Observation
Describe activity you observed:
I observed a physical therapy session with an older gentleman who had two fingers shortened in length due to an accident with tools. The therapist was introducing different exercises to him and I observed her methods of feedback.
Feedback examples:
therapists says "move your hand further up"
"one, two, three..." counting the reps of an exercise
"You can do it, there you go!"
"push your fingers into the putty and make an impression"
"roll your fingers around the bar and roll the bar up and down"
"Good, your index finger is gripping the peg further down toward the tip"
patient hears the timer go off
therapist tells patient to keep massaging the area and how to work on straightening
therapist shows patient what exactly they are doing and how exercise is supposed to look
therapist tells patient that we should increase the resistance, sets, and reps of an exercise
therapist says "good you put all the clothespins on the rack"
patient sees all the pegs taken out of the board
Categorization:
Intrinsic: patient sees pegs are all on the board and feels the grip of a ball being picked up
Extrinsic: therapist says "Great job using your fingers to grip that ball or the peg" "I really liked how you got your fingers wrapped around the cone"
KR: patient counts the reps of the exercise and hears the timer go off signaling the completion of the exercise
KP: therapist says "Good job with rolling your fingers around the surface of the ball" "I really liked how you got your index finger to pinch the closepin"
Descriptive: when therapist is working on patient's hand, she describes how to resist against her hand pushing the patient's finger and also describes how and why the patient is to straighten his fingers
Prescriptive: therapist tells patient to work on massaging a specific area for next time and how to use a finger splint with three points of contact to allow the finger to straighten
Discussion:
Motivation: the therapist tells the patient how much improvement she has seen from last time and says encouraging words such as "awesome, you can do it!" This is very encouraging because it provides confidence in the patients.
Reinforcement: the therapist points out exact components of the exercise that are key and when the patient performed them correctly, she makes sure to tell him "that's what you want to see". This isolates the correct forms of the exercise that are key and desirable for the outcome.
Information: The therapist always explains what is preventing the patient from receiving the desired outcome during an exercise. If they don't understand, then she breaks the exercise down into simpler components. When massaging the patients fingers she makes sure he understands the correct way to work on his hand at home.
Dependence: The therapists makes sure to balance encouraging words with instructions on how to improve and receive the desired outcome, instead of allowing the patient to depend upon her feedback, she asks how the patient felt during the exercise and the patient often provides their own feedback as well by having a positive attitude about their performance.
Wednesday, November 17, 2010
PDFE #14 "Segmentation-Part Practice"
Part practice: the way to break down the parts of a complex skill to understand its components and enhance the learning of the complex skill, such as the individual components of shooting in basketball
Whole practice: when the student or athlete practices the entire sequence of events of the performance together, such as a routine for dance or skating
LAB: For this lab, Ehsan was my partner and he was the part practice learner. He gradually improved slowly during the overall individual tasks of the juggling. He showed more improvement on the first two tasks of the one ball toss and catch, and the two ball toss and catch. It was more difficult to add the three ball toss and drop. I was the whole practice learner and practiced three-ball juggling. It was very difficult for me to get past a couple of catches. I hadn't had very much practice with juggling and I do believe that the part practice would have helped me improve.
Evaluation of Conditions:
I really believe if we had more time the part practice would have been clearly distinguished as the best method of practice. Ehsan did show some improvement. The idea of breaking complex things down into individual simply tasks and trying to master those first is the best thing to do when trying to master a complex task such as juggling. The results didn't necessarily match the theory due to other factors. However, I did see some improvement among the individual tasks which did confirm my expectations.
Other factors: individual skills and abilities, distractions such as tennis balls going everywhere, noise, felt pressure for time and feelings of inferiority
Whole practice: when the student or athlete practices the entire sequence of events of the performance together, such as a routine for dance or skating
LAB: For this lab, Ehsan was my partner and he was the part practice learner. He gradually improved slowly during the overall individual tasks of the juggling. He showed more improvement on the first two tasks of the one ball toss and catch, and the two ball toss and catch. It was more difficult to add the three ball toss and drop. I was the whole practice learner and practiced three-ball juggling. It was very difficult for me to get past a couple of catches. I hadn't had very much practice with juggling and I do believe that the part practice would have helped me improve.
