KINE 2P05 Study Guide - Final Guide: Motivation, Motor Learning, Observational Learning
19 Dec 2016
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Lecture 9 Review
Lecture 9 – Organizing and Scheduling Practice
• Practice Considerations
o Motivation
▪ An unmotivated learner is unlikely to practice – little to no learning
▪ Intrinsic motivation – drive to learn a skill
• Autonomy
• Competence
• Social Relatedness
▪ Goal Setting
• Encourage the learner to set personal performance goals
during practice
• Boyce (1992) – goal setting vs. “do your best”
o Learners with goals had better performance
o Learners with goals had better retention
• Goals should be realistic and achievable with practice
and effort – Challenging Needs to satisfy
competence
o Too high? – learner becomes discouraged
o Too low? – learner becomes bored
▪ Augmented Feedback
• Knowledge of Performance & Knowledge of
• Results can provide a boost to performance (even if it’s not
true!)
▪ Self-Regulation of Practice
• Learners determine how to schedule and organize practice
or feedback
• Feeling of control increases motivation to learn and results in
better learning– satisfies need for autonomy
o Instructions
▪ Two types of instruction to facilitate motor learning:
• Directing attentional focus
• Demonstrations and modelling
▪ Directing Attentional Focus
• External focus – end result of movement
• Internal focus – production of movement
• Focusing on the result of an action leads to more skilled
performance in most learners.
▪ Demonstrations and Modeling
• Observational Learning – learner gains information by
watching another’s performance
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