The first instance is correctable, with no real harm done. The second instance could cost a life; the procedure cannot be re-done. The instructor should design for students the situations that will provide the most authentic experiences possible and reasonable.
Roessger looked at five theoretical models of motor learning, based on theories developed in disciplines including behavior analysis, kinesiology, sport psychology, and cognitive psychology.
In chaining, the student completes a sequence, or chain, of individual responses that together achieve a reinforcing outcome. The motor program is an abstract memory structure where actions are performed without feedback, such as pulling a nail gun. It is a muscle activity that lasts a fraction of a second. Actions that take more than a split second -- even actions that may take only slightly more than 200 milliseconds -- are under the learner's control; he/she is able to monitor the motor program as it occurs and make corrections as needed. With variability of practice, the learner builds a more flexible and adaptable motor program because of intentional variation. Learners may be initially confused but learn to adapt, ultimately leading to stronger performance. In analogy learning, students integrate facts and rules they already know, incorporating them into what they are learning. Finally, modeling provides a guide for learners' actions. The learner listens and observes,...
An understanding of the approaches to learning and the theoretical models of motor learning provide a foundation on which lessons can be developed. No single approach or theoretical model is suitable for every learning situation. The instructor must consider the students, the context, and the desired outcome of the learning experience. The instructor must also consider the time frame in which the skill must be taught, and whether there are various increments between competency and mastery (such as in decorating a cake) or if there is just one acceptable standard (as with surgery).
Motivation for adult students may be different than what one finds in younger students. Even though adult learners may have great incentive to learn certain motor skills, it does not necessarily mean motor learning will come easily. If it is a new skill or set of skills, adult learners will need instruction and opportunities to practice the skills before putting them to use independently in real-world situations.
Reference
Roessger, K.M. (2012). Toward an interdisciplinary perspective: A review of adult learning frameworks and theoretical models of motor learning. Adult Education Quarterly 62(4),
pp. 371-392.
