Modiwl JXH-3050:
Skill Acquisition

Ffeithiau’r Modiwl

Rhedir gan School of Sport, Health and Exercise Sciences

10 Credyd neu 5 Credyd ECTS

Semester 2

Trefnydd: Dr Gavin Lawrence

Amcanion cyffredinol

Success in sport depends upon an athlete’s ability to develop and perfect a specific, and often unique, set of perceptual and motor skills. The so-called 10, 000 hr rule suggests it takes 10 years or 10,000 hours to attain these skills and reach an expert level. In this course, we will apply the critical role of practice and instruction into the learning of skills so we can understand how to coach adults (in sport and business) and children towards expertise much faster than 10,000 hrs or 10 years. Throughout the course, we will address the implications of current expertise research on the coaching of instruction, practice, and feedback. When doing this we will make connections between core science and the practical experience of the course leaders work with Elite Sport (e.g., UK Sport), to map out which practice environments lead towards both faster learning and excellent sporting performance.

Cynnwys cwrs

The course is delivered by two Talent Development scientists that work with leading sports organisations (e.g., UK Sport, The England and Wales Cricket Board, Welsh Basketball). In addition, one of the course lecturers is a qualified Level 3 (UKCC) Coach (and currently working towards level 4). Broadly speaking, the course is divided into three parts, namely, ‘instructions and demonstrations, ‘optimising practice environments’, and ‘delivering feedback’. In the opening section, we will address issues related to delivering instructions and providing effective demonstrations. In the second part, optimising practice environments, aspects surrounding variability, challenge, pressure, and multiple skill learning will be addressed. In the final section, delivering feedback, we will discuss considerations for how and when the frequency, timing, and detail of corrective feedback should be provided. All of these sections have implications for how information and practice should be structured and organised to bring about effective learning and expertise development. Considerations regarding how task difficulty and expertise level impact on the effective development of expertise will be a central theme to all three sections.

Meini Prawf

ardderchog

students should be able to present an outstanding in-depth critical discussion of the underlying theories and current research related to any 2 of the following; the delivery of instruction, structuring the practice environment and the delivery of feedback. They will be able to use their deep understanding to demonstrate how theories surrounding any 2 of these topics can inform good practice, in addition to clearly explaining how the issues/topics discussed are dependent on task factors and skill level, how they are inter-related, and how they can affect the learning environment.

trothwy

students should be able to demonstrate an adequate or basic understanding of the underlying theories of any 2 of the following; the delivery of instruction, structuring the practice environment and the delivery of feedback whilst revealing how some of this might be used to inform practice. They will be able to demonstrate to an adequate level how at least one of the above factors can be manipulated to affect learning and show an understanding of how some of the issues/topics discussed are inter-related. There may also be occasional inaccuracies and irrelevant content.

C- i C+

students should be able to present a good discussion of the underlying theories and research related to any 2 of the following; the delivery of instruction, structuring the practice environment and the delivery of feedback. They will be able to use their understanding to demonstrate how some of these factors in the learning environment can be effectively manipulated to inform good practice and provide basic explanations as to how the issues/topics discussed are inter-related.

da

students should be able to present an in-depth very good discussion of the underlying theories and current research related to any 2 of the following; the delivery of instruction, structuring the practice environment and the delivery of feedback. They will be able to use their understanding to demonstrate how any 2 of these factors can be effectively manipulated to inform good practice, whilst explaining how the issues/topics are inter-related and dependent on task factors and skill level.

Canlyniad dysgu

  1. Understand underlying theories of skill aquisition and explain how they can inform practice.

  2. Demonstrate how aspects of learning environment can be effectively manipulated.

  3. Identify learning challenges of coach and athlete.

  4. Apply skill acquisition techniques to the coaching process.

Dulliau asesu

Math Enw Disgrifiad Pwysau
TRAETHAWD Summative assignment I

This assignment asks you to tackle current issues surrounding instruction delivery by applying the skill learning and expertise literature to your chosen sport. You are required to write a concise (~600 word) assignment that provides accurate and evidence based theoretical understanding of effective information delivery together with offering practical applications of this to your sport.

