Skills Acquisition in Sport - Second Edition -
Edited by Nicola Hodges and Mark
Williams
This edition contains brand new chapters (21) collated
into 4 parts. The book is an up to date / ‘state of the play’ with regards to
sports’ skill acquisition and has much to offer vocational educators seeking to
improve their teaching by learning how to enhance motor skills training
techniques. Relevant chapter main points summarised.
Part 1 – Presenting information
Chapter 1
R. A. Magill and D.A. Anderson
The roles and uses of augmented feedback in skill
acquisition
**2 types of feedback available - sensory system
(task-intrinsic feedback) and external feedback (augmented, external, extrinsic
feedback) from coaches, teachers, trainers, or training device. Article focuses
on augmented feedback with possibility of providing knowledge of result (KR) or
knowledge of performance (KP).
Forms and uses of augmented feedback then discussed
including merits and guidelines for verbal augmented feedback. Amount needs to
consider short term memory limits and prior experience of learners. Content
includes using correct cues (e.g. clock face direction), limiting to one
process at a time, identifying and prioritizing mistakes to be corrected using
a two-step decision process and allowing learners to work out how to
self-correct if possible.
Non-verbal feedback using a variety of training
devices in different sports provided as examples (e.g. swimming using different
types of flippers to train specific muscle groups).
Theory based guideline for offering augmented feedback
based on guidance hypothesis then presented.
Future direction for research include finding out
which aspect of performance requires augmented feedback, how and when to
provide and what are effects over a long period of practice
Chapter 2
Mixing it up a little: how to schedule observational
practice
N. T. Ong and N. J. Hodges
This chapter discusses ‘when and how’
to provide demonstrations.
Recommends – early observation of a
skill is useful to novice learners so that learners are able to begin building
their own conceptual framework of the activity. So generally, before practice
demonstration is more effective that during practice. Learner control may have
benefits as well. Mixed practice refers to using both demonstration and
practice, not just one method for learning motor skills.
Learners are encouraged to seek a
demonstration as required – dependent on their own KR of the progress. In some
tasks, demonstrations may compensate for some practice time.
Chapter 3
Attentional focus effect movement
efficiency
K.R. Lohse, G. Wulf and R. Lewthwaite
Recommends that learners focus on
EXTERNAL feedback rather than internal. Coaches etc. should therefore be
careful to ensure that verbal feedback encourages learners to pay attention to
external features of movements and not draw attention away from this.
Chapter 4
Advances in implicit motor learning
R.S. Masters and J.M. Poolton
Sort of supporting the above chapter,
studies in using analogies to improve skills in table tennis and basketball are
used to explain the following. Learners
are encouraged to work towards whole skill targets – move the bat as if
travelling up the side of a mountain’ or ‘shoot as if you are trying to put
cookies into a cookie jar’ instead of breaking the task down into small steps
and for the learner to construct their own strategy through trial and error. Basically, for motor skills – cut to the chase
– rather than over-analysing each movement.
Works perhaps because the human body is already ‘well-trained’ in most
motor movement and overanalysing, may lead to confusion of the ‘innate process’
for laying down neural pathways to assist with accomplishment of motor tasks.
Part 2 – Optimising practice
conditions
Chapter 5
Contextual interference:
generalizability and limitations
T. D. Lee
Discusses the pros and cons of
different scheduling protocols on learning skill. The term contextual
interference (CI) effect is used to explain how differences in the organisation
of practice, impacts on learning. Initial acquisition of skill favour block
practice (i.e. repetition of skill to be learnt). However, after initial
acquisition, random practice leads to higher quality learning ie. ability to be
flexible in response to a range of contexts.
Large numbers of studies have found
that CI is now limited to lab tests, practice in single session, CI is not
limited to task outcomes, is not only found with young adults, not limited to
motor learning, or to learners who expect the effect.
Chapter 6
Mental imagery, action observation and
skill learning
A.Moran, M. Campbell., P. Holes and T.
McIntyre
Overviews some studies on the efficacy
of mental practice (MP) to improvement of performance in a range of sports
(golf, tennis, swimming, finger strength, strength performance etc.).
Summarises the theories of MP including neuromuscular model; cognitive /
symbolic approach; bio-information theory and the PETTLEP. This is an emergent
area and important to continue to understand how athletes construct MP.
Chapter 7
Ecological dynamics and motor learning
design in sport
K. Davids, D. Araujo, R. Hristovski,
P. Passos and J.Y Chow
Takes the view that individuals
approach learning from different starting points. Goal is for all learners to
achieve ‘experthood’ and for learning to be based on practice that will assist
in the attainment of expert practice. Therefore, starting skill or expertise
level of learner to be taken into account; understanding of the overall goal of
the training needs to be identified; and primary constrains to learning need to
be manipulated, or accounted for in the training process.
Chapter 8
The representation, production and
transfer of simple and complex movement sequences
C.H. Shea and D.L. Wright
Seeks to explain how understanding the
sequence or structure of movement, assist with optimising training. Imagery
does not have to encompass the whole task but ‘unravels’ as the task proceeds
Example provided is where pianist will retrieve relevant parts of a piece of
music, as the instrument is played. Therefore when learning what to ‘upload’
when, it is important to establish movement structure. Learning of movement
sequence is impacted by practice extent, schedule and influenced by
non-practice factors (for example amount of sleep).
