Professional Documents
Culture Documents
Addison Lewis
1 April 2016
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college freshman that has gained the freshman fifteen; she is started a
general workout plan that requires 10 push ups that she is not capable of
doing. She can get into a correct plank position, but cannot lower herself to
the ground without her shoulders raising and breaking her plank. Alicia can
tell that her push-up is not efficient, and tries to keep her torso in a plank
while she bends her arms, but cannot yet. When looking at Fitts and
Posners Learning Stage Theory she is at the associative stage; there is not
much variation between each push up and she detect that her back is
breaking and tries to correct that (Tenison & Anderson, 2015). When
the idea of movement stage, and needs to understand that holding her core
bend in her arms. Since Alicia will be acting on her environment, is able to
Alicias legs will stay in the same place, but her arms are moving it is a
moving to the next skill while random practice scheduling is varying the
order of which skills are practiced. If ABC were variations of my motor skill,
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blocked practice would look like AAA, BBB, CCC, while random practice
would be a random order like ACB, BAC, then and CBA. There are many
variations of a push up, for Alicia I will use a female pushup with her knees
on the floor, an inclined pushup on three stairs, then finally a full pushup.
undergraduate students, half male and half female, and randomly assigned
Anticipation Timer and their task was to press a response butting when
approaching lights reached a target light. There were slow, moderate, and
scheduling were less accurate than participants with blocked scheduling and
learning a task that they are not yet proficient at and have not be taught
before. Although the experiment by Ali, et al. (2012) was a testing timing of
an open motor skill as opposed to the push up being a closed motor skill,
accuracy and variability are two ways to evaluate how well a skill has been
button are discrete, stationary motor skills. When doing a motor skill such as
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a push up, accuracy is important or you could hurt your back or shoulder
for Alicia to learn how to do a correct push up. Ali, et al. (2012) concluded
next trial, since Alicia is still in the idea of movement stage, feedback is very
important. Therefore we will practice push ups in the order of 10 girl push
ups to mastery for the first week, then move to 10 inclined push ups to
mastery, and by the end of the month she should be able to do 10 regular
push ups.
3. Massed practice is defined as longer practices and limited amounts of
longer period of time with more breaks and shorter practices. Kwon, Kwon,
practices are more effective for learning motor skills. Researchers used
three sessions of a serial reaction time (SRT) task to measure response time
variables. The subjects were healthy college students who had never done
SRT tasks before. The distributed practice was scheduled for two 12-hour
inter-session intervals while massed practice was scheduled form two 10-
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learning. The goal is to get Alicia from the associative to autonomic stage of
learning. The motor skills are not very similar; the reaction time task is an
open, stable body skill while the push up is a closed, quasi-mobile body skill.
Although the motor skills are different, accuracy is important for both. I am
choosing to use distributed practice to teach Alicia her push up, with a
having a model or instructor show a motor skill for the learner to mimic. Al-
Their experiment used 15 men (mean age 24) to throw darts, and none of
these men had experience throwing darts before. They split the participants
into three groups, one with a video of a model successfully throwing a dart,
one with verbal instructions on how to throw a dart, and a control group with
the motor skill best. Participants in the group with demonstration learned
the models motion more quickly and accurately. This experiment uses a
closed, stationary motor skill and a push up is also a closed and stationary
they were in the idea of movement stage of learning and Alicia is as well.
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Because the motor skill and participants are similar to Alicia and her motor
skill, I think it would be best to use demonstration while teaching a push up.
I plan on making a video modeling the three variations she will practice of a
push up; first the bent leg push up, then the inclined push up and finally a
standard push up. At the beginning of practice each day, I will start by
having Alicia watch one variation of the push up, attempt that variation then
watch and move on to watching the next variation and attempting it, etc.
5. Augmented feedback (AFB) is any information that the instructor tells the
performed. KR tells the learner if they met their goal or not while KP
explains what was correct or incorrect about the motor skill performance.
The University of North Carolina Chapel Hill did a study to test how
students were split into 3 groups with various feedback responses. Group 1
had KP feedback, group 2 had KR feedback, and group three was a control,
they were measuring softness of landing. Each group had a initial jumping
week later. Students in the first group received KP feedback; for example
they were told that if they landed with their knees bent more, they would
meet their performance goal of landing softly. The second group was given
KR feedback, explaining that they were not landing as soft as they should.
The third group was not given any feedback. The group with KP feedback
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similar to the students because she is in the cognitive stage of learning like
them. Both the push up and straight jump are quasi-mobile so the motor
skills were similar. When giving Alicia augmented feedback I plan to use KP.
With KP feedback I will tell her what she did correctly in her push up
attempts after practicing each variation. After she practices 10 female push-
ups I will give her feedback like getting her arms to a 90-degree bend. And
after she moves onto 10 inclined push ups I will tell her what she did
incorrectly like breaking the straight plank in her back on the way back up.
6. Two more types of augmented feedback (AFB) are descriptive feedback or
after attempting the motor skill and prescriptive feedback gives information
on correcting the motor skill for future attempts. Amorose and Smith (2003)
variable is the levelness, stance and hand and wrist action of the swing. For
the study, they used elementary and middle school girls who played
prescriptive feedback group and a control group with neutral feedback. The
students with descriptive feedback heard phrases like, your swing was
level after completing an attempt to hit the ball, and the students with
prescriptive feedback heard things like you need to follow through all the
way. The students with neutral feedback heard phrases like, right or
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feedback had higher batting abilities and accuracy than participants with
mobile motor skill but batting is a open skill while a push up is a closed skill;
similarly to Alicia, these students are in the idea of movement phase, and
when working with Alicia and explain what went wrong in her incomplete
push-ups. I will say things like your shoulders came up by your ears in that
last one or you let released your abdomen muscles that time and it
caused you to arch your back. I will give descriptive feedback at the end of
motor skill while performance goals are to be better than others at a certain
full push up with arms at 90 degrees, the back in a straight line from the
would be to do 20 push ups since most 18-20 year old women should be
able to do 17 push ups (Scott, 2015). Ashauer and Macan (2013) did a
settings. They split 213 students into groups of three and randomly
found that mastery goals led to higher solution quality due to an enhanced
want for internal problem solving. Performance goals were associated with a
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concerned with how they would be judged than mastering their personal
learning her push up. Researchers found that mastery goals were related
with greater internal focus and increased learning behaviors. Since Alicia
could not do 2 standard push-ups before practice and instruction I want her
mastery goals to start with 10 female (knees bent) push-ups in a row by the
second week of training. And by the fourth week of training her mastery
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References
Ali, A., Fawver, B., Kim, J., Fairbrother, J., Janelle, C. M. (2012). Too much of a
Psychology. (np.)
Ashauer, S. A., & Macan, T. (2013). How Can Leaders Foster Team Learning?
Leone, M., Viret, P., Bui, H. T., Laverdire, C., Kalinova, , & Comtois, A.
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leukemia. Pediatric Blood & Cancer Pediatric Blood Cancer, 61(1), 46-
52.
Scott, M. (2015, June 25). The Average Push-Ups for Men & Women.
http://www.livestrong.com/article/421691-the-average-push-ups-for-
men-women/
Tenison, C., & Anderson, J. R. (2015). Modeling the Distinct Phases of Skill
and Cognition.
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