Juggling Motor Skill

The influence of the training phase on tracking was that the participant got to recognize and get used to seeing where the ball is going the throughout the throw. The training phase allowed the participant’s eyes to trace down how the ball is coming towards them. As the training phase consisted of many trials and different coloured balls, throughout the phase the participant had the opportunity to adjust themselves to seeing how the ball is being thrown. The training phase had a great impact on tracking because it helped the participant to perform better in the post-test following the training phase.

I have chosen to teach metin how to juggle a soccer ball as it is a closed skill and the results are predictable and consistent. Closed and self-paced skill as it is under the direct control of the athlete, making it an easier skill to teach over 7 days. Juggling a soccer ball is a gross motor skill as it involves large muscle groups such as the quadriceps and the hamstrings. It’s a serial movement as it in theory it has a beginning and end movement to each juggle making it a discrete skill, however it is also continuous in nature as the intention is to continue the movement for as long as possible

Scientist have done research over the brain on animals. When they were challenged; scientist noticed their brains expanding and believed human brains could do so too. Later, they began other studies on humans juggling. The studies shown that people who practices improved increasingly and others who did not practice had no improvement. Scientist also viewed the brains of the people who were studied; the ones who practiced had a growth in visual and motor areas. The brains improved, and so did their ability. Although, this indeed is no surprise. Learning can cause permanent changes to the brain by practicing and giving effort on trying. However, it can also shrink and become weaker by not exercising it. In concluding, practicing and giving effort will continue success,

A transfer support system is critical to measuring the effects of training. Since I am a teacher, measuring the effects of training on students and teachers plays a very important role in my life. This year I pre-assessed all of my students before each unit of study. I used the data from the pre-assessments to determine their level of knowledge about the unit of study. By using the pre-assessment data I was able to write individualized instructional objectives for each of my students. I believe this enhanced my understanding of how diverse my classroom is and how it is very important to evaluate each student individually. This provides support to design well-designed lesson plans and assessment. This year I wanted to incorporate higher

When I was in the cognitive stage of learning the roll I used Part method to learn the separate parts of the roll on their own with an instructor. I used this method because the kayak roll is a complex skill and requires different movements in order to complete it. Once I had learnt how to do the different parts of the skill I started to use whole part method where I would try to do a roll and then an instructor would give me feedback on what I was doing wrong and how I could change it so that I was more efficient with my movements. Once I was starting to actually get back up it meant that I was in the associative stage. In the associative stage I used distributed practise because the skill is very tiring and so I needed breaks in between each roll to catch my breath and reset myself, the breaks also allowed for me to get feedback from an instructor on how I could improve it more. As I got more

When all the drills, techniques and mechanics become a part of your system, you'll be performing a lot more consistently compared to your performance if you don't practice often enough.

Rita Smilkstein’s natural learning stages has shown me that there are six steps of learning. Something that I do well is loading boxes. Step one: is the motivation stage. This is where you start to take interest, for me I wanted to load boxes because my sister did it. Step two: Start to practice. When you start to practice you will make mistakes; I got trained but I still made mistakes and had boxes falling on me. Step three: Advanced practice. Where you start getting confidence and you practice; I practiced loading five days a week and it started getting easier. Step four: Skillfulness. When you continue to practice you get some enjoyment out of your success; for me tried to go above and beyond and bough gloves to help improve my boxes making

A person is capable of learning a skill if they put their time and effort towards what they feel passionate about. Has someone ever wanted to develop an ability that you practice it for hours a day? I did, I have spent around 100 hours a year trying to perfect my loving skill, volleyball. It was a hardworking skill, but enjoyable as well. It is my way of life. The most important years of my life was my volleyball experience in High School.

One obtains skills through the acquisition phase exceptionally rapidly, then, the maintenance phase is able to continue to adjust those patterns taking in incremental gains in the fine motor movement. They both need an abundance of repetitive practice to work and make the brain and body as efficient as possible. The brain uses so many parts of itself to implement and save movement patterns like the primary motor cortex, the cerebellum, and the basal ganglia. These skills are so well retained by the brain and body they are practically permanent without significant retraining or detraining. Gaining skills in sports and exercising improves human life by keeping the brain and body young and

Without learning the basic steps, it would be difficult to master the task. But with gender and skill level varying in each child, being patient and boosting their confidence when they do it correctly is equally important as correctly them when they make a mistake. What we don’t see in young adults as we do in children is fear. Many children are afraid to try new things. Throwing the correct way is very important as a child because of the danger of overuse injuries rising all over the world. Since overhead throwing is not a natural motion of the shoulder, it does cause strain on the muscles. As a child, I couldn’t get enough of sports, so for me to gain this kind of knowledge through this class is interesting because I had no idea that breaking down the steps or videotaping the action can breakdown the skill to see what the child is doing wrong in the motion. The application to this information can help me raise my kids, it can help me train those who come to me for help. Developing as an individual is a never ending process and that is what interests me so much; the fact that we continuously grow throughout our

Magill and Anderson (2014) describe the principle of amount and distribution of practice as figuring out how much practice the beginner needs over a period of time in order to successfully learn the motor skill. In most cases, the instructor plans the practice sessions accordingly to a specific time frame as the beginners need to learn the skill in order to continue or because of deadline (Magill and Anderson, 2014), this shows how concise the practice has to be over a period of time while making sure to include the necessary instruction to perform the skill accurately. While longer practice sessions seem ideal, Magill and Anderson (2014) provide examples on how beginners improve on short and frequent practice sessions, each example shows how

A decision that must be made is whether to use discrete trial training drills or incidental teaching to establish functional skills. Discrete trial training is conducted in a highly specified and structured manner, in which the instructor chooses and presents an antecedent stimulus related to the skill of interest, and when the student responds correctly, the response is reinforced. Naturalistic or incidental teaching is loosely structured, and is incorporated into a student’s ongoing routine and follows his or her interests. Variation in antecedent stimuli and respnses is emphasized and reinforcers for correct responses are tied to the student’s ongoing activites. Sundberg and Partington (1999) coined the term ‘natural environment

This paper provides a brief summary on the studies of interleaving practices and their implementations. In this paper interleaving practices are compared and contrasted with blocked practices. Blocked practice is when a learner performs a single practice task over and over again in the learning process, with repetition being the key. Interleaved practice, or varied practice, is when the learner works on random practice tasks varied over time. The random tasks are interleaved with each other as the learning session unfolds, forcing the learner to be alert and attentive to the changing nature of the tasks. Earlier research focused on interleaving practices effects on motor skills. This research showed that learning was greater with the implementation of interleaved practices as opposed to block practices. Current research involving interleaving practices in cognitive function, though limited, have shown some promising results in increasing the effectiveness of learning. This paper examines some popular studies on interleaving practices. Though effective in certain contexts, interleaving has not also been consistent in improving the learning process. This may occur because of inconsistencies in methods and materials, and other confounding factors. Overall, interleaving practices show much promise, and need to be further studied so they can be

Upon assignment of our Skill Teach project, my partner Madelyn and I, began discussing several activities in which we could teach one another. This discussion lasted close to half an hour before we determined a motor skill that I would be able to instruct Madelyn through. The final motor skill we pin pointed was knot tying. This motor skill was something that I had experience with, and that Madelyn was unknowledgeable but interested in learning. The following information, it a brief overview of the learning and teaching process that occurred.

Juggling in the class is a tool that can be used to prove that any person can be taught something, but until they have the true passion to exceed it is simply not feasible.