CHANGES IN PERFORMERS AS THEY BECOME MORE SKILLED

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CHANGES IN PERFORMERS AS THEY BECOME MORE SKILLED

• Awareness of movements decreases
• Changes from visual to proprioceptive control
• More impervious to distractions
• Cues attended to change
• Acquire confidence in ability to attend to
  correct cues

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CHANGES IN PERFORMERS AS THEY BECOME MORE SKILLED

• Awareness of movements decreases
• Changes from visual to proprioceptive control
• More impervious to distractions
• Cues attended to change
• Acquire confidence in ability to attend to
  correct cues

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AMOUNT OF PRACTICE

• BENEFITS VS TIME
• OVERLEARNING
• SUGGESTED GUIDELINES

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SPACING OF PRACTICE

• MASSED VS DISTRIBUTED PRACTICE

M. NO REST
D. LONG REST
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WHOLE/PART LEARNING
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PART METHOD

• PURE PART
• COLLECTIVE PART
• PROGRESSIVE PART
• REPETITIVE PART

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DECISION BASED ON COMPLEXITY AND ORGANIZATION

• DECISIONS
• 1ST RULE WHERE SKILL LIES ON EACH CONTINUUM
• 2ND RULE PRACTICE TOGETHER PARTS THAT ARE HIGHLY
  DEPENDENT

TASK ORGANIZATION
LOW
HIGH
WHOLE
PART
COMBO
LOW
HIGH
TASK COMPLEXITY
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PHYSICAL VS MENTAL REHEARSAL
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MENTAL REHEARSAL IMAGING

• DEF COGNITIVE REHEARSAL OF A PHYSICAL SKILL IN
  THE ABSENCE OF OVERT, PHYSICAL MOVEMENTS
• IMAGERY
• INTERNAL IMAGERY - BEING INSIDE ONES BODY AND
  EXPERIENCING THE SENSATIONS THAT MIGHT BE
  EXPECTED IN THE ACTUAL SITUATION
• EXTERNAL IMAGERY - VIEWING ONSELF FROM
  PERSPECTIVE OF AN OBSERVER (WATCHING ONESELF N A
  MOVIE)

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USE OF IMAGERY

• ATHLETES FEEL MUSCLES IN ACTION AS THEY REHEARSE
  THROUGH IMAGERY
• CAN USE FOR MOVEMENT OR STRATEGY
• IDENTIFY TARGET BEHAVIORS (HELP PLAYER TO SWITCH
  INTO SCENE)
• RIDDING ONESELF OF NEGATIVE THOUGHTS

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VARIABILITY OF PRACTICE

• NOVEL R - A SITUATION IN WHICH R TO BE MADE HAS
  NOT BEEN PREVIOUSLY PERFORMED IN EXACTLY THE SAME
  WAY
• SCHEMA - PLAN OR SET OF RULES WHICH SERVES AS
  INSTRUCTIONS FOR DECISIONS
• SUCCESS ENTAILS
• A LOT OF PRIOR PRACTICE
• VARIETY OF PRACTICE

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VARIABLE PRACTICE AND CLOSED SKILLS

• TWO CONDITIONS
• PRACTICE UNDER SAME CONDITIONS THAT WILL PREVAIL
  IN TEST CONDITION
• REGULATORY STIMULI ARE HELD CONSTANT
  NON-REGULATORY STIMULI ARE VARIED

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VARIABLE PRACTICE AND OPEN SKILLS

• MUST VARY THE REGULATORY STIMULI ALONG WITH
  NON-REGULATORY STIMULI
• HOW?
• BLOCKED PRACTICE
• RANDOM PRACTICE
• SERIAL PRACTICE

