APPLIED MOTOR CONTROL AND LEARNING Nature of the Skill

EXERCISE, SPORTS AND DANCE

 Performed in isolation or with others
 Executed rapidly or over time
 Perceptual demands
MOTOR CONTROL
 Stable or changing conditions
- Motor control involves the study of the  Use of equipment
neural, behavioral, environmental, and  Rules constraining action
synergistic mechanisms responsible for
Environment
human movement and stability. All motor
skills, regardless of the level of skill with  Predictability of environment
which they are executed, are expressions of  Presence of observers
the motor control system.  Light, wind, surface conditions, etc.
- The final target of this system is the muscles  Environmental context (background. etc.)
and joints responsible for executing action.  Constraints on movement possibilities
Two outcomes of muscular control are  Perceptual elements present in
paramount to motor control—the control of environment
movements and the control of stability or
What is learning?
posture.
- Learning is a relatively permanent change in
MOTOR LEARNING
a person’s ability to execute a motor skill as
- Motor learning is the study of the processes a result of practice or experience doing a
involved in acquiring motor skills and of the skill.
variables that promote or inhibit such - We can’t see learning because the internal
acquisition. In defining motor skills, we said processes can’t be directly observed.
that they are movement capacities that are
ROLE OF PERFORMANCE IN LEARNING
learned rather than gained through normal
growth and development. - While we can’t see learning, we can see
Those factors influencing the learning of performance.
motor skills, whether through normal daily - PERFORMANCE- is the execution of the skill.
experiences or within formal instructional - Through repeated observations of a
settings, entail the study of motor learning. person’s performance, we infer whether a
person has learned a skill.
HOW DO PEOPLE MOVE?
MOTOR SKILL
- The Learner
- The Task  Goal-oriented
- The Environment  Body and limb movements required to
accomplish goals
FACTORS INFLUENCING THE LEARNING OF MOTOR
 Voluntary
SKILLS
 Must be learned or re-learned
The Learner
WHICH ARE MOTOR SKILLS?
 Previous skill learning
 Grasping a bottled water
 Level of motivation
 Keyboarding
Age and developmental readiness
 The startle reflex
 Psychological characteristics
 Sewing a button
 Fitness level
 Playing a drums
 Bodily constraints on movement
WAYS TO CLASSIFY MOTOR SKILLS

BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
 - Identify skill characteristics that are similar 3. Dance Instructor
- Divide into two categories, which represent 4. Ergonomics Designer
extreme ends of a continuum 5. Fitness Consultant
- One dimensional systems 6. Movement Scientist
 Size of primary musculature 7. Occupational Therapist
required; precision of movement 8. Physical Educator
 Nature of movement organization; 9. Physical Therapist
Specificity of where actions begin 10. Sport Psychologist
or end 11. Training Specialist
 Predictability/Stability of the 12. Youth Sports Leader
environment
REASONS TO STUDY MOTOR LEARNING AND
PRECISION OF MOVEMENT MOTOR CONTROL

1. FINE MOTOR SKILL 1. Professional Application

-Involving very precise movements normally 2. Intrinsic Interest
accomplished using smaller musculature 3. Ethical Considerations
2. GROSS MOTOR SKILL
Classifications of Motor Skills in Relation to the
-Places less emphasis on precision and is
Motor Skill Learning Process
typically the result of multi-limb movements
MOTOR SKILLS
NATURE OF MOVEMENT ORGANIZATION
- Walking, running, speaking, dancing,
1. DISCRETE
swimming, and many other activities
-Beginning and end points are clearly
involve motor skills, or the use of our
defined
muscles to make our bodies move and
2. SERIAL
perform the activities we want to do.
-Composed of a number of discrete skills
- Motor skills can be analyzed through
whose integrated performance is crucial for
classification. They are classified using
goal achievement
continua, as the process of classification is
3. CONTINUOUS
not simple; being specific about the
-Beginning and ending points are arbitrary
characteristics of a skill can be difficult as
OPEN/ CLOSE CLASSIFICATION SYSTEM many of them change depending on the
circumstances under which the skill is
1. CLOSED SKILL
performed.
- Environmental context is stable and
- It is important to classify skills so that they
predictable (does not change from trial to
can be taught easily and effectively by
trial)
teachers to others.
