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LESSON 4: PSYCHOMOTOR LEARNING DEVELOPMENT
Psychomotor Learning Development
The North American Society for the Psychology of Sport and Physical Activity (NASPSPA) considers Psychomotor Learning Development into two major areas as described below (Gill,200).
MOTOR LEARNING AND MOTOR CONTROL
MOTOR LEARNING AND MOTOR CONTROL
Motor learning and motor control are closely interwoven with areas in psychology such as cognition, perception, learning, and performance. Sport psychologists are concerned with cognitive and perceptual processes considered in learning and performing motor skills, or the neuropsychological processes underlying controlled movements.
MOTOR DEVELOPMENT
MOTOR DEVELOPMENT
Motor development is concerned with developmental psychology on issues related to sport and motor performance. The overlapping content between motor development and motor learning and motor control requires the sport psychologist to scrutinize the constructs by investigating the development of motor patterns and skilled performance in various stages of life.
Stages of Psychomotor Learning Development
COGNITIVE STAGE
COGNITIVE STAGE
The cognitive is marked by awkward, slow movements that the athlete is consciously trying to control. He or she has to think before doing the movement. In this stage, the performance is poor and the athlete commits many mistakes in these slow and choppy movements. The frustration level is high but diligent practice allows the athlete to develop motor programs and move onto the next stage of psychomotor development.
ASSOCIATIVE STAGE
The associative stage makes the athlete spend less thinking about every detail and begins to associate the movement he is learning with another movement that he already knows. This is the middle stage of psychomotor development with which movements are not yet a permanent part of the brain. Because they are not automatic for the movements do not become a permanent part of the brain until they are performed at least ten thousand times.
AUTONOMOUS STAGE
AUTONOMOUS STAGE
The autonomous stage is reached when learning is almost complete, although an individual can continue to refine skill through practice. In this stage, an athlete is no longer needed to depend on the coach for all feedback about performance. The learner has practiced the movement ten thousand times. This is a stage where movements become spontaneous. The learner no longer has to think about the movement because the mind and body become one.
ELEMENTS OF PRACTICE
Sport Psychologists agree that the most important element in the control of learning is practice. They also believe that at least ten years of practice are the basis for attaining world class performance in any domain. Practice means the reported performance of a skill so as to become proficient. Fischman and Oxendine (2001) enumerated the major elements of practice as discussed below.
Blocked practice
it means all the try outs of a given task are completed before moving on to the next task. For example, try out four times a week for an hour per session. The coach would devote two weeks to training the four competitive Strokes: butterfly, backstroke, breaststroke, and freestyle. An effective approach in scheduling would be to practice the butterfly for two sessions, and so on until all four strokes are completed.
Random practice
is present in a more difficult environment for the athlete because of the switching tasks. For example, a swimmer would practice all four aforementioned strokes within each practice period, but in a random order so that a swimmer would never practice the same stroke on two consecutive trials. It is important to note that at the end of a two week period, both practice schedules would have provided the same amount of practice on each of the four strokes.
Constant practice
it refers to tasks essentially involving a perception of a stimulus and a movement of the body that remains unchanged under same condition. That is moving the body in front of the ball, getting down to field it, and making an accurate throw.
Variable practice
allows the shortstop to develop a general capability to create “fielding” responses, a capability that enhances generalizability, allowing athletes to transfer their learning to actions not specifically experienced in practice. Variable practice provides athlete's understanding of these relationships
Whole practice
requires that the athletes practice the activity or skill in its entirety as a single unit. A coach must be careful to identify the components within the routine that "go together” so that the athletes can practice them as a unit so as not to disrupt the essential timing. Before breaking a skill down for part practice, it is important to display the whole skill so the athletes perceive how the parts it into the whole.
Part practice
necessitates that the athletes practice each component of the activity or skill separately and then combine the parts into the whole skill. The part method of practice is of greatest value when a skill is very complex or involves separate, independently performed parts.
FEEDBACK
The relevance for acquiring successful Psychomotor Learning Development would require feedback. Feedback is information that athletes would receive from coach/trainer or environment regarding the level of their motor skills or performance. It serves as a groundwork for the athletes learning development. In this chapter, the discussion zeroes in on types, functions, and techniques in rendering feedbacks.
TWO MAJOR TYPES OF FEEDBACK
Intrinsic Feedback
This feedback is information that athletes have to receive as a natural consequence of moving by means of their sensory processes. For example, bowlers throw a ball, they can feel the proprioceptors coming from their muscles, tendons, and joints. They can hear the sound of the ball hitting pins down. They can see whether the ball went directly to the pins. These sensations provide the athletes with information about the outcome of their stroke in terms of achieving the environmental goal.
Extrinsic Feedback
This feedback is an information that athletes receive that is not due to a natural consequence of executing a response but because of the external or outside sources such as a coach, teammate, stopwatch, judge's score, videotape replay, and significant others. It can provide information on the outcome of the performance or on the movement pattern that the athletes have just displayed. For example, swimmers do not know their time in an Olympic type of swimming pool not unless informed by significant person or a clock.
THERE ARE THREE FUNCTIONS IN SKILL LEARNING AND PERFORMANCE
Feedback as Motivation.
It plays a powerful role in energizing and directing athletes' behavior in a particular task. Also, it influences athletes in terms of goal setting and goal evaluation. If the feedback shows that the athletes are performing better, it can be very motivating to them, by exploring and enhancing performance until the goal is met. On the other hand, feedback indicates poor improvement, then this can either lower the athletes’ incentive by trying it hard to learn the skill or it may reveal that the original goals were unrealistic and needed to be adjusted.
Feedback as Reinforcement or Punishment.
