DemonstrationDemonstration
- What information did the learner acquire during the demonstration ? What methods do scholars use to answer this question?
- Can beginners benefit from watching beginners demonstrate their movements?
- Two theories to explain the role of demonstration
- Frequency and time characteristics of demonstration —how to demonstrate
Define
Modeling or Observational Learning
Modeling： the use of demonstration as a means of converying information about how to perform a skill
Obervational Learning: learning a skill by obseving a person perform the skill,also known as modeling
What information did the observer gain from the demonstration?
Preceive，see，look at
Coordination mode of skills:
Relatively Invariant Features in Movement Patterns
Two types of research evidence:
- visual perception of movement
Marker point technology Point-light Technique (light capture)
Let the experimenter watch the video of the marked point position during the action (abstract information of the movement), and then perform the actual operation. Most subjects can judge the action pattern and reproduce it.
Marker technology can easily identify various action patterns
Gaits can be differentiated without looking at the entire body or limbs
Pay more attention to distal limbs (results)
- The impact of demonstration
Change the characteristics of the movement
Watch the example video of the exercise. The experimental group can form a regular exercise pattern on the first day, while the control group has chaotic patterns.
Beginners observe each other...
Learners can gain learning benefits from observing inexperienced demonstrators
Why？
Build proactive problem-solving skills
So What？
Students can be paired up to observe each other during training
Two theories to explain the role of demonstration
Cognitive mediation theoryCognitive mediation theory
The core is memory encoding, which controls actions by calling memory
Bandura’s cognitive coordination theory:
- Attention process: exclude, summarize, understand action
- Retention process: encoding, incoding, storing in memory
- Behavior copying process: decode, decode, translate into behavior
- Motive: trigger, perform
Dynamic view of modling
Organisms self-organize to form learning, no memory encoding
How to demonstrate
- Demonstration works best when the learning task is to learn a new mode of regulation
- Auditory-based demonstrations are effective when actions require specific overall timing or have specific rhythmic
- When required to update the parameter control characteristics of an existing coordination model , demonstration is not as effective as dictation (watching sports videos of top athletes, their movement patterns may not be suitable for you)
- Demonstrate frequently before practice and frequently during practice
Verbal instruction
- The relationship between dictation and attention allocation
- The definition and application of Verbal cues
The relationship between dictation and attention allocation
Be careful when dictating
- Consider not exceeding the limits of your attention capacity (attention is a limited resource)
- Direct attention to the results of an action rather than the action itself
Learning to select relevant cues in the environment
Oral instruction pointing out these characteristics will have a negative impact
language clues
Two types of clues
- Direct attention to regulatory conditions
- Reminder of important motor components of skills
A very short word, a command.
