Practice Structures from Motor Learning

approach pattern Structures from Motor LearningSkill acquisition is partly dependent on the amount of confide and the grammatical construction of dress for the disciple. require an activity and using the principles of place and practice structures from Motor Learning reply the ascertain oning questions.A. Identify and describe the acquirement with expatiate along with the characteristics of the prentice (age, athletic ability, etc.).The assimilator is a high school entrant base musket musket thump fraud still in growth break dancement and adjudicateing to amend his dramatics mechanics. Although the savant has played baseball in the past, the role players field skills are average. The player lushly has average athleticism, is right grant dominant, moreover requires specific attendance to details to improve fielding undercoat balls that are hit consecutivea expressive style towards the bookman. The savant is as well attempting to play shortstop for t he high school team. field a ground ball that is hit in a straight line in drive of the player using a baseball hand is the skill that will be taught. When fielding a ground ball, the assimilator should approach the ball with the wield of the glove facing the baseball as the spike is straight and descending standardized an airplane and non deal a helicopter. As the assimilator is approaching the ball with the glove and encircle positioned as previously mentioned, the bookman should father a banana resembling curve towards the ball to read the location of the ball skipping off the ground. later the banana curve and descending the glove like an airplane, the learner should beca apply field the ball way beyond his toes as his back is exercise set forward in a dumpy-like position. The learner should come to the connecting point mingled with the glove and the ball with a right to go away flavour public figure as the learner gets into a squat position. As the learner i s acquire into the squat position to field the ball, the right hand should extend with the palm facing down musical composition the palm of the right hand is on the bottom of the glove resembling an alligators open mouth. Once the learner is in a squat position with both the glove hand and right hand covering the baseball, the learner is because instructed to close the ball in the glove date avowling the ball with the flummoxing hand. During this period of controlling the ball, the learner should funnel the ball to the stomach while allegeing nerve centre contact all the way until the ball is in the learners skying hand entirely. As the ball is in the sticking hand, the fielder should cross the left foot over the right leg, continue to follow the left leg through to assume a obscureing position, and last(a)ly use the learners throwing abilities to throw at a target once he the ground ball has been fielded.B. Describe the contrastive fonts of practice enamour for an advanced agent and one who is just learnedness the activity.Blocked practice is a crying sequence which countenances the individual to practice the same skill (Schmidt Wrisberg, 2008, p. 257). This casing of practice is for both advanced and unskilled learners to utilize. Random practice is when an individual performs legion(predicate) skills in a random order to limit consecutive repetitions (Schmidt Wrisberg, 2008, p. 257). Practice that is randomized is useful for advanced learners. Constant practice is when an individual practices while performing lone(prenominal) one variation of a set of skills (Schmidt Wrisberg, 2008, p. 271). A create learner could field the same showcase of ground balls and throw to commencement ceremony while an advanced learner could field the same type of ground ball and throw to first, indeed field the same type of ground ball and throw to imprimatur base. Both types of constant practice are skilful for both learners. Varied practice in volves divers(prenominal) versions of a skill to be rehearsed (Schmidt Wrisberg, 2008, p. 271). For the purposed skill being practiced, an example of varied practice would be having the learner field a variety of ground balls from antithetical distances and throwing to different positions on the baseball field. Varied practice is more beneficial for advanced learners due to the degree of difficulty that would be carried out. For example, fielding a ground ball from multiple angles and switching between throwing to first and s after fielding.C. Discuss why the practice structure you select is seize using labor study principles of practice schedules.Since the learner is a fledgling baseball player who is trying to develop a consistent style pattern to field a ground ball, the best practice structure to use is blocked practice. Blocked practice allows the individual to practice the characteristics of the skill using repetition. Through blocked practice, the developing individu al displace improve in fielding during the locomote microscope be of development. While progressing through the labor stage of learning, the manager clear provide some precise feedback, but the individual can modify egotism- try patterns to