Reinforcement means any event that increases the probability that a particular response will reoccur under similar consequences. Punishment refers to any event that decreases the probability that a particular response will reoccur. In other words, responses followed by rewarding consequences tend to be repeated and responses followed by aversive or punishing consequences tend not to be repeated. For example, a tennis player who always won in the competition because he displayed perfect movement via proprioception that the body moved just he intended it to move during execution.
Feedback as Error Correction Information.
First and foremost, providing information helps the athletes toward the movement goal. A high frequency of extrinsic feedback is important during the early stage of training to set performance close to the goal. As proficiency increases, extrinsic feedback should gradually become less frequent so that the athlete learns to become less dependent on it for successful performance. This feedback on errors prescribing ways for modifying performance. It is for this reason that the coach's role as a teacher is very important for skill learning.
TECHNIQUES IN FEEDBACK
Compare the Athlete's Technique with Correct Technique.
It takes several observations of the skill to evaluate the observed mistakes, however the coach should avoid the mistake of offering feedback too quickly. Mistakes in technique must be corrected if the athletes would improve performance or induce safety.
Select One Error to Correct at a time.
The coach must try to identify the error that is most fundamental, critical, and give feedback only if necessary. More often than not, an error is the cause of other errors, and the critical error can be corrected and the others may be eliminated. When the fundamental aspect is mastered, then attention can be devoted to the next important error.
Determine the Cause of the Error and What the Athlete Must Do to Correct It.
The causal errors are ranging from relatively simple like forgetting to concentrate on some aspect of the skill, to the very difficult such as a subtle change in mechanics. For example, knowing the cause of a non-propulsive martial arts athlete's kick maybe more difficult, the problem lies on poor body coordination, wrong timing, positioning of the ankles and other related parts perhaps via video may call on attention. In this regard,
“Keep It Short and Simile” or “KISS”.
This feedback principle provides sufficient information to benefit the athletes' understanding by asking them to repeat it and explain how they will make the correction.
MOVEMENT SKILL DEVELOPMENT
Smith (1999) defined skill as the ability to bring about some end result with maximum outlay of energy or of time and energy. In this regard, the acquisition of motors skills requires classifying and identifying the characteristics of “skilled" motor behavior.
Precision of movement
The amount of muscular involvement necessary to execute a skill in terms of gross motor skill and fine motor skill. The former requires a great deal of muscular involvement to the total body and/or multi-limb movements. The latter explains very little body movement initiated usually involving the manipulation of tools or objects while sitting down.
Distinctiveness of beginning and end points.
a. discrete skills that have a distinct beginning and ending. One which involves a single execution to complete the task;
b. continuous skills that have no distinct beginning or end. One which requires repetition of movement patterns; and
c. serial skills that require various steps or a series of movements in a sequence to complete the task.
Stability of the environment.
It is composed of open skills, require the performer to adjust to or regulate an environment containing objects which have spatial and/ or temporal qualities; and closed skills, wherein the performer can be planned in advance without fear of environmental changes, or can be made to fit the environment predicted in advance.
Body management
skills involve controlling body balance whether on the move (dynamic balance) such as rolling, stopping, landing turning, twisting, bending, swinging, stretching, and dodging; or being stationary (static balance) such as balancing on one foot. Body management skills also include awareness of body parts, and how the body moves in personal and general space.
Locomotion skills
are movements that take the body in any direction, from one point to another. Locomotion skills should be learned from early age onwards, and include walking, running, dodging, jumping and landing, hopping, leaping, skipping, and sliding.
Object control
skills involve hand-eye or foot-eye coordination in manipulation of such objects as balls, hoops, jump ropes, racquets, bats, and hockey sticks. They involve underhand throwing, overhand throwing, catching, bouncing, dribbling, rolling, striking skills with one or both hands, and kicking and trapping skills.
SUMMARY
Psychomotor Learning Development is about how people learn and improve their movement skills. It has three stages the cognitive stage, where movements are slow and full of mistakes and the associative stage, where movements become smoother but still require focus and the autonomous stage, where movements become automatic. Practice is essential for learning, and there are different ways to practice, such as blocked practice focusing on one skill at a time and random practice mixing different skills and every practice are difficult and not easy to execute this practices and the Feedback is also important, it helps athletes improve their skills through motivation, reinforcement, and error correction. movement skills can be classified based on precision, the way they begin and end, and their environment, while fundamental movement skills help develop abilities needed for sports and daily activities.
REFLECTION
Learning about psychomotor development has helped me understand how athletes improve their skills over time. And i know that learning a new movement is not easy and requires patience and practice. In cognitive stage, athletes make a lot of mistakes and feel frustrated, but this is a normal part of learning. And I remember when I was a highschool I learned how to play a basketball and know the basic drills of basketball and also for me I had to think about every movement and in the first time player it's so awkward to do the drills and The associative stage is where things start to improve. Athletes begin to connect new movements with ones they already know. This stage requires a lot of repetition, but it makes the movements smoother and It was still challenging but I could see my progress. In the autonomous stage, the athlete performs movements automatically without thinking much about them. This is the goal of practice to reach a point where the skill feels effortless. And the important part of psychomotor learning is the role of practice and feedback. The different types of practice, such as blocked and random practice, show that training needs to be structured in a way that helps athletes improve efficiently. I also learned that feedback from coaches and personal observations is necessary for learning. Without feedback, it would be difficult to know what to correct. And also the psychomotor learning development teaches us that learning a new skill takes time, effort, and proper guidance. It applies not just to sports but also to daily activities that require coordination and movement. This lesson has inspired me to be more patient with my learning process and to practice consistently to improve my capaabilities.
ACTIVITY
this is our firts quiz on midterm and this is lesson 4 topic and the of this quiz is on february 12, 2025
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