- Consistency is the objective
-Technique refinement is emphasized EVERY SPORT HAS A UNIQUE SET OF SKILLS, EACH
2. OPEN SKILL POSSESSING CHARACTERISTICS THAT CHANGE IN
-Performer must adapt performance to the DIFFERENT SITUATIONS.
ever changing environment. These classifications are based on three factors:
-Practice should emphasized responding to
 How precise a skill is.
the changing demands
 If the skill has a clear beginning and end.
OCCUPATIONAL USES OF KNOWLEDGE  Whether the environment affects the
IN MOTOR LEARNING AND CONTROL performance of the skill.

1. Athletic Coach MUSCULAR INVOLVEMENT CONTINUUM

2. Athletic Trainer

BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
 - This continuum considers the amount of
muscle movement necessary when
performing the particular skill.
1. GROSS SKILLS - these are skills which
involve large muscle movements and
little precision.
2. FINE SKILLS - these are skills which
involve small and intricate muscle
movements and often lots of precision.
They therefore emphasize hand eye
coordination.
ENVIRONMENTAL INFLUENCE CONTINUUM
- This continuum considers how strongly the
surrounding environment can influence the
performance of the skill, and includes not
only weather conditions, but additional
factors such as the situation and those
around you.
1. Open Skills - these are skills which are
strongly affected by the environment, often
because they are performed in external and
unpredictable environments. They involve
decision making and adapting to game
situations.
2. Closed Skills - these skills are not affected
by the environment and are self-paced. The
performer aims to carry out the exact same
movement each time.
CONTINUITY CONTINUUM
- This continuum looks at how clear the
beginning and end of the skill are.
1. Discrete Skills - these skills have a defined
beginning and end, and must be performed
from the start if repeated.
2. Serial Skills - these skills contain a number
of discrete elements that are out together
in a specific order to make a sequence of
movements.
3. Continuous Skills - these have no definite
beginning or end, and the end of one
movement becomes the beginning of the
next.
PACING CONTINUUM
BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
- This continuum looks at the level of control
the performer has over the timing of the
skill.
1. Self (internally) Paced Skills - the performer
decides when the skill starts and the rate of
procession.
2. Externally Paced Skills - the control of these
skills is not determined by the performer
but by the environment – often opponents
that the performer must react to. They are
normally open skills.
DIFFICULTY CONTINUUM
- This continuum looks at how complex the
skill is, taking into account perceptual load,
decision making, speed and timing of sub-
routines, speed, accuracy and power
required and use of feedback.
1. Simple Skills - they involve little decision
making, have a low perceptual load but can
remain difficult to learn and perform.
2. Complex Skills - they have a high perpetual
load, involve lots of decision making and
significant use of feedback, and contain
many sub-routines.
PRACTICE CLASSIFICATIONS
- There are also classifications relating to
different practice methods, with each
aiming to produce a specific outcome.
1. VARIABLE & FIXED PRACTICE
a) Fixed practice is drilling a specific
movement repeatedly, which
allows the motor sequence to be
perfected. Ideal for closed,
interactive & coactive skills.
b) Variable practice is training a skill
using a variety of techniques. This
is effective for developing skill and
adaptability, and is vital for open &
interactive skills.
2. MASSED & DISTRIBUTED PRACTICE
a) Massed practice is training a skill
until it’s been fully learned, with no
break. This is good for athletes
possessing high levels of fitness,
and is suited for fixed practice.
 b) Distributed practice is training
interspersed with rest, or another
skill. This is more appropriate for
TYPES OF TRANSFER OF LEARNING
athletes with lower fitness levels,
and useful for variable practice.
THREE STAGES OF MOTOR LEARNING
1. COGNITIVE STAGE
The cognitive stage is the period during
which the goals of the task and the
appropriate movement sequence to achieve
these goals are determined. At this stage,
the learner is a novice and makes a
conscious effort to develop an
understanding of what to do.
2. ASSOCIATIVE STAGE
During this stage, the learner has
established the movement sequence and is
able to refine his / her strategies. She / he
does not need to rely so heavily on external
instructions and is better able to respond to
the context / environment. During this
phase, there tend to be fewer errors,
greater consistency and improved
performance. Less feedback is required, but
improvement occurs more slowly.
3. AUTONOMOUS STAGE
FORMS OF TRANSFER OF LEARNING – THEORIES
This phase involves further practice of the
skill in order to enhance performance so
that it becomes automatic. The learner has
internalized the skill and is able to perform
it with minimal cognitive monitoring. This
means that the learner can pay more
attention to other things, including other
aspects of the task or environmental
features.
