A few things to consider:
· The PMLs will be an integral part of the Learning Task Assignment; not only when crafting the final reflection piece, but also when practicing the chosen skill.
· When writing your paper (reflection piece), you will be required pick three(3) of the principles below (in addition to the “Stages of Learning” principle) and discuss how each of the three principles helped you to move through the states of learning. Note that you MUST pick three principles from the list below. Your paper will be returned if any of the three principles you selected is not in the list below.
· The “stages of learning” principle, DOES NOT count as one of the three principles you will be selecting. The stages of learning principle will be a separate section of your paper. Thus, you will be discussing 4 principles as part of your paper. The “stages of learning” (cognitive, associative, autonomous) + the 3 other principles coming from the list below.
· Take some time to study this Quizlet set (Links to an external site.)Links to an external site. to improve your knowledge of MLPs.
Motor Learning Principles (MLP) you should consider when practicing the chosen skill:
A characteristic of motor skill performance in which the speed at which a skill is performed is influenced by movement accuracy demands. The trade-off is that increasing speed yields decreasing accuracy, and vice versa.
The proposition that actions are best planned and controlled by their intended effects. When related to attention focus, this hypothesis proposes that the learning and performance of skills are optimized when the performer’s attention is directed to the intended outcome of the action rather than on the movements themselves.
A memory principle that indicates the close relationship between encoding and retrieval memory processes. It states that memory test performance is directly related to the amount of similarity between the practice and the test contexts; i.e., the more similarity, the better the test performance will be.
The influence of prior learning on the learning of a new skill or the performance of a skill in a new context.
A generic term used to describe information about a performance that supplements the sensory feedback and comes from a source external to the performer; it is sometimes referred to as extrinsic or external feedback.
A theory for explaining the benefit of a demonstration proposing that when a person observes a skilled model, the person translates the observed movement information into a cognitive code that the person stores in memory and uses when the observer performs the skill.
The memory and performance disruption (i.e., interference) that results from performing multiple skills or variations of a skill within the context of practice.
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