Evaluation of Conditions:
I really believe if we had more time the part practice would have been clearly distinguished as the best method of practice. Ehsan did show some improvement. The idea of breaking complex things down into individual simply tasks and trying to master those first is the best thing to do when trying to master a complex task such as juggling. The results didn't necessarily match the theory due to other factors. However, I did see some improvement among the individual tasks which did confirm my expectations.
Other factors: individual skills and abilities, distractions such as tennis balls going everywhere, noise, felt pressure for time and feelings of inferiority
PDFE #11 "Learning Time Observation"
Today I observed the Berry Women's Basketball team practice at 5:20-6:00pm. I did not come for the beginning or end of practice. I saw them stretch in the beginning, then they started with practicing free throws and triangle shooting. There was only about a minute of instruction between the two activities. Then they moved into the locker room for the coach to give about ten minutes of instruction. There was about a minute of waiting for everyone to come back and they immediately started playing against each other in a practice game for about five minutes. Then the coaches called out different drills such as box-in and box-out. I left after those drills, which they were still performing.
I was thoroughly impressed by how smoothly the practice ran. Everyone knew what they were supposed to be doing at different times. Looking at the numbers for the different categories I observed, I believe this basketball practice was very efficient. The majority of the time was spent moving, doing different drills and playing games. These percentages were very appropriate because this is a team, not a class. Everyone knew their different roles and what activities they were told to perform. I don't really see any need for improvement in the area of activity time, because they were active most of the time. Perhaps the only thing I could think of would be the moving from one place to the next could be faster, but it depends on what the coach needs to discuss and where the players should be. However, I was very much impressed with how everything in practice went.
Percentages
total number of lesson time in seconds = 525 seconds
Activity = 71.4%
Instruction = 22.8%
Management = 2.8%
Waiting = 2.8%
I was thoroughly impressed by how smoothly the practice ran. Everyone knew what they were supposed to be doing at different times. Looking at the numbers for the different categories I observed, I believe this basketball practice was very efficient. The majority of the time was spent moving, doing different drills and playing games. These percentages were very appropriate because this is a team, not a class. Everyone knew their different roles and what activities they were told to perform. I don't really see any need for improvement in the area of activity time, because they were active most of the time. Perhaps the only thing I could think of would be the moving from one place to the next could be faster, but it depends on what the coach needs to discuss and where the players should be. However, I was very much impressed with how everything in practice went.
Percentages
total number of lesson time in seconds = 525 seconds
Activity = 71.4%
Instruction = 22.8%
Management = 2.8%
Waiting = 2.8%
Sunday, November 14, 2010
PDFE #12 "Self-Requested Feedback"
Extrinsic Feedback: sensory info provided to the learner by some outside source such as a coach or therapist, stopwatch, score, game film, or instant replay, other than that which normally occurs when performers produce their movements, also known as augmented feedback
Knowledge of Results (KR): the extrinsic info that tells learners something about the success of their actions with respect to the intended environmental goal, usually provided in verbal form after the action is completed, indicating something about the degree to which the performer achieved the desired movement outcome or environmental goal
Knowledge of Performance (KP): augmented feedback that provides info about the quality of the movement, such as rhythmic, smooth, mechanically efficient, beautiful, etc.
LAB: Nathan was my partner and he started out with Condition 1. I was the experimenter and he was the participant that received Knowledge of Results 100% of the time. After each trial I measured the distance he was off from the target (Constant Error) and reported the distance to him each trial. There was a one minute break in between the three blocks, for a total of 30 trials. After the third block, he rested for five minutes and then performed the retention test with no feedback. I was in Condition 2 and only received Knowledge of Results when I requested feedback.
Results: I requested feedback 15 out of 30 trials. Nathan did improve during his retention test. His average for the retention test was .2 mm. I did not actually improve for my retention test, my average was .6 mm.
