constraints-led approach
  • using a constructed environment
• Learner attempts to solve the movement problem

Learning
Guided discovery

• Sequence of questions
  • only a single correct response

Learning
Manual guidance

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