Motor skill acquisition

Question 1

Beginning/novice level

Answer 1

• generally uncoordinated and jerky movements
• learner begins to construct a mental plan of the activity and is actively trying to understand the skill
• because of the conscious attention that the learner gives to every detail, performance is poor; they are unable to screen out what is irrelevant
• may experience fatigue

Question 2

For Beginning, teachers should;

Answer 2

• provide the learner with a general idea of the skill
• be aware of the conscious cognitive requirements of this level
  give only few verbal cues
• allow time for exploration and self-discovery

Question 3

Intermediate/Practise level

Answer 3

• better understanding a new skill begins after the learner understands the skill in general and is able to perform it more fully developed
• conscious attention to the elements of the task diminishes
• gains a feel for the skill and kinaesthetic sensitivity becomes more highly attuned
• as a result, the learner relies less on verbal and visual cues and more on muscle sense.

Question 4

For intermediate teacher should;

Answer 4

• focus on refining the skill

- allow time for repeated practise of the skill

Question 5

Advanced/fine tuning level

Answer 5

• complete understanding of the skill
• mental plan is highly developed and the learner pays very little attention to the cognitive aspects of the task
• they are refining and fine tuning the skill
• movement is smooth and controlled
• excellent timing and anticipation of movement sand appears to act automatically

Question 6

For intermediate, teachers should;

Answer 6

• tailor feedback very much to the individual
• focus on further refining and fine tuning skill
• focus on maintaining skill
• focus on the artistic elements of the movements.