Block 100% Requested
1 .325 .312
2 .2625 .387
3 .2875 .375
RET .225 .600
For the self-requested feedback condition, I seemed to have requested feedback after trials that I performed well, indicating a preference for reinforcing correct behavior.
Discussion: Although I didn't see our results match the theory of self-requested feedback, I do believe that only relying on feedback to reinforce correct behavior and judge your performance allows the learner to depend upon intrinsic feedback and only the occasional Knowledge of Results. This is preferred due to practice and performance settings usually not allowing for constant extrinsic feedback. I believe one of the reason our results were did not follow this pattern was due to individual differences in need for feedback. Distractions, the lighting, and the inexactness of measurements could have affected our averages as well.
Knowledge of Results (KR): the extrinsic info that tells learners something about the success of their actions with respect to the intended environmental goal, usually provided in verbal form after the action is completed, indicating something about the degree to which the performer achieved the desired movement outcome or environmental goal
Knowledge of Performance (KP): augmented feedback that provides info about the quality of the movement, such as rhythmic, smooth, mechanically efficient, beautiful, etc.
LAB: Nathan was my partner and he started out with Condition 1. I was the experimenter and he was the participant that received Knowledge of Results 100% of the time. After each trial I measured the distance he was off from the target (Constant Error) and reported the distance to him each trial. There was a one minute break in between the three blocks, for a total of 30 trials. After the third block, he rested for five minutes and then performed the retention test with no feedback. I was in Condition 2 and only received Knowledge of Results when I requested feedback.
Results: I requested feedback 15 out of 30 trials. Nathan did improve during his retention test. His average for the retention test was .2 mm. I did not actually improve for my retention test, my average was .6 mm.
Block 100% Requested
1 .325 .312
2 .2625 .387
3 .2875 .375
RET .225 .600
For the self-requested feedback condition, I seemed to have requested feedback after trials that I performed well, indicating a preference for reinforcing correct behavior.
Discussion: Although I didn't see our results match the theory of self-requested feedback, I do believe that only relying on feedback to reinforce correct behavior and judge your performance allows the learner to depend upon intrinsic feedback and only the occasional Knowledge of Results. This is preferred due to practice and performance settings usually not allowing for constant extrinsic feedback. I believe one of the reason our results were did not follow this pattern was due to individual differences in need for feedback. Distractions, the lighting, and the inexactness of measurements could have affected our averages as well.
Thursday, November 4, 2010
PDFE # 10"Stages of Learning"
Constant practice- the learner only practices a single skill and only benefits from a specific association between the value of that particular target and what happens when they perform that particular way
Varied practice- the learner is exposed to many different situations and possible variations of what could happen during that task. The learner is able to associate many possible outcomes and settings in the environment.
The Lab- Dr. Epling was my partner. I started behind the middle marking and threw the beanbag to the target on the ground from a constant distance. when it was his turn, he started behind the closest, middle, and furthest markings that were various distances from the target. He threw from the first, second, and third distances and repeated them 15 times. We alternated and ended up with 45 trials for our respective conditions. My practice schedule was the constant practice, while his schedule was the varied practice. We waited after each of our three trials were completed and took about a five minute break, then completed the retention test to see how much we improved and had learned after completing the original trials.
Evaluation- Dr. Epling did retain more. The varied practice scheduled was evident of more retention. His sum for the points he accumulated was 6 out of 10 possible points, while my sum was 1 out of 10 for the constant practice schedule. Our results did match the theory of practice schedules and retention for this chapter. Varied practice schedules help a learner generalize the different parameters to one task and enhances our schemas, which are abstract representations. Since the varied practice learner was able to throw from varying distances, he or she could also throw from similar distance. The constant practice learner only learned to associate the one distance and the target. They didn't know how to adjust to different distances.
Outside factors- distractions such as noise, the bags were hitting the ceiling, the beanbag was not a regular beanbag, all the participants in the class were not spread out and didn't have enough room, injury, and fatigue after a long time after throwing
Varied practice- the learner is exposed to many different situations and possible variations of what could happen during that task. The learner is able to associate many possible outcomes and settings in the environment.
