Data Collection Sheet | |||||||||
Name | Date | ||||||||
Trial | Number of Catches | Trial | Number of Catches | Trial | Number of Catches | Trial | Number of Catches | Trial | Number of Catches |
1 | 16 | 31 | 46 | 61 | |||||
2 | 17 | 32 | 47 | 62 | |||||
3 | 18 | 33 | 48 | 63 | |||||
4 | 19 | 34 | 49 | 64 | |||||
5 | 20 | 35 | 50 | 65 | |||||
6 | 21 | 36 | 51 | 66 | |||||
7 | 22 | 37 | 52 | 67 | |||||
8 | 23 | 38 | 53 | 68 | |||||
9 | 24 | 39 | 54 | 69 | |||||
10 | 25 | 40 | 55 | 70 | |||||
11 | 26 | 41 | 56 | 71 | |||||
12 | 27 | 42 | 57 | 72 | |||||
13 | 28 | 43 | 58 | 73 | |||||
14 | 29 | 44 | 59 | 74 | |||||
15 | 30 | 45 | 60 | 75 |
Recorded Observations THE ACQUISITION OF SKILL What happens when we learn a new, complex motor activity? What happens before a well-skilled pattern emerges? High levels of achievement seldom result suddenly. Learning of this type usually involves a gradual process during which the learner progressively, though not always smoothly, approximates his/her goal. He/She gradually coordinates his/her actions, both temporal and spatial, during repeated practices. Practice gives him/her the opportunity to adapt his/her movements during many trials, in accordance with the nature of his/her errors and the quality of the available feedback (reinforcement). As the individual learns, he/she can move through three stages: (1) the cognitive, (2) the motor and (3) the autonomous stage. During initial learning certain knowledge and understandings of relationships must be developed and productive techniques and methods of moving are initiated. This is followed by more practice during which the learner attempts to improve and establish his/her manipulative abilities (make them more reliable and predictable). Physiology homework help. Finally the performer learns so well how to respond to external and internal cues that his/her movements require little conscious awareness. In the present experiment, you should observe behavioral changes associated with motor learning, and you should attempt to develop analytical insight regarding the integration of perceptual, proprioceptive and motor processes. Such integration is a requirement of motor proficiency. The present study should make clear to you also a very important point: the difference between the purpose and the problem of a study. Though the problem requires you to learn to juggle, to learn to do so is not the purpose of this experiment! The purpose is to critically examine the course of development of motor learning; the specific problem, which requires you to learn to juggle, is simply the example of motor learning which is to be used in attempting to achieve the purpose. The assignment requires two types of data: (1) the objective evidence of learning an inferred from performance an (2) the recording of your subjective thoughts, plans, opinions and evaluations about the process of learning as you progress from the beginning to the more advanced stages of learning. The latter will give you subjective data but from this analytical approach you should gain insight into some problems of motor learning. You will be simultaneously the subject, the experimenter, and the recorder during this experiment. To be sure, this presents a limiting condition but experience has shown that this assignment can be accomplished in this manner. A short period of time on ten consecutive days is required for the accumulation of the necessary quantitative and qualitative data. The questions in the section “Discussion and Inferences” are to be answered. These questions are to be typed. As is the case with any assignment, grammar and organization will be considered to be an important part of the assignment. Make sure that principles which have been discussed in class are connected to the discussion questions. ORDER A PLAGIARISM-FREE PAPER NOW
RESULTS
time you catch a ball, so that your first day’s record might look like this: 0-0-1-1-2-9-3-, etc.
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