TRANSFER OF LEARNING
- The word transfer is used to describe the
effects of past learning upon present
acquisition.
- The main purpose of any learning or
education is that a person who acquires
some knowledge or skill in a formal or
structured situation like a classroom, or a
training situation, will be able to transfer
such knowledge and skills to real-life
BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
situations and adapt himself more
effectively.
1. POSITIVE TRANSFER
-Transfer is said to be positive when
something previously learnt benefits
performance or learning in a new situation.
a) Vertical Transfer
-This transfer focuses when the
learning of the lower level helps in
learning at the higher level just like
when we saw a vertical line.
b) Horizontal Transfer
-This transfer is a learning of one
kind facilitates learning of the
same level in other situations or in
other contexts.
2. NEGATIVE TRANSFER
-the previous learning hinders or block or
interfere with performance or learning in a
new situation.
3. ZERO TRANSFER
-Where there are no transferable elements
between previously learned skills and the
new ones about to be learned.
1. THEORY OF IDENTICAL ELEMENTS
(E.L.THORNDIKE)
- According to him most of the transfer
occurs from one situation to another in
which there are most similar or identical
elements.
2. THEORY OF GENERALIZATION OF
EXPERIENCE (CHARLES JUDD)
-Theory of generalization assumes that
what is learned in task ‘A’ transfers to task
‘B’ because in studying ‘A’, the learner
develops a general principle which applies
in part or completely in both ‘A’ and ‘B’.
3. NEAR AND FAR TRANSFER OF LEARNING
(EDWARD THORNDIKE 1874 – 1949)
-Near transfer: Transfer of knowledge
between similar contexts. Far transfer:
Transfer of knowledge between dissimilar
contexts.
 4. THE LOW ROAD AND HIGH ROAD THEORY
(SALOMON & PERKINS, 1988)
-Low-road transfer occurs when well-
established skills transfer spontaneously,
even automatically.
-High-road transfer occurs when the
learner consciously and deliberately
("mindfully") evaluates the new situation
and applies previous learning to it.
MOTOR PERFORMANCE VS. MOTOR LEARNING
MOTOR Performance - is the temporary change in
movement behavior seen during a practice session
 May be due to performance conditions ▪
Facilitation & Fatigue
MOTOR LEARNING - is a permanent change in
movement behavior measured after a retention
period
 Motor Learning is only due to practice
THEORIES OF MOTOR CONTROL
1. Reflex Theory (Sherrington 1906)
- Movement is controlled by
stimulus-response. Reflexes are the
basis for movement
- Reflexes are combined into actions
that create behavior.
- Example: When you start learning
to ride a bicycle, you might initially
struggle to maintain balance. As
you lean to one side, your body
automatically attempts to
counteract the imbalance by
extending a leg to the side (the
"putting your foot down" reflex).
2. Hierarchical Theory (Adams 1971)
- Cortical centers control movement
in a top-down manner throughout
the nervous system.
- Closed-loop Mode: Sensory
feedback is needed and used to
control the movement.
- Voluntary movements initiated by
“Will” (higher levels). Reflexive
movements dominate only after
CNS damage.
BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
- The Hierarchical Theory in motor
control suggests that complex
motor skills are organized in a
hierarchical manner, with higher-
level commands controlling
lowerlevel movements. An
example of this can be seen in
playing a musical instrument, such
as the piano.
3. Motor Program Theory (Schmidt 1976)
- Adaptive, exible motor programs
(MPs) and generalized motor
programs (GMPs) exist to control
actions that have common
characteristics.
- Higher-level Motor Programs -
Store rules for generating
movements
- Motor Program Theory proposes
that motor skills are stored as pre-
structured motor programs in the
central nervous system. These
programs are like templates that
guide the execution of specific
movements. An example of this
theory in motor control can be
observed in the act of typing on a
keyboard.
4. Dynamic Action Theory: dynamical system
theory (Bernstein 1967)
- Movement emerges to control
degrees of freedom. Movement is
an emergent property from the
interaction of multiple elements.
- Dynamical System Theory in motor
control emphasizes the self-
organization of motor patterns and
how they emerge from interactions
within the system. An example is
the coordination of limb
movements during walking.
5. Ecological Theory (Gibson & Pick 2000)
- The person, the task, and the
environment interact to influence
motor behavior and learning. The
interaction of the person with any
given environment provides
perceptual information used to
control movement.