The Lab- Dr. Epling was my partner. I started behind the middle marking and threw the beanbag to the target on the ground from a constant distance. when it was his turn, he started behind the closest, middle, and furthest markings that were various distances from the target. He threw from the first, second, and third distances and repeated them 15 times. We alternated and ended up with 45 trials for our respective conditions. My practice schedule was the constant practice, while his schedule was the varied practice. We waited after each of our three trials were completed and took about a five minute break, then completed the retention test to see how much we improved and had learned after completing the original trials.
Evaluation- Dr. Epling did retain more. The varied practice scheduled was evident of more retention. His sum for the points he accumulated was 6 out of 10 possible points, while my sum was 1 out of 10 for the constant practice schedule. Our results did match the theory of practice schedules and retention for this chapter. Varied practice schedules help a learner generalize the different parameters to one task and enhances our schemas, which are abstract representations. Since the varied practice learner was able to throw from varying distances, he or she could also throw from similar distance. The constant practice learner only learned to associate the one distance and the target. They didn't know how to adjust to different distances.
Outside factors- distractions such as noise, the bags were hitting the ceiling, the beanbag was not a regular beanbag, all the participants in the class were not spread out and didn't have enough room, injury, and fatigue after a long time after throwing
Monday, November 1, 2010
PDFE #9 "Importance of Early Grades Physical Education"
I believe my background in PE in elementary school was pretty normal, nothing out of the ordinary. I went to school at Blue Ridge Elementary School in Evans, GA, Columbia County School System. I think we went every day for about an hour. We had about 3 or 4 PE teachers who taught the different activities. I can't remember how many students there were at a time, but I do remember that the gym where we had PE was very crowded. There were students from many different classes. The gym was next to the fields and playground area. It had the normal activities and equipment provided to the students. We played alot of four corners, four square, and basketball. We also did hula-hoops, jump rope, and played alot of kickball outside. I enjoyed everything except kickball. I learned how to jump rope really well. Our school was very big on Jump Rope for Heart and I participated every year for that.
I do not believe that the GA requirements for Physical Education in public schools is adequately preparing our students. With the lack of physical activity that most kids receive at home and the kind of diet they consume, I believe there should definitely be a stricter requirement for mandated PE classes. I especially believe that the strictest requirement should be for the early grades. I really wish I had more coordination and athletic ability than I currently have. I believe that if I had enjoyed myself more and learned more from PE teachers in my past, I may have been able to do some sports growing up. If we don't start giving more attention to the early grades I don't believe those kids will ever come to enjoy being physically active.
I think an ideal program would be one in which the students learn a variety of skills, not just play sports every day. It would be beneficial to learn the movements necessary to perform the different sports. I believe that's one aspect of alot of PE classes that is seriously lacking. One that emphasized individual and team activities would also be helpful.
Physical Activity is very beneficial at this early stage of life, because that's when most kids decide whether or not they enjoy subjects in school. It also boosts confidence and makes you a more physically fit person. Physical Education is important at this age because learning the skills behind the sports is often more helpful than just playing the sports.
Traditional approaches to PE concentrates more on the learning of the skill, more practice, and anyone can teach it. The skill theme has an equal amount of practice, no one's singled out, everyone is active, and it requires a Physical Education teacher that is qualified to teach it.
I do not believe that the GA requirements for Physical Education in public schools is adequately preparing our students. With the lack of physical activity that most kids receive at home and the kind of diet they consume, I believe there should definitely be a stricter requirement for mandated PE classes. I especially believe that the strictest requirement should be for the early grades. I really wish I had more coordination and athletic ability than I currently have. I believe that if I had enjoyed myself more and learned more from PE teachers in my past, I may have been able to do some sports growing up. If we don't start giving more attention to the early grades I don't believe those kids will ever come to enjoy being physically active.
I think an ideal program would be one in which the students learn a variety of skills, not just play sports every day. It would be beneficial to learn the movements necessary to perform the different sports. I believe that's one aspect of alot of PE classes that is seriously lacking. One that emphasized individual and team activities would also be helpful.
