KIN 340

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KIN 340

• Individual Differences

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What is the difference between Experimental
Psychology and Differential Psychology?

• Experimental
• is concerned with group means (look at average
  behavior)
• Differential Psychology
• is concerned with individual differences

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Why would we as physical educators and exercise
scientists be interested in differential
psychology?

• Not all are created equal
• Who is average?
• Maximum success
• Individuals learn differently
• Individuals communicate differently
• Different levels of ability

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Definitions

• Ability
• A general trait or capacity of an individual
  which is related or or underlies performance on a
  variety of human tasks.
• Motor Skill
• A highly specific motor response that is
  developed to produce a specific result

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Definitions

• Motor Capacity
• A person's inborn, hereditary potential for
  general motor performance
• Motor Educability
• The ease with which an individual learns new
  motor skills

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Why study Abilities?

• Predict one ability from another
• Predict success
• Group individuals for teaching instructions and
  strategies
• Recruiting athletes
• Curriculum directions and development

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Number of Cognitive and Motor Abilities

• 20-30 identified
• Assume all individuals possess all of the
  abilities
• What is different between individuals, however?
• The strength of the ability

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Three Views of Abilities

• General Motor Ability (GMA)
• singular global ability is the bases for all
  skill performance
• you are either born with it, or not
• idea that individuals who possess high levels of
  general motor ability should always produce high
  levels of performance (or if low ability low
  performance)

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Three Views of Abilities

• Henry's Specificity Hypothesis (1958)
• movement behaviors and performance on any task
  are based on a large number of specific abilities
• these abilities are independent of each other
• these abilities are either weak or strong

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Three Views of Abilities

• Fleishman's Motor Abilities Hypothesis
• abilities are independent of each other (like
  Henry)
• separate tasks may require some of the same
  underlying abilities
• groups abilities into two larger categories
• perceptual motor abilities (multi-limb
  coordination, reaction time, aiming, finger
  dexterity)
• physical proficiency abilities (strength,
  flexibility, balance and visual cues, speed,
  stamina)

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Activity

• On page 34 complete the It Depends
• Share your answers with a partner
• As a pair decide on best answers

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How do you explain the notion of an "All-Around
Athlete" or "Natural" Athlete?

• Individual possesses strength in several
  abilities
• Tasks require the same subset of underlying
  abilities
• Any others?

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How Does an Individual Become a Skilled Performer?

• Must have the ability
• Have the potential
• Spend many hours practicing the task

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Implications forTeaching and Coaching

• Abilities tend to be specific-facilitates
  performance on some tasks more than others
• Prediction from ability tests is very difficult
• Do not judge your talent too quickly
• Specificity of training

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Implications forTeaching and Coaching (cont.)

• Individuals cannot be grouped into ability
  classifications based on general motor ability or
  educability tests. Use sport specific tests.
• Find creative ways to work on weaknesses (e.g.,
  tennis ability, but weak serve)
• Performance is due to other factors-experience,
  body configuration, personal characteristics
• Success is due to a combination of factors

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Activity

• With a partner answer the question in the it
  depends.
• Share your response with the class

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Group Project

• End Here

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Goals and Problems

• Define the goals.
• Define the problems.
• Encourage participants to focus on the issues
  and assign priorities.

TIP Support the opinions andexperiences of
others withpositive comments andpositive
attitude.
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Solutions and Opportunities

• Invite comments and ideas from the audience.
• Record and display their comments regarding
  action plans and solutions.
• Invite participants toprioritize options.

TIP Recognize that diversity ina group is
positive, addingstrength and substance.
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Action Plan

• Describe the following (where additional
  information is needed assign responsibility to
  the logical person)
• Action steps.
• Materials needed.
• Training needed.
• Schedules.
• Costs.

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Close

• Insure understanding.
• Describe first steps.
• Get commitment.

TIP Close your presentation tomake a
favorable, lastingimpression