 - The motivation to solve problems
to accomplish a desired movement
task goal facilitates learning.
- The Ecological Theory of motor
control focuses on how individuals
perceive and interact with their
environment to control
movements. An example of this
theory can be seen in the way a
baseball outfielder catches a fly
ball.
6. System model theory (Shumway-Cook
2007)
- Multiple body systems overlap to
activate synergies for the
production of movements that are
organized around functional goals.
- Considers interaction of the person
with the environment. Goal-
directed BehaviorTask Orientated
- System Model Theory in motor
control focuses on modeling motor
control processes as dynamic
systems with feedback and control
loops. An example can be found in
maintaining posture and balance
while standing.
THEORIES OF MOTOR LEARNING
- Over the past century there have been
many attempts to theories the process of
motor learning. Most theories successfully
capture key aspects of the journey, but
none have perfectly answered the
complicated question of how we learn
skilled movements.
STAGES OF MOTOR LEARNING
- The most famous motor learning theory is
Fitts and Posner’s (1967) stages of motor
learning. The stages of motor learning
theory highlights the information processing
and attentional demands of motor learning.
- Skill acquisition follows three sequential
stages: cognitive (black), associative (dark
gray), and autonomous (light gray).
Read our full article on the Cognitive, Associative &
Autonomous stages of learning
BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
- To begin with, movement requires a lot of
conscious control and thought. Through
practice the movements become more fluid
and can be performed with less conscious
control. This transition allows the performer
to focus their attention elsewhere, such as
where their opponent is placed, or deciding
their next move.
- Showing stages of motor learning from
cognitive to associative to autonomous.
Although the stages of learning theory
captures some aspects of how we learn
movements, it doesn’t provide all the
answers.
GENTILE’S TWO STAGE MODEL OF MOTOR
LEARNING
- In Gentile’s model, there are two objectives
for the initial stage of learning, to learn the
basic movement pattern needed to achieve
the goal and to identify components of the
environment important to the task.
- Gentile’s two stage theory of motor
learning places the performer’s goal at the
center of learning. In the first stage the
learner is getting the idea of the movement.
They establish a basic coordination pattern
that meets the task demands.
- Other tasks, such as dribbling in Football
(and other open skills), require sportsmen
and women to be able to adapt their
movement in order to be successful, as
multiple ways of dribbling (movement
patterns) are often useful.
- Gentile’s theory considers that different
motor tasks have different goals and this
shapes motor learning and coordination.
TRANSFER OF LEARNING
- The word transfer is used to describe the
effects of past learning upon present
acquisition. In the laboratory and in the
outside world, how well and how rapidly we
learn anything depends to a large extent
upon the kinds and amount of things we
have learned previously.
TYPES OF TRANSFER OF LEARNING
1 Positive transfer: When learning in one situation
facilitates learning in another situation, it is known
as positive transfer.
For example, skills in playing violin facilitate learning
to play piano. Knowledge of mathematics facilitates
to learn physics in a better way. Driving a scooter
facilitates driving a motorbike
Two levels of Positive Transfer:
Vertical - When one lesson facilitates in
understanding for another lesson in a subject is
called vertical transfer. Habits and values of the
family influence the child to adopt them in his daily
life.
Horizontal- When knowledge of one subject helps in
understanding the other subject. Knowledge of the
history of the Vedic period helps in understanding
the literature of that period.
2. Negative transfer: When learning of one task
makes the learning of another task harder- it is
known as negative transfer. For example, knowledge
of history in no way affects learning of driving a car
or a scooter.
3. Zero Transfer -just means that previous skills or
information have zero effect on learning new skills or
information. In other words, in this case the old
information neither helps nor hurts the new
information or skill.
THEORIES OF TRANSFER OF LEARNING
1. Theory of identical elements:
- This theory has been developed by E.L.
Thorndike. According to him most of
transfer occurs from one situation to
another in which there are most similar or
identical elements.
- This theory explains that carrying over from
one situation to another is roughly
proportional to the degree of resemblance
BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
in situation, in other words- more the
similarity, more the transfer.
2. Theory of generalization of experience:
- This theory was developed by Charles Judd.
Theory of generalization assumes that what
is learnt in task ‘A’ transfers to task ‘B’,
because in studying ‘A’, the learner
develops a general principle which applies
in part or completely in both ‘A’ and ‘B’.