Experts organise the sequence of
movement without mental effort, the challenge is to assist novices to learn the
task, assist the formation of efficient sequence of movement and be able to
transfer the learning to a range of similar tasks.
Chapter 9
Physical guidance research: assisting
principles and supporting evidence
N.J. Hodges and P. Campagnaro
Physical guidance involves coaches
physically guiding learners movements (haptic guidance) or use of mechanical
equipment (passive guidance). Guidance of this sort is recommended for tasks
that are difficult to learn and /or might be dangerous to perform without
guidance (diving, ski-jumping, trampoline or gymnastics). The pros and cons of
guidance of this form are discussed. Recommendations that guidance should be
administered through a schedule of ‘fading’ so as to build learner
independence; level of guidance and technique to be used determined by
individual’s learning needs; and includes active involvement of the learner.
Part 3 – issues in motor learning
Chapter 10
Motor learning through a motivational
lens
R. Lewthwaite and G. Wulf
As practice is critical to attaining
motor skills, motivation of individuals needs to be also taken into account. Aspects
that affect individuals’ motivations include perceived competence; role of
positive feedback; and conceptions of ability. Providing learners with autonomy
to act on feedback either through coaches of using assisted devices to gather
‘augmented task information and movement demonstrations all assist learners to
maintain motivation.
Chapter 11
Motor skill consolidation
M. Tempe and L. Proteau
One of the longer chapters in the book
covering some important ideas about how learning is only the first step.
Practice is required to ensure neural linkages and strengthened and the
relevant motor control areas in the brain are exercised and sometimes enlarged.
Sustained practice to consolidate and stabilise performance is required.
Practice need not be ‘situated’ or physical but includes ‘offline learning’ –
whereby learners ‘digest’ practice and improve performance through perhaps
visualisation or internal imagery, rest and sleep. Therefore important to allow
time for skills to ‘bed down’ along perhaps with providing strategies to
undertake ‘offline’ learning.
Chapter 14
Motor skill learning and its
neurophysiology
K.P. Wadden, M.R.Borich and L.A. Boyd
The brain is ‘neuroplastic’. The
chapter describes changes in the brain as motor learning is undertaken and
consolidates; summarises the current research on what happens to the brain with
short-term, within session changes and with long term, more permanent changes;
what areas of the brain change during the various stages of motor learning; and
what brain networks work together to support motor learning.
Practice and experience leads to
recorded changes in brain neural networks and structure.
Part 4 – skilled performance
Chapter 15
The development of skill in sport
J.Cote, J. Murphy-Mills and B.
Abernethy
Compares two approaches to talent
development in sports. The deliberate practice and one in which later
specialisation is possible through development of a range of skills through for
instance ‘play’. Findings include early diversification can still lead to later
elite performance’ early diversification linked to longer sports careers; early
diversification allows for participation and learning of a wider range of
positive skill sets; deliberate practice may lead to solid intrinsic
motivation; high amount of deliberate practice play establishes motor and
cognitive experience that can be transferred to principal sport; end of primary
school may be good time to choose specialisation; and late adolescent time to
invest in highly specialised training in one sport.
Chapter 16
Anticipatory behaviour and expert
performance
B.Abernethy, D. Farrow, A.D. Gorman
and D.L. Mann
Overviews the expert performance
approach to skill acquisition. In particular summarises and discusses the
ability to anticipate or predict events. This skill is important in many sports
where speed in decision making and ability to adjust rapidly are important.
Includes not only ability to predict fast movement but also have good overview
/ ‘read the play’ type skills which are important for strategic decision making.
Strategies to increase anticipatory behaviour presented. Visual-perception training approach needs to
identify the limiting factor to be improved; device a suitable training medium
to address the training need; and ensure improvements lead to enhancement in
factor focused on.
Chapter 17
Perceptual expertise: What can be
trained?
J. Causer, C.M. Janelle, J.N.Vickers
and A.M. Williams
The ‘quiet eye’ approach for training
visual acuity in sports like archery, shooting and basketball is backgrounded.
Then the range of perceptual-cognitive skills that contribute to athletes being
able to anticipate and make decisions in racquet and team sports also
discussed. A good follow up chapter 16 and useful for skills
requiring accuracy in targeting and visual overviews for rapid decision making.
Chapter 18
Embodied cognition: From the playing
field to the classroom
B.Kontra, N.B. Albert and S.L. Beilock
Covers the ground of expertise leading
to observable physical / structural changes in brain. Skills attained through
practice of motor-skills may transfer across to specific higher-level cognitive
activities – like learning language and comprehension of scientific concepts.
The chapter uses studies on expertise (London cab drivers) and musicians and
studies on embodiment exampled include ballet dancers and capoeira (Brazilian martial arts) practitioners.
Overall, much in this book to
constantly dip into for insights. In the past decode, much progress has been made in the sports
psychology discipline on skills learning. Vocational educators need to tap
into this source of rich literature and work already completed to inform on better ways to design curriculum and engage students learning trade skills.
3 comments:
Nice post! Can’t wait for the next one. Keep stuff like this coming.
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