30
TRAETHAWD Summative assignment II

This assignment asks you to tackle current issues surrounding practice structure and the delivery of feedback by applying the skill learning and expertise literature to your chosen sport. On completion (as well as meeting the modules learning outcomes), you will have developed the knowledge required to answer the question of how best to coach adults and children towards expertise much faster than the so-called 10,000 hr rule. Specifically, based on your understanding of the literature, the group discussions and the readings, you should design and produce a coaching essay for a sport of your choice. You should include the structuring practice and feedback aspects of the skill acquisition/coaching process covered. You should present empirical evidence to support your rationale(s) with specific reference to the pertinent literature. Remember, you may feel that not all aspects within the structuring practice and providing feedback topics are relevant to your chosen sport and to-be-learned skill(s). In such situations, you must briefly describe why you believe this to be the case (again using literature to support your rationales).

70

Strategaeth addysgu a dysgu

Oriau
Private study

Reading time, preparing and completing assessments

80
Lecture

Class time will consist of a combination of lectures, individual exercises, group discussions and formative assignment practice

20

Sgiliau Trosglwyddadwy

  • Defnyddio cyfrifiaduron - Medrusrwydd wrth ddefnyddio ystod o feddalwedd cyfrifiadurol
  • Hunanreolaeth - Gallu gweithio mewn ffordd effeithlon, prydlon a threfnus. Gallu edrych ar ganlyniadau tasgau a digwyddiadau, a barnu lefelau o ansawdd a phwysigrwydd
  • Archwilio - Gallu ymchwilio ac ystyried dewisiadau eraill
  • Adalw gwybodaeth - Gallu mynd at wahanol ac amrywiol ffynonellau gwybodaeth
  • Sgiliau Rhyngbersonol - Gallu gofyn cwestiynau, gwrando'n astud ar atebion a'u harchwilio
  • Dadansoddi Beirniadol & Datrys Problem - Gallu dadelfennu a dadansoddi problemau neu sefyllfaoedd cymhleth. Gallu canfod atebion i broblemau drwy ddadansoddiadau ac archwilio posibiliadau
  • Cyflwyniad - Gallu cyflwyno gwybodaeth ac esboniadau yn glir i gynulleidfa. Trwy gyfryngau ysgrifenedig neu ar lafar yn glir a hyderus.
  • Gwaith Tîm - Gallu cydweithio'n adeiladol ag eraill ar dasg gyffredin, ac/neu fod yn rhan o dîm gweithio o ddydd i ddydd
  • Dadl - Gallu cyflwyno, trafod a chyfiawnhau barn neu lwybr gweithredu, naill ai gydag unigolyn neu mewn grwˆp ehangach
  • Hunanymwybyddiaeth & Ystyried - Bod yn ymwybodol o'ch cryfderau, gwendidau, nodau ac amcanion eich hun. Gallu adolygu ,cloriannu a myfyrio'n rheolaidd ar eich perfformiad eich hun ac eraill.

Sgiliau pwnc penodol

  • research and assess paradigms, theories, principles, concepts and factual information, and apply such skills in explaining and solving problems
  • critically assess and evaluate data and evidence in the context of research methodologies and data sources
  • describe, synthesise, interpret, analyse and evaluate information and data relevant to a professional or vocational context
  • plan, design, execute and communicate a sustained piece of independent intellectual work, which provides evidence of critical engagement with, and interpretation of, appropriate data
  • apply knowledge to the solution of familiar and unfamiliar problems
  • develop a sustained reasoned argument, perhaps challenging previously held assumptions
  • demonstrate effective written and/or oral communication and presentation skills
  • work effectively independently and with others
  • take and demonstrate responsibility for their own learning and continuing personal and professional development
  • self-appraise and reflect on practice
  • demonstrate evidence of competence in the scientific methods of enquiry, and interpretation and analysis of relevant data and statistical outputs.
  • develop transferable skills of relevance to careers outside of sport, health and exercise sciences.
  • communicate succinctly at a level appropriate to different audiences.
  • develop justifiable and/or evidence-based interventions
  • develop effective learning aids

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