- Experiences, habits, knowledge gained in
one situation help us to the extent to which
they can be generalized and applied to
another situation.
MOTOR LEARNING THEORIES THAT ADDRESS
TRANSFER OF LEARNING INCLUDE:
1. Identical Elements Theory:
- This theory posits that transfer is more
likely to occur when there are shared
elements or similarities between the two
motor skills or tasks.
- The greater the similarity, the greater the
transfer.
2. Generalized Motor Program (GMP) Theory:
- GMP theory suggests that individuals store
motor programs or templates for various
movements. Transfer occurs when a similar
GMP can be applied to a new motor skill.
3. Principle of Transfer of Practice:
- This theory proposes that transfer is
influenced by the amount and type of
practice. More practice in the source skill
can lead to greater transfer to the target
skill.
4. Motor Schema Theory:
- This theory emphasizes the role of
generalized motor patterns and schemas
that are adaptable to various motor tasks.
Transfer occurs when an existing schema
can be modified for a new task. The type
and extent of transfer in motor learning
depend on various factors, including the
nature of the motor skills, the degree of
 similarity between tasks, and the
individual's prior experience and learning
strategies.
- Researchers and educators in motor
learning use these theories to design
effective training programs and facilitate
the transfer of skills between different
contexts and tasks.
LEARNING EXPERIENCE
- It is any experience a student has in which
they learn something.
- It refers to any interaction, course,
program, or other experience in which
learning takes place.
- Learning experience can occur both
intentionally and unintentionally and both
in and outside of the school.
TYPES OF LEARNING EXPERIENCE
1. STRUCTURED – these are experience that
have a clear procedure to ensure that the
learning occurs.
2. UNSTRUCTURED – these are experiences
that have learning as a goal but allow
students to find their own way to learn the
lesson.
3. EXPERIENTIAL – these situations involve a
student ‘experiencing’ what it’s like to be in
a certain situation.
4. COLLABORATIVE – this involves learning
that occurs alongside and with the other
learner.
5. OBSERVATIONAL – this involves passive
learning, where students realized simply
through watching something occur.
6. READING – written text can be used as a
form of instruction and therefore can
facilitate learning.
7. INDEPENDENT – this learning experience
doesn’t involve a formal teacher but is
instigated and pursued by the learner
themselves.
8. BLENDED – this type of learning involves a
mix of teacher instruction and student–led
inquiry,
BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
9. PROJECT-BASED – the student is provided
with a project; learning occurs through the
process of completing the project.
10. SENSORY BASED – this learning experience
takes place when our senses (touch, feel,
smell, and sight) give us stimuli that help us
comprehend our world.
EXAMPLES OF LEARNING EXPERIENCE
1. Internship
2. Writing an essay
3. Apprenticeship
4. Seminars
5. Losing
6. Embarrassment
7. Failing
8. Play
9. Conversation
10. Observation
11. Success
12. Experiments
PRACTICE
- is the act of rehearsing a behaviour
repeatedly, to help learn and eventually
master a skill. The word derives from the
Greek "πρακτική" (praktike), feminine of
"πρακτικός" (praktikos), "fit for or
concerned with action, practical",[1] and
that from the verb "πράσσω" (prasso), "to
achieve, bring about, effect, accomplish".
Sessions scheduled for the purpose of
rehearsing and performance improvement
are called practices. They are engaged in by
sports teams, bands, individuals, etc., as in,
"He went football practice every day after
school"
THE POWER OF A PRACTICE SCHEDULE
1. Insight - Our devotion to practice sharpens our
artistic insight because our creative faculties get
ongoing exercise. We perceive the expressive
essence of a piece more and more quickly and then
are able to maintain interpretation flexibility,
continually refining our interpretations.
2. Energy - During the periods between practice
sessions, we know when we’ll practice next, which
helps us keep musical goals in mind, adding to our
creative energy.
3. Pacing - When we know that specific times are set
aside for practice, we can better pace our learning
and plan each practice session.
4. Productivity - Consistent practice enables us to be
maximally productive day after day. Even on difficult
days, we can accomplish meaningful tasks.
5. Motivation - The productivity we gain bolsters our
success and amplifies our motivation to work. We
can look forward to practice because we know that
each session moves us forward on our creative path.
6. Balance - Because we carve out periods to
practice, we can also set aside time for self-care,
relationships, career development, and more.
