Skill learning principles and practice Michael Spittle, Victoria University Friday 28 Feb 2014 MCG
VCE PE Study Design Unit 2: Area of Study 1 • Study Design: • Motor Learning / Skill Acquisition Principles • Outcome: – explain the application of a range of skill learning principles used by a coach • Stages of learning • Key Knowledge: • Skill Classification – skill learning principles such as stages of • Feedback learning (cognitive, associative and autonomous), skill learning processes and the – What (Content) role of feedback in skill learning – How often (Frequency) – open and closed skill and sport continuum; – When (Timing) comparing environmental stability and • Practice design instability Amount – – types of practice and transfer of practice – Distribution Key Skills: • – Variability – apply principles of learning to practical • Transfer situations – identify factors that influence coaching and learning at different stages of learning • Some lab activities to illustrate (see these – evaluate coaching methods and justify their slides and resources provided) appropriateness in a variety of settings • “undertake laboratory activities that investigate the role of feedback in skill learning” (VCE PE Study Design 2011 ‐ 2014)
Resources: • Copies of powerpoint slides • Suggested textbook: – Spittle, M. (2013). Motor learning and skill acquisition: Applications for physical education and sport. South Yarra: MacMillan
Resources: • Handout Table of Contents Stages of Learning: !.........................................................................................................! 3 ! 3 ! Laboratory Activity: Stages of learning !...........................................................................! Classroom Activity: Calculate your hours of deliberate practice (from Spittle, 4 ! 2013). !..............................................................................................................................................! Skill classification: ! ...........................................................................................................! 5 ! 5 ! Classroom Activity: Skill Classification ! ...........................................................................! 6 ! Movement activity: Skill Classification !............................................................................! Practice design ! ..................................................................................................................! 7 ! 7 ! Classroom Activity: Distribution of Practice !.................................................................! 8 ! Laboratory Activity: Distribution of practice !.................................................................! February 2014 9 ! Observation Activity: Practice Variability !.......................................................................! Skill principles and practice: Michael Spittle 10 ! Laboratory Activity: Practice variability ! ........................................................................! “This session will provide some ideas on how to teach and incorporate motor Feedback ! ...........................................................................................................................! 11 ! learning and skill acquisition principles such as skill classification, feedback, and practice design into teaching VCE PE Unit 2.” 11 ! Classroom activity: Classifying feedback. ! ...................................................................! 12 ! Suggested textbook for reference: Laboratory Activity: Frequency of Feedback !.............................................................! Spittle, M. (2013). Motor learning and skill acquisition: Applications for physical Transfer of learning ! ......................................................................................................! 13 ! education and sport. South Yarra: MacMillan) 13 ! Classroom Activity: Transfer of tactics !........................................................................! 13 ! Movement Activity: Transfer of movement skills ! ......................................................! Resources: 13 ! Movement Activity: Comparing transfer of tactical skills ! ......................................! This resource provides some activities for students that link to the material in the session.
Stages of learning • Various models – Fitts and Posner’s (1967) three ‐ stage model – Gentile’s (1972, 2000) two ‐ stage model – Three ‐ stage dynamic systems view (Bernstein 1967) • Considerations when exploring models – Rate of progress varies from learner to learner – Some learners will not progress through all stages – Different skills will be at different stages of learning – Gradual movement across the stages (not a clear jump from one stage to the next)
Fitts and Posner’s three ‐ stage model
Gentile’s two ‐ stage model
Dynamic systems and stages of learning
Example Activities Laboratory Activity: Stages of learning Purpose: To explore changes which occur in the learning of a motor skill. Method: Set up skill stations to complete 5 skill activities. In pairs studnets move from one station to the next to complete the skills from invasion sports. At each station students complete 5 trials on each skill. Record the average score on each skill for each participant. Observe your partner perform the skill. In the observation identify some key characteristics of the movement and identify which stage of learning you believe they are currently in for each skill. Example skill stations: Skill 1. Basketball dribbling Skill 2. Soccer juggling. Skill 3. Australian Football handpass. Skill 4. Netball goal shooting. Skill 5. Hockey push pass. Results: Record the performance of the participants and your observation of their performance. For each participant complete a separate recording sheet. From your observation, report on the stages of learning for each participant on each skill. Discussion questions: 1. Describe the experience of learners as they progress through the three stages of learning in Fitts and Posner’s model. 2. Based on your assessment of the stage of learning for each skill, describe what you would do now to help the learner develop their skill further.
Sport expertise • Some people develop their skill to a stage where they become elite or expert in a field • Example model: – Deliberate practice model of expertise (Ericsson, Krampe & Tesch ‐ Roômer 1993)
Deliberate practice model • To reach expertise – 10000 hours or 10 years of deliberate Deliberate practice • – Effortful, directed at future performance rather than immediate reward, motivated by the goal of improving performance rather than enjoyment, and is closely monitored and instructed • Characteristics of expertise – Takes extensive practice – Tends to be domain specific (little transfer) – Difficult for those who start later in a sport to accumulate enough hours of deliberate practice – Specialise and start deliberate practice at a very young age to become an elite performer
Estimates of amount of practice for sport expertise
Activities Activity: Calculate your hours of deliberate practice (from Spittle, 2013). Researchers have estimated how much practice performers in different sports have performed on their way to becoming experts. Estimates of amount of practice towards expertise in sport (Adapted from Kottke, Halpern, Easton, Ozel, & Burrill, 1978). Activity Performer Repetitions Estimate Football Pass Quarterback 1.4 million 15 yrs x 200 days x 4 hrs x 2 min Football Punt Player 0.8 million 200 days x 5 days x 45 weeks x 15 yrs Baseball Throw Pitcher 1.6 million throws 3 min a throw x 80 min x 300 days x 10 yrs Netball Shot Goal Shooter 598,000 shots 200 shots x5 days x 46 weeks x 13 years To reach 10,000 hours of deliberate practice you would need to practice about 2.75 hours a day every day of the year for 10 years (2.75 x 365 x 10 = 10, 037). How much practice do you need to do? To estimate how long it would take you to accumulate 10,000 hours at your current practice level (and this is assuming that all the practice that you do is “deliberate practice”): 1. How many hours per week on average you practice in your sport per week during the season? Multiply that by the number of weeks of the season. ______ 2. How many hours per week on average you practice in your sport per week during the pre-season? Multiply that by the number of weeks of the season. ______ 3. How many hours per week on average you practice in your sport per week during the pre-season? Multiply that by the number of weeks of the season. ______ 4. Add the 3 practice figures together to work out how much practice you do per year. _____________ 5. To work out how many years it will take to get to 10,000 hours, divide 10,000 by the amount of practice you do per year. ________ How much practice have you already done? You can also estimate how many hours you have already achieved by working out how many hours you have done for each year you have played.
Motor skill classification • Motor skill – A voluntary goal ‐ directed activity that we learn through practice or experience that requires movement of the body or limbs to achieve the goal – One ‐ dimensional classification
Precision of the movement Amount of Precision Throwing Weightlifting Drawing Bowling in cricket High jump Typing Dart throwing Putting in golf Fine Gross Large muscles Small muscles Force / power Precision
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