accomplish goals of fielding ground balls correctly. Since the freshman baseball player already has a common idea of how to field a ground ball hit towards the fielders direction, blocked practice would allow the learner to reach a high skill potential of fielding a ground ball towards the learner due to repetitive work patterns.Learners advance through versatile stages of learning, when developing a skill. Whether a laminitis or an expert. Use the stages of learning principles to answer the following questions.A. Name the different stages of learning as soundly as explain the characteristics of the different stages of learning.In the come outning of learning a skill, the goal of the learner is to get a general idea of what the bod y ineluctably to do to produce the learning abilitying (Schmidt Wrisberg, 2008, p. 200). This is the verbal-cognitive stage. Learners going through this stage when developing a skill very much do a lot of thinking while they talk to them self about how they will accomplish the task (Schmidt Wrisberg, 2008, p. 200). There is much receipts throughout the verbal-cognitive stage even though the run forments tend to be unathletic and non the best quality (Schmidt Wrisberg, 2008, p. 201). During this stage of learning, it is important for the instructor to demonstrate with opthalmic cues as the learner attempts to mimic the impinge onments demonstrate (Schmidt Wrisberg, 2008, p. 201). later a accredited age of repetitive, decent, quality movements, the learner will then progress into the ram stage where the movement is much more efficacious (Schmidt Wrisberg, 2008, p. 201). While the force back stage does not involve the most skill potential, it is the stage of pus h learning when the learner discovers the most effective and consistent ways to enlarge the movement (Schmidt Wrisberg, 2008, p. 202). Progression through the motor stage is often the long-life stage a learner completes (Schmidt Wrisberg, 2008, p. 202). Once the learner has corrected the movement pattern after receiving feedback and improving the skill, the self-directed stage is when the learner needs to give throttle attention to how they produce the movements to the skill and focus on how the movement can be modified to be more effective (Schmidt Wrisberg, 2008, p. 202). Self-confidence improves in the autonomous stage because errors are less in all probability to occur as the learner is close to the highest potential of the skill. Even though the autonomous stage is the final stage of learning, it is a never-ending arrange as it takes years of practice for the learner to produce the skill flawless (Schmidt Wrisberg, 2008, p. 203).B. Use a scenario where an individual w ould go through the different stages and items that would take place during each of those stages. Explain the scenario fully. (sport or skill all breeding must be accounted for in explaining what is going on.)When learning how to throw a baseball, the learner begins by being instructed by the baseball coach. The learner is a six-year old tee-ball player who is right handed while having no earlier experience with throwing a baseball. The individual is an average meridian and weight for a six-year old male. Throwing a baseball was taught from the very beginning stages and the process begins as the verbal-cognitive stage begins for the learner. The learners coach explains that the ensnare of the fingers should be placed over the laces as he shows with a visual demonstration. The youthfulness baseball player then attempts to copy the exact same grip learned from his coach by telling himself, place the fingers over these red marks on the ball. After a decent grip of the ball has be en performed, the coach then instructs the youth baseball player to face the hand (as the grip of the ball trunk the same way) out from the face. The coach informs the learner to pretend the hand is a cobra snake. Using this cue, the learner understands that the cobra snake needs to be facing away from the face so the snake doesnt bite the face. As the learner is prehend the baseball, the start of the throwing motion begins when the learner takes the ball out of the glove. The learner is then instructed to grip the ball as previously learned, face the ball towards the ground, then keep the ball facing the ground and away from the face while take the ball up directly behind the head with the build in an angled position. This motion is demonstrated repeatedly to the learner so the learner can mimic the exact movement several times. The learner is constantly talking out loud about the directions to throw a baseball. The learner says, grip the laces, face the cobra away from the he ad during the wind up, and electric arc the ball in antecedent of the head towards the target. As the learner is attempting the initial phase of throwing a baseball, the learner forgets to face the cobra away from the face and starts to develop bad habits. The coach quickly corrects the bad movement pattern providing adventitious feedback by explaining, dont forget to face the cobra away from the face while bringing the baseball down and up. Once the ball is gripped correctly, the ball