PRACTICE DESIGN AND PLANNING:
- Practice design and planning encompass the
systematic organization of practice session
to enhance skills acquisition and
performance improvement. This elements
are crucial for optimizing the learning
process. Key aspects of practice design and
Planning include:
- This theory, associated with B.F. Skinner,
emphasizes the role of external stimuli and
reinforcement in learning. In practice
design, behaviorist principles may involve
using rewards and punishments to shape
desired behaviors and skills. For example, in
a classroom setting, students might receive
positive reinforcement for successfully
completing practice exercises.
- Burrhus Frederic Skinner (March 20, 1904 –
August 18, 1990)
1. Goal Setting: The therapist sets clear,
achievable goal with the patient.
2. Assessment: The therapist assesses the
patient’s current condition, including
strength, flexibility and any physical
BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE
limitations. This evaluation guides the
development of the rehabilitation plan.
3. Practice Schedule: The therapist designs
a structured rehabilitation plan that
includes exercises and stretches aimed at
improving the patient’s motor skills. The
plan typically progresses form less
strenuous exercises to more demanding
ones as the patient’s condition improves.
4. Feedback Mechanisms: The therapist
provides immediate feedback during
therapy sessions, correcting the patient’s
form and technique.
5. Progress Tracking: The therapist
monitors the patient’s progress, adjusting
the rehabilitation plan as needed to ensure
that it remains aligned with the patient’s
goals and abilities.
FEEDBACK
- Feedback is defined as any response-related
information or after the production of a
movement skill. There are two broad
categories of feedback. These are called
sensory feedback (intrinsic feedback) and
augmented feedback ( extrinsic feedback).
Theory suggests that feedback plays a crucial
role in motivating individuals to achieve their
goals. Feedback that is specific, challenging, and
related to the set goals can enhance motivation
and performance.
1. Immediate feedback - providing feedback
as soon as possible after the execution of a
skill allows individuals to make necessary
adjustments and corrections.
2. Specific feedback - it should be specific and
related to the goals and objectives of the
practice. It should address what was done
correctly and what needs to improve.
3. Positive and constructive feedback - should
be balance positive reinforcement with
constructive criticism. Positive feedback can
boost motivation and confidence, while
constructive feedback guides improvement.
PROVIDING FEEDBACK THEORIES
 1. Feedback control theory - this theory direct experience but also by
rooted in engineering principles, describes observing and modeling the
feedback as a process in which information behaviors, attitudes, and emotional
about the system’s output is fed back to the reaction of others. In instructional
input to regulate and correct errors. In the approaches, this theory
context of skill acquisition, feedback control underscores the importance of role
theory emphasizes the role of sensory models, demonstration and
information in adjusting motor actions observational learning.
during performance.  Cognitive load theory - developed
2. Self-determination theory (SDT) - while not by sweller, this theory posits that
exclusively about feedback, SDT is relevant instructional materials should be
in providing feedback that supports designed to match the cognitive
motivation and self-regulation. It posits that abilities of learners. It suggests that
individuals have innate psychological needs the working memory of learners
for autonomy, competence, and has limited capacity. Therefore,
relatedness. Feedback should be provided instructional approaches should
in ways that nurture these needs, manage cognitive load by
enhancing motivation and long-term presenting information in ways
engagement in skill development. that optimize the learning process,
3. Instructional approach - encompass such as reducing extraneous
strategies and methods use to facilitate skill cognitive load and emphasizing
acquisition and performance improvement. intrinsic cognitive load.
Effective instructional approaches are
essential for optimizing the learning
process.
4. Demonstration - instructor or experienced
performers can demonstrate the correct
execution of a skill.
5. Guided practice - instructors provide step
by step guidance during practice sessions,
gradually decreasing their involvement as
learners become more proficient.
6. Variable practice - introducing variations in
practice tasks help learners to adapt to
different scenarios and challenges. This
approach can enhance skill transfer.
7. Progressive overload - gradually increasing
the difficulty or complexity of task allows
learners to build on their existing skills.
8. Instructional approaches theories - various
theories and models inform instructional
approaches to enhance skill acquisition and
performance.
 Social cognitive theory - developed
by bandura, this theory
emphasizes the role of social
learning and observational
learning. Its highlights that
individuals learn not only from

BPED 155 APPLIED MOTOR CONTROL AND LEARNING EXERCISE, SPORTS AND DANCE