Few would argue the value of seeing a good demonstration in teaching and learning motor skills. A common assumption is that since “a picture is worth a thousand words”, the picture we provide should be a skilled one who depicts the correctness of the skill. Recent research has challenged the notion that the most effective demonstrations use skilled models. In fact, it might be pedagogically appropriate to use more “unskilled” models that stimulate “cognitive effort” in observers. The use of “learning models” to increase learning is explored from a theoretical perspective and applied to educational environments. What does research say about how and what observers actually learn from models of different skill levels? What elements are essential to ensure we get the most out of our demonstrations? How can we design our practice-based demonstrations so that student/athlete motivation, self-efficacy, and learning are increased?
¨ Determine your practice goals: performance vs. learning
o (learning theory: retention and transfer)
¨ Allow exploration of the skill on a personal level
o (discovery learning; variable practice)
¨ Allow students to “get the idea” of the whole, full-speed movement
o (direct perception: coordination stage)
¨ Use peer models who are demonstrate “coping” in a skill
o (self-efficacy, motivation)
¨ Use learning models that receive instructor feedback after skill attempts
o (cognitive effort; variable practice, error detection)
¨ Match peer demonstrations to student’s skill levels
¨ Instructor feedback to a learning model in partner or small groups
¨ Videotape libraries of learning models at various skill levels
¨ Mix skilled and learning models frequently (live or videotape)
¨ Explore video technology to provide expert and learning models
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