KP161 Lecture Notes - Lecture 14: Automatic Control

• School: WLU
• Department: Kinesiology & Physical Education
• Course: KP161
• Professor: Quincy Almeida

Document Summary

Learner practitioners can directly influence learning preparation in 2 ways: capture lear(cid:374)er"s u(cid:374)di(cid:448)ided atte(cid:374)tio(cid:374) (cid:271)efore i(cid:374)trodu(cid:272)i(cid:374)g the skill (cid:894)i. e. (cid:374)o distra(cid:272)tio(cid:374)(cid:895) Introduce the skill in a manner that stimulated interest. If you are teaching someone a new skill. An instru(cid:272)tor pro(cid:448)iding effe(cid:272)ti(cid:448)e (cid:448)er(cid:271)al instru(cid:272)tions needs to . Have a thorough understanding of the skill being taught and convey knowledge to learner. Gi(cid:448)e (cid:272)lear, effe(cid:272)ti(cid:448)e i(cid:374)stru(cid:272)tio(cid:374)s that do(cid:374)"t confuse the learner. Would an expert be an effective instructor. No, they have their own techniques that work for them. Introduce a learner to a new skill: general idea of goal: de(cid:448)elop the lear(cid:374)er"s skill le(cid:448)el: refi(cid:374)e(cid:373)e(cid:374)t. Focus learners attention on critical elements of new motor skill- do(cid:374)"t lea(cid:448)e guess (cid:449)ork up to learner. Beginners have difficulty discriminating between relevant irrelevant stimuli. Specifics should be addressed later, when learning is refining the movement pattern. Provide enough information to relay concept while using developmentally appropriate terminology.