Author
Alexander
Romiszowski (Syracuse University)
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Goals & Preconditions
- The primary
goal of this theory is to foster the development of psycho-motor (physical)
skills. It is intended all situations.
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Values
- Physical skills,
- Automatizing
physical skills,
- The integration
of different approaches and apparently conflicting viewpoints.
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Methods
1. Impart knowledge
of what should be done.
-For reproductive
skills: use expository methods.
-For productive skills: use experiential, discovery-learning techniques.
2. Develop the basic skill (step-by-step actions).
-Demonstrate
the skill.
-Provide controlled practice.
3. Develop proficiency
(flow, automatization, generalization)
To impart knowledge:
- For tasks that
require no new knowledge: Demonstrate without explanations.
- For tasks that
require limited new knowledge: Demonstrate and explain simultaneously.
- For tasks that
require much new knowledge but little new skill:
- For mainly visual relationships: Use exploratory practice followed
by expository review.
- For a single, multi-stage movement: Demonstrate the sequential action
pattern before providing practice.
- Promote the
mental rehearsal of the task.
- Accompany demonstrations
with verbal cueing of the steps.
- Provide all
demonstrations from the viewpoint of the performer
To provide practice:
- Teach integrated,
coordinated tasks by the whole-task method.
- But teach prerequisite subskills first.
- Teach tasks
made of relatively independent actions by the progressive-parts method.
- Provide long,
continuous practice sessions for productive tasks.
- Provide short,
spaced practice for reproductive tasks.
- Use mental rehearsal between spaced practice sessions.
- Use forced pacing
for high-speed tasks.
- Use a progression
of specific performance goals during practice.
To provide feedback
on practice:
- Provide after-the-fact
knowledge of results rather than feedback that controls performance.
- Correct aspects
of performance rather than just giving right/wrong information.
- For productive
tasks, provide debriefing or reflection-in-action.
To promote transfer:
- The more productive
a task is, the more variability the practice should have.
- Help the learner
develop a motor schema having all the important attributes for performance
of the task.
- Promote over-learning
of the task.
- Don't progress
to more difficult tasks too soon
To use task
fidelity appropriately:
- Use physical
fidelity for reproductive tasks.
- Use functional
fidelity for productive tasks.
- Use perceived
fidelity rather than technical fidelity.
- Progress from
lower to higher fidelity.
- Sacrifice fidelity
when doing so will improve learning.
To develop the
"inner self":
- Use relaxation
exercises.
- Imagine being
a known expert.
- Engage in appropriate
self-talk.
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Major Contributions
- This theory
deals with all kinds of physical skills for all kinds of situations.
Demonstrates how apparently conflicting viewpoints can be integrated
into a coherent scheme that may meet practitiioner needs better than
a more ideologicalfixation on one viewpoint (which has important implications
for the cognitive domain).
Additional Resources
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