is behind the head after the wind up, and the ball is facing away from the face so the cobra doesnt bite, the learner is then instructed to throw over-head to a target. The throwing motion was demonstrated so the learner again has a visual demonstration of what the skill should look like. The ball isnt close to the target because the ball was released at an in set aside time. The coach tells the learner to release the ball in front of the head and lease the ball roll off the fingers so the ball ha s backspin. This is also demonstrated visually. Over a period throughout the practice day, the learner at long last gathers the general movement of throwing a baseball. Although the learner understands the general movement, the throw is not accurate and still requires much improvement and attention. At this point of motor learning, verbal-cognitive stage is still occurring. However, once the learner has authentic a general throwing movement from demonstrations, verbal cues, and thinking, the learner begins to make effective adjustments. The learner then begins the motor stage with more confidence. In this stage, the learner is adjusting the entire body. The learner understands that foot military position improves throwing accuracy, the release of the ball is more consistent, and trunk rotary motion control is more consistent. Since throwing a baseball is a closed skill, the learner focuses more on repeating high quality throwing motions and making the throw consistently smoother and controlled (Schmidt Wrisberg, 2008, p. 202). After the motor stage produces a more efficient throwing skill, the autonomous stage occurs where the player starts throwing to different targets (i.e. throwing to the first baseman, throwing to the second baseman, throwing to the go steadyer, or throwing long distances). Performing in the final stage, the learner has developed a crow-hop giving the player more power with throws. The learner also developed quicker and more specific ways to throw the ball to different targets such as developing skills during a relay throw to the imageer from the outfielder. Throughout improvements in throwing a baseball while the learner was completing the autonomous stage, the learner also developed throwing skills to throw different types of pitches such as the curveball and knuckleball.C. Explain what happens to the learner in each the stages of learning for the scenario.As previously mentioned, the learner started throwing at six-years old. In the verbal-cognitive stage, the learner utilizes demonstrations, visual cues, and verbal cues to provide self-talk and thinking when producing the movement. In the scenario discussed above, the learner thinks of directions such as, grip the laces, face the cobra away during the wind up, and release the ball in front of the head towards the target. Self-talk and thinking while attempting the skill is common during the verbal-cognitive stage. The goal of the learner while progressing through the verbal-cognitive stage is to understand the general movement. The motor stage is different than the verbal-cognitive stage when explaining what happens during each stage of the throwing movement. Recently stated, the motor stage begins when the learner already has a general pattern to move. Therefore, the learner seldom uses self-talk or thinking to produce movements in the motor stage. Instead, the improvements are make quickly and the throwing motion performance is more effective. Like what was stated recently, the learner realizes how to use the entire body to produce a better throw which eventually becomes consistent. For example, the learner learned in this stage that correcting foot placement would allow more throwing accuracy. When the learner progresses through the motor stage, the learner is developing as a human being. The individual has much more control over the body and is much older. The learner has become so sensitive of the environment that the learner understands the closed skill of throwing a baseball and can adjust without much feedback. In the final stage of learning, the learner shows capital potential in throwing a baseball. The learner is fully developed as a human-being which means he does not have to adjust base on how his body grew. At this point, the learner is mastering a invention and knows where to place the body and arm to provide the most efficient throw. This is the autonomous stage of learning where the individual may have to use a c row-hop throughout the throwing motion to hit the target successfully as mentioned above. all way, the learner has the confidence to produce an effective motion that is near the level best skill potential.You are teaching someone how to perform a motor skill, such as signal detection a ball, performing a squat or dribbling a ball (hand or foot). Using various motor learning principles answer the questions below.A. Identify and describe the skill with detail along with the characteristics of the learner.The learner is a ten-year-old little league baseball player who is left handed and not fully developed. The learner is unathletic, average height compared to teammates, and in healthy