Motor Skill Acquisition Model Fitts Posner

Teaching a Motor Skill

Question #1

A motor skill is any movement that is learned and carried out by the muscles. Motor skills can be classified according to three main criteria: environmental predictability, task organization, and importance of motor vs cognitive importance (Newell, 2020). Environmental predictability refers to how predictable or variable the environment is in which the skill will be performed. For example, a soccer player needs to be able to control the ball in a variety of different game situations, including when the opponents are trying to block her. This requires a high degree of environmental predictability. In contrast, a trapeze artist needs to be able to adapt to changing wind conditions and grip the bar securely, which means that she must be able to perform the skill in a less predictable environment. Task organization refers to how complex the task is. A simple task, such as picking up a pencil, only requires the coordination of a few muscles. In contrast, a more complex task, such as riding a bicycle, requires the coordination of many muscles. Finally, the importance of motor vs cognitive importance refers to how important it is for the skill to be carried out automatically (Krakauer et al., 2019). For example, driving a car requires split-second decisions and reactions, so it is important for the motor skills involved in driving to be automatic. In contrast, tasks such as writing or painting can be performed with more conscious effort since there is more time to think about each movement.

When selecting learning strategies for early learners, it is important to consider the environmental predictability, task organization, and importance of motor vs cognitive skills. Environmental predictability concern will focus teachers on how often the environment changes and how well the learner can predict those changes. Task organization will direct attention to how the learner will complete the task, including the order of steps and whether all steps must be completed in one sitting. Importance of motor vs cognitive skills will guide one to whether the focus of the task is on motor skills or cognitive skills. Each of these factors is an important consideration when selecting appropriate learning strategies for early learners.

For example, if the environment is highly unpredictable, then it may be more difficult for the learner to complete the task. In this case, it may be necessary to provide more structure and guidance. Alternatively, if the task is highly structured and does not require much cognitive processing, then it may be more appropriate to focus on motor skills. However, if the task is complex and requires significant cognitive processing, then it may be necessary to provide more scaffolding and support. Ultimately, each of these factors should be considered when selecting appropriate learning strategies for early learners.

Question #2

I would like to teach the motor skill of handwriting. A three-week practice schedule, three days per week might look like this: Week 1: Practice tracing letters in a workbook for 20 minutes, 3 days this week. Week 2: Write words containing the letters that were traced the previous week for 15 minutes, 3 days this week. Week 3: Write sentences containing the words that were written the previous week for 10 minutes, 3 days this week.

This practice schedule shows the variability of practice from tracing letters to writing sentences (Graham, 2018). The schema that I am hoping the learner will develop about handwriting is that it is a slow and methodical process that requires attention to detail (Graham et al., 2020). The schema should include information about how to grip a pencil, how to form letters, and how to put letters together to make words and sentences. By the end of the three weeks, the learner should be able to write a simple sentence with correct letter formation and spacing between words.

Question #3

When teaching or learning movement skills, there is always a trade-off between speed and accuracy (Molina et al., 2019). If the focus is on performing the skill quickly, then accuracy is likely to suffer. Conversely, if the focus is on performing the skill accurately, then it will take longer to execute. This trade-off is due to the fact that both speed and accuracy require different types of motor control. Speed is primarily controlled by the central nervous system, while accuracy is controlled by the peripheral nervous system. As a result, it is not possible to optimize both speed and accuracy at the same time. This trade-off is fundamental to both the learning and performance of movement skills because it determines how much practice is required to achieve a given level of proficiency. If the goal is to learn a skill quickly, then practice should be focused on rapid execution. However, if the goal is to learn a skill accurately, then practice should be focused on achieving high levels of precision. Ultimately, the choice of which variable to prioritize will depend on the specific goals of the learner.

There are a number of critical considerations that must be taken into account when deciding whether to prioritize speed or accuracy in a learning environment (Domingue et al., 2022). Firstly, it is important to consider the specific goals and objectives of the learner. If the focus is on mastering a particular skill or task, then accuracy is likely to be more important than speed. However, if the goal is simply to improve general proficiency levels, then speed may be more of a priority. Secondly, the trade-offs between speed and accuracy must be considered. In general, sacrificing accuracy in favor of speed will lead to lower quality learning outcomes. However, there may be situations where the learner is able to compensate for this loss of quality by completing more tasks overall. Finally, it is also important to bear in mind that different learners will have different preferences regarding the emphasis on speed vs accuracy (Domingue et al., 2022). Some learners may prefer to work slowly and carefully in order to ensure accuracy, while others may prefer to work at a faster pace in order to complete more tasks overall. Ultimately, the decision of how to prioritize speed vs accuracy must be made on a case-by-case basis taking into account all of these critical considerations.

Question #4

When learning a new skill, humans progress through a series of stages known as Fitts-Posner\\\'s stages of learning. This theory states that there are three stages to learning a new skill: the cognitive stage, the associative stage, and the autonomous stage (Tenison & Anderson, 2016). The cognitive stage is when learners are first trying to understand the task at hand and are focused on making sense of the new information. The associative stage is when learners start to connect the new information with what they already know and can begin to see how the new skill can be applied. Finally, the autonomous stage is when learners have fully mastered the new skill and can perform it without thinking about it. This theory provides a useful framework for understanding how humans learn new skills, but it does not take into account the role of schemas in learning.

Schemas are mental models that we use to organize and make sense of our experiences (Bugdadi et al., 2018). When we encounter something new, we try to fit it into our existing schema so that we can understand it. However, if the new information does not fit into our schema, we may need to adjust our schema or create a new one. This process of schema creation and adjustment is known as accommodation. In order for accommodation to occur, we need exposure to new information that challenges our existing schema. Without such exposure, we would never progress beyond the cognitive stage of learning and would be unable to fully master new skills. Thus, while Fitts-Posner\\\'s stages of learning provide a helpful framework for understanding how humans learn skills, they must be supplemented with an understanding of how schemas interact with and influence that process.

Question #5

One emerging use of technology that is being used to enhance motor skill learning for learners is augmented reality (Lu & Liu, 2015). Augmented reality allows learners to see and interact with computer-generated objects in the real world. This technology can be used to provide real-time feedback on motor skills, such as handwriting or typing. Studies have shown that augmented reality can improve motor learning and performance by providing visual cues and feedback. This technology has great potential for improving the way students learn motor skills. However, more research is needed to determine how best to use this technology to maximize its potential.