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BLOCKED, RANDOM, SERIAL PRACTICE
Day 1
Day 3
Day 4
Day 2
Day 5
Day 6
All Underhand
10 min 10 min 10 min
Blocked Practice
All Underhand
All Overhand
All Sidearm
All Overhand
All Sidearm
Underhand Overhand Overhand
10 min 10 min 10 min
Underhand Overhand Underhand
Sidearm Underhand Overhand
Overhand Sidearm Sidearm
Sidearm Overhand Sidearm
Underhand Underhand Sidearm
Random Practice
Overhand Underhand Sidearm
Overhand Underhand Sidearm
Overhand Underhand Sidearm
10 min 10 min 10 min
Overhand Underhand Sidearm
Overhand Underhand Sidearm
Overhand Underhand Sidearm
Serial Practice
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BLOCKED AND RANDOM PRACTICE WITH WEIGHTS
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2
3
10 REPS 10 REPS 10 REPS
LEG LIFTS LEG LIFTS LEG LIFTS
BENCH PRESS BENCH PRESS BENCH PRESS
SIT-UPS SIT-UPS SIT-UPS
BLOCKED PRACTICE
10 REPS 10 REPS 10 REPS
SIT-UPS LEG LIFTS SIT-UPS
LEG LIFTS BENCH PRESS LEG LIFTS
BENCH PRESS SIT-UPS BENCH PRESS
RANDOM PRACTICE
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Effects of Blocked and Random Practice, Retention
and Transfer
RETENTION
TRANSFER
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CONTEXTUAL INTERFERENCE EFFECTS (CIE)

• HIGH CIE
• Cognitively based
• Challenges learner during practice
• Leads to better retention

• LOW CIE
• Repetition based
• Learner does not have to think during practice
• Better performance during practice, but not
  better retention

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CONCLUSIONS (CIE)

• Low CIE is better during practice, but random or
  serial CIE better for retention or transfer
• Caveat - High CIE seems to help those with strong
  background in open skills
• High CIE should be introduced in Gentiles Stage
  II
• Practice conditions that allow all variations
  each day are superior to those that allow only
  one variation/day

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WHY CIE EFFECT?

• ELABORATION VIEW
• ENHANCES MEMORY TRACE DURING PRACTICE
• ACTION PLAN RECONSTRUCTION VIEW
• REQUIRES MORE ACTIVE PROCESSING DURING PRACTICE

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MOTIVATION TO ENHANCE LEARNING
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MOTIVATION

• LEARNING AND MOTIVATION ARE RECIPROCAL
• AROUSAL AND PERFORMANCE
• TRAIT ANXIETY Personality characteristics
  persons general predisposition to view a
  situation as either threatening or nonthreatening
• STATE ANXIETY Response to a specific situation

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STATE ANXIETY

• Related to trait anxiety and situation variables,
  eg.
• Importance of situation to the individual
• Uncertainty of the outcome of the situation
• Task to be performed

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GOAL SETTING
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GOAL SETTING

• AN EFFECTIVE MOTIVATING TECHNIQUE
• GOALS ARE PERFORMANCE OBJECTIVES

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TYPES OF GOALS

• SHORT- OR LONG-TERM GOALS
• IDEAL GOALS - Ultimate end result
• ACTION GOALS - Momentary
• ACHIEVEMENT GOALS
• MASTERY
• Self is referent
• Learning to perform well or mastering skill
• COMPETITIVE
• Others are referent
• Demonstrating skill or dominance relative to
  others

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GOAL SETTING GUIDELINES

• SET GOALS THAT WILL ENHANCE SKILL MASTERY
• SET OBJECTIVE GOALS
• SET GOALS THAT ARE MEANINGFUL
• SET DIFFICULT RATHER THAN EASY GOALS
• SET ATTAINABLE GOALS
• SET GOALS ACCORDING TO INDIVIDUAL DIFFERENCES

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GOAL SETTING (cont)

• SET GOALS ON THE BASIS OF PAST EXPERIENCES
• SET BOTH SHORT- AND LONG-TERM GOALS
• SET SPECIFIC GOALS RATHER THAN DO YOUR BEST
  GOALS
• USE GOAL SETTING PLUS PERFORMANCE FEEDBACK
• PARTICIPANT INVOLVEMENT LEADS TO BETTER
  PERFORMANCE THAN GOALS ASSIGNED WITHOUT
  PARTICIPANT INVOLVEMENT

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MODELING OR OBSERVATIONAL LEARNING
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EFFECTIVE MODELING

• STATUS OF MODEL
• CORRECTNESS OF DEMONSTRATION
• WHEN SHOULD THE MODEL BEGIN DEMONSTRATING
• HOW FREQUENT SHOULD DEMONSTRATION OCCUR

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IMPLEMENTING EFFECTIVE MODELING

• MODEL MUST CONVEY TO OBSERVERS THE MOST CRITICAL
  FEATURES
• FACILITATOR MUST DIRECT ATTENTION TO WHAT NEEDS
  TO BE OBSERVED (REMEMBER KAHNMANS MOMENTARY
  INTENTIONS)