Amanda June Lewis
Learning and Behavior, PSY 383
Professor Heather Lippard
October 27, 2013
Motor Skills
Discuss your outcome with this activity. What did you learn about motor learning?
The outcome with this activity is to control and learn movements as my subject is a trainer.
Firstly,
he states; “I learned
regarding motor skills when
learning for my Master’s
Degree. The
activity fascinated me, because I am
trainer for the NCAA Division.
I competitively learn
innovative skills on a
regular basis.” He indicated that he
discover himself
inquiring questions such as, “How can I
most expertly
facilitate the gymnasts
study for these tricks;
is there a
superior way to
provide them feedback; How do I
manage practice?” He informs me, “The things I
learned from motor learning classes
facilitate me to
turn out to be a
superior teacher and
trainer.”
Based
on your readings, identify which theory of motor-skill learning best
fits this activity. Why do you consider it to be the best fit?
Schmidt’s
theory is best fit for this activity because it describes how motor
skills are learned. The detection schema is structured on the grounds of
information
about the relationship among the environmental outcomes, initial
conditions, and the sensory outcomes. Prior to a movement take position
and an individual can employ a learned detection schema to forecast the
sensory outcomes that will arise if the right movement
outcome takes position.
Apply
what you have learned during this activity to a real-life learning
experience, either for yourself, or for someone you are teaching.
Working
efficiently with others on projects,
inquire
high-quality questions, finding
appropriate information and
recognizing how to
employ it are skills that will
provide
advantage
in a person’s personal life. This
will
give the opportunity to
perform these skills
in real life. “As a professional movement
teacher,
involve in teaching other persons motor skills of
various sort.
This activity will
facilitate you to learn how motor learning can
facilitate a person to become an
efficient
trainer of motor skills.” Research
conclusion will
facilitate people
to
study how they can
assist
customers to learn motor skills more
rapidly and
appreciate the changes in performance and
management that
takes place as the
customers gets
superior customer service.
References
Howard Hughes Medical Institute 2008 Holiday Lectures on Science: “Mirror-Tracing Activity”
Retrieved by
http://media.hhmi.org/biointeractive/activities/mirror/mirror-tracing-activity-generic.pdf
J Rucci, 2011: “Theories of Motor Skill Acquisition” February 23, 2011, Retrieved by
http://jrucci-keeptraining.blogspot.com/2011/02/theories-of-motor-skill-acquisition.html
Respond
RE: Discussion 4
Faculty Lippard
10/28/2013 2:57:44 PM
Thanks June for getting this in! Can you talk about how your experience
was with completing the star tracing activity? Also, can you talk about
why Schmidt's theory relates to the star tracing activity? How does it
fit the best of the three theories? Finally,
what type of motor skill have you learned or seen someone else learn
that you can relate to this activity of the star tracing?
Looking forward to reading more!
Heather
Respond
RE: Discussion 4
Vincent Davis
10/29/2013 10:58:19 PM
Amanda, I feel that I am a slow
learner yet when I do eventually learn a task and integrate it into my
daily behavior, I quickly master it and I feel that this was the case
with this star tracing activity. This is
why I felt that Adam's Two-Stage Theory closely mirrors the processes
that we needed to go through in order to become better at the skill.
"Adams proposed that an important part of the learning of such a skill
is the development of an appropriate perceptual
trace" (Mazur, 2006). My perceptual trace is strengthened through
constant and continuous completion of said task, yet it takes me a bit
longer at times. Amanda, can you think of a time where you learned a
task at a much slower pace than your friends or
fellow classmates and how did that make you feel?ReferencesMazur, J. E. (2006). Learning and Behavior 6th Edition.
Upper Saddle River, NJ: Pearson, Inc.
Respond
RE: Discussion 4
Alexandra Cooley
10/29/2013 11:10:47 PM
I agree
that Schmidt’s theory fits best with this motor skill test. What about
it connected your thoughts with Schmidt’s theory and the test?
Respond
RE: Discussion 4
Amber Chrobak
10/29/2013 11:48:35 PM
Amanda,
Good job with your post. However, I would have to disagree with your choice of
which theory of motor-skill learning best fits this activity. It
is my personal opinion that based on the readings for this module the
theory of motor-skill learning that best fits this activity would be
Jack A. Adams’s two-stage theory. In this theory
according to Adams when someone learns a new motor skill the perceptual
trace or reference input is not yet there (Mazur, 2006). For instance,
in this activity, which is similar to the example of the 3-inch line
drawling in the book, in the beginning of the
activity one knows that they must trace the star but does not know what
it feels like to trace it. In Adams’s theory he believed that the
perceptual trace is “key” in the learning of a new skill such as this.
According to Mazur (2006) the perceptual trace
is supposedly a result of the memory of the sensations provided by
sensory neurons of muscles within the arm and hand when the appropriate
length or in this case appropriate length of each line needed to form
the star has been drawn.
The second stage of Adams’s
two- stage theory is the motor stage in which a person relies on
perceptual trace for accuracy of movement without having outside
knowledge of results (KC) which originally would have come
from the first stage of Adams’s theory: verbal- motor stage. In this
stage for someone to improve they rely on feedback from, usually a
verbal form but in this case it would have been from being able to see
ones errors after each trial. It is through this
constant feedback one learns KC (Mazur, 2006).
Schmidt proposed,
to deal with more flexible motor skills, like the motor skills needed to
play tennis that requires different movements all the time, which
people can acquire general rules (which he called
schemas) as they practice (Mazur, 2006). This is
not the case with this activity; it is simply the same movements each
time you do it. Playing tennis, which is one of the examples given by
the book, requires the player to form perceptual
schemas because they learn how hard to hit the ball for certain
movements and distances according to Schmidt.
Does my explanation
why I do not believe the theory you chose fits this activity? What are
your thoughts? Why do you believe the theory you chose fits better than
the one I chose?
References
Mazur, J. E. (2006). Learning and behavior. New Jersey: Pearson Education, Inc. Retrieved from http://digitalbookshelf.argosy.edu/#/books/0558220231/pages/48393079
Thanks, Amber
Bekkering, H., Wohlschlager, A., & Gattis, M. (2000). Imitation of gestures in children is goal-directed. Quarterly Journal of Experimental Psychology: Section A, 53(1), 153–164. doi:10.1080/027249800390718. (EBSCO AN: 4772409) These are the questions asked and must be in by 11:00 CST. I am just throwing a figure out there for pay. Time is of the essences on this one!Thanks! Joyfull1