Physical Activity is very beneficial at this early stage of life, because that's when most kids decide whether or not they enjoy subjects in school. It also boosts confidence and makes you a more physically fit person. Physical Education is important at this age because learning the skills behind the sports is often more helpful than just playing the sports.
Traditional approaches to PE concentrates more on the learning of the skill, more practice, and anyone can teach it. The skill theme has an equal amount of practice, no one's singled out, everyone is active, and it requires a Physical Education teacher that is qualified to teach it.
PDFE #8 "Stages of Learning"
During class last Monday night, we demonstrated how people move and progress through the different stages of motor learning for the simple skill of tying a bowline knot. The first stage of learning is called the verbal-cognitive stage in which the learner is first trying to understand what is required of the skill or task. Although Zach and myself only performed about ten trials for this exercise, I could definitely see the three stages of learning as I tried to learn the knot.
During the first three trials I was in the verbal-cognitive stage. I had a lot of self-talk, continued to read through the directions and looked at the pictures provided to understand the details of the steps to tying the bowline knot. After the third trial I started concentrating more on what I was doing wrong and tried to improve. I was now in the motor learning stage. I was performing the knot more quickly and refining the methods I used to complete the knot. I focused more on the position of the knot and talked less. I was definitely less frustrated with my performance as well. After about the seventh trial I moved more into the autonomous stage. I wouldn't say that I actually reached this stage; however, I was able to finally complete the knot with less cognitive effort and began to remember the steps visually instead of having to read them to myself. I spent more time in this stage adjusting the tails of the rope and focused on the position of the knot.
My experience of this exercise definitely matched what the textbook reported. I was frustrated at first and felt very inferior because I couldn't do it. Until I had someone demonstrate the knot, I couldn't move past the first two steps in tying the bowline knot. Then I became more familiar with the knot, talked less, and refined my movements. I was finally relieved when I could actually complete the knot for the first time. My biggest challenge was the way the information was presented. I am not a visual learner at all. I benefit most when information is verbal or presented through physical demonstration. I felt very inferior and frustrated when I could not just read the steps and figure the knot out for myself. It really helped to look at what others were doing and to see how my partner was tying the knot. Although I eventually learned how to tie the knot, I really could never quite become comfortable enough to do other tasks, such as talking at the same time. Therefore, I could not tie the knot upside down. I believe that knot-tying is very much a visual task, and I had to find other ways to learn the knot that would benefit me.
During the first three trials I was in the verbal-cognitive stage. I had a lot of self-talk, continued to read through the directions and looked at the pictures provided to understand the details of the steps to tying the bowline knot. After the third trial I started concentrating more on what I was doing wrong and tried to improve. I was now in the motor learning stage. I was performing the knot more quickly and refining the methods I used to complete the knot. I focused more on the position of the knot and talked less. I was definitely less frustrated with my performance as well. After about the seventh trial I moved more into the autonomous stage. I wouldn't say that I actually reached this stage; however, I was able to finally complete the knot with less cognitive effort and began to remember the steps visually instead of having to read them to myself. I spent more time in this stage adjusting the tails of the rope and focused on the position of the knot.
My experience of this exercise definitely matched what the textbook reported. I was frustrated at first and felt very inferior because I couldn't do it. Until I had someone demonstrate the knot, I couldn't move past the first two steps in tying the bowline knot. Then I became more familiar with the knot, talked less, and refined my movements. I was finally relieved when I could actually complete the knot for the first time. My biggest challenge was the way the information was presented. I am not a visual learner at all. I benefit most when information is verbal or presented through physical demonstration. I felt very inferior and frustrated when I could not just read the steps and figure the knot out for myself. It really helped to look at what others were doing and to see how my partner was tying the knot. Although I eventually learned how to tie the knot, I really could never quite become comfortable enough to do other tasks, such as talking at the same time. Therefore, I could not tie the knot upside down. I believe that knot-tying is very much a visual task, and I had to find other ways to learn the knot that would benefit me.
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