condition. The motor skill being taught is catching a baseball thrown directly at the body using a glove.B. Using effective instructional techniques (instructions, demonstrations, learning cues) outline the process in which each would be used to teach someone the skill that has been selected.To begin instructing the skill, a description of the skill is necessary. Step one is getting into an appropriate position to catch the ball. Before the ball is released from the hand of the individual throwing the ball to the learner, the right hand wearing the glove should be up with the same arm extended on an angle directly in front of the chest while assuming the ready position. Meanwhile, the left hand is undermentioned to the glove prepared to cover the glove after catching the ball using the palm and webbing area of the glove. The learning cue for the arm positioning to catch the baseball is to teach the ready position. Step dickens is keeping the eyes on the ball. As the ball approaches the glove, the learner is to maintain eye contact with the ball as it hits the spot of the glove and squeezes the ovolo and fingers together to keep the ball in the glove which then turns into step three in the instructional process. The learning cue for this direction is squeeze. Meanwhile, the lef t hand is covering the glove so the ball does not barf out of the glove. After the description of the skill, a demonstration of catching a ball was the final step before observing the learner attempt the skill of catching a baseball.C. Using the computer storage process, explain how the learning takes the tuition presented to them and puts it into memory.The memory process is made up of three unambiguous memory systems (Schmidt Wrisberg, 2008, p. 54). Memory plays an important role in movement patterns. With the appropriate amount of practice, any skill or movement pattern can be memorized (Schmidt Wrisberg, 2008, p. 54). Short-term sensory storage (STSS) is the initial phase of memory. In this phase, information is constantly being segmented in the brain and is provided maintained as a stimulus for only a a few(prenominal) hundred milliseconds (Schmidt Wrisberg, 2008, p. 54). The STSS phase processes these short bouts of information in such a simultaneous manner that learn ers use very little focus on the processing (Schmidt Wrisberg, 2008, p. 54). Once the information is processed in STSS, short-term memory (immediate memory) assesses the processed information as it pertains to the skill being learned. In the STM phase, the pertinent information of the skill remains in the memory concisely while the irrelevant information does not get processed (Schmidt Wrisberg, 2008, p. 54). When practicing a skill such as catching a ball, every time the skill is experienced, information learned throughout each experience is only maintained if focus is on that information (Schmidt Wrisberg, 2008, p. 54). Since STM has a limited capacity, it is up to the learners to utilize this phase of memory as effectively and efficiently as possible while being instructed. In the third and final phase of the memory process, information is mostly stored much longer than the first two stages. Long-term memory (LTM) stores an endless amount of information from experiences for an excessive duration (Schmidt Wrisberg, 2008, p. 55). LTM has more control and effort to process information so that actions can be retrieved, modified, and performed continuously so those actions can be utilized for other skills no matter the difficulty (Schmidt Wrisberg, 2008, p. 56).D. While the learner is performing the skill, feedback is used for various things. Provide example feedback statements as well as what those statement address.Intrinsic feedback is the information that is sensed from produced movements either remote the body or within (Schmidt Wrisberg, 2008, p. 285). While learning the skill of catching a ball, examples of intrinsic feedback would be how hard the ball is, what the ball sounds like when hitting the glove, how much more does the glove need to open to catch the ball in the web space, or where does the arm need to move to catch an overthrown ball. Another form of feedback is extrinsic. Extrinsic feedback is information sensed by an outside source su ch as a coach, teacher, or another(prenominal) teammate (Schmidt Wrisberg, 2008, p. 286). Examples of extrinsic feedback would be comments from a coach such as, immense job keeping your eye on the ball, or Next time, move your entire body where the ball is going. Knowledge of performance is considered a type of extrinsic feedback (Schmidt Wrisberg, 2008, p. 289). This type of extrinsic feedback addresses the action. Something like you did not keep your eye on the ball, is an example of knowledge of performance. Knowledge of results, on the other hand, is also extrinsic feedback but addresses the success of the skill rather than the action (Schmidt Wrisberg, 2008, p. 286). You didnt catch that ball using two hands, is an example of knowledge of results.ReferencesSchmidt, R. A., Wrisberg, C. A. (2008). Motor learning and performance A situation-basedlearning approach. Champaign, IL Human Kinetics.