skill learning principles

Massed or continuous practice is a form of practice in which there is little or no rest between repeat performances of the skill

distributed practice is a form of practie in which small or short practice sessions are interprised with rest periods

Whole practice is practicing a skill in its entirety

part practice is practicing a skill by breaking it down into its subroutines or parts

drill practice ispractice or learning through repetitive drills

problem solving practice is practice in which the athelite uses discovery to determine what skill or refinement needs to be employed depending on different situations

physical practice is physically practicing a skill or movement

mental practice is practising a skill by mentally imagining the performance of a specific skill or movement.

A skill is the ability that comes from knowledge, aptitude to do something well.

A motor skill is either part of a movement or a group ofmovements that produces a desired outcome when performed in a sequence.

A motor program is an organised set of individual motor skills that result in the correct production of a specific skill.

closed motor skills are motor skils that are performed in a predictable, self paced environment.

Open motor skills are motor skills that are performed in a environment that is constantly changing and is externally paced

Fine motor skills are deliate precise movements that engage the use of small muscle groups

gross motor skills are the use of large muscle groups that result in coordinated action.

discrete motor skills involve movements of breif duration that are easily defined by a distinct beginning and end.

serial motor skills are a series of discrete skills that are strung together to create more complicted actions.

continuous motor skills have no beginnging and end

The cognitive stage of learning is the first stage of skilled learning and usually involves a novice performer who genrally makes many errors

the assosiate stage of learning is the second stage of learning where the performer has grasped the mechanics of the skill but now must practice it to refine and correct its execution

the autonomous stage of learning is the final stage of learning where the performer is able to execute the skills automatically

Feedback is information concerning the performance and/or outcome of a skill or movement, including information about errors and how to correct them

reaction time is the measure f th time from the presentaion of a sensory stimulus to the initiation of a movement responce

simple reaction time is where there is only one appropriate responce to the stimulus provided

Choice reaction time is where there are several stimuli with several appropriate responses

the psychological refractory period is the delay in processing successive cues while the first cue is being processed. the initiation of a responce to successive cues is delayed.

chunking or coding is a mthod of reducing individual peices of information by grouping it in meaningful chunks

the short term memory is like selective attention in that it filters out the irrelevant cues and only processes and transfers the most appropriate and relevant cues. a third memory storage facility with an unlimited capacity permanatley stores this infrmation for future use. this facility is called long term memory.

Cues are signals an athelite pciks up from the environment before, during and after a performance. Cues may be auditory, visual or tactiical, and they may come from the opponent, the coach or the general evironment.

signal detection is the ability to detect cues or information from the environment.

selective attention is the ability to filter out irrelevant information, thereby reducing the ovorall information processing time.

anticipation is the abilityto predict an outcome based on the knowledge and experiance, thereby allowing for a quicker responce

physical maturation:
as children grow and evelo, their bodies are capabe of more coordinated and refined movements.
physical fitness capability:
developmentof fitness increases the learners ability to perform and tharefore to learn.
attention and motivation while learning:
the more attentive and motivated the learner is, the greater his ability to learn skills will be.
feedback:
information concerning performance, especially while learning is vital for improvement.
memory:
the ability to remember past experiances and techniques is vital to learning new, more complex skills.
preceptual ability:
information from your sences allows your body to construct a program to enable performance of a skill.
amount of time practice:
a learner must physically and mentally practice skills.