Implementing Skill Acquisition Research in High-Performance Sport: Reflecting on the Importance of Autonomy-Support for Successful Collaboration

Technical and Vocational Education emphases skill acquisition, Quality Assurance in vocational education is concept that is concerned with high performance involved activities with vocational education such as teaching, learning, infrastructures, student’s behavior and entire academic process. Good quality education is very necessary in the total development of staff and students which ensures proper development, job prospects and the realization of academic goals and objects. Enhanced and sustained to ensure accountability and improve performance. Higher educational institutions in Nigeria continue to experience carelessly attitude about the use of Quality Assurance to understand the risk they are exposed to poor standard. To address these issues, the study embarked upon to determine the level of performance and difference usability of Quality Assurance in Polytechnics and Technical Colleges in Bauchi state. Quantitative method technique was employed using survey questionnaires, 60 staff both senior and junior within these institutions were selected and a questionnaire distributed for their responses. The data were analysed using SPSS software. The result reveals that Federal Polytechnic Bauchi and State Polytechnic Bauchi has high level of Performance about Quality Assurance indicators while College of Education Azare has medium level of Performance. College of education Azare has highest mean rank of 29.87 and percentage of 31.8% obtained from the output result indicated that it has high usability to Quality Assurance, followed by Federal Polytechnic Bauchi with medium usability then State Polytechnic Bauchi has low usability to Quality Assurance. The study concluded by Quality Assurance Unit be made aware to each institution staff to enable recognize the benefits of it. Federal government should give more funding and employ staff to cater the need of Quality Assurance Unit in every institution so that it will help the students to develop their potentialities.

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Operation Skill Acquisition and Fuzzy-Rule Extraction for Drone Control Based on Visual Information Using Deep Learning

Journal of Advanced Computational Intelligence and Intelligent Informatics ◽

10.20965/jaciii.2020.p0386 ◽

2020 ◽

Vol 24 (3) ◽

pp. 386-395

Author(s):

Yoichiro Maeda ◽

Kotaro Sano ◽

Eric W. Cooper ◽

Katsuari Kamei ◽

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...

Keyword(s):

Neural Network ◽

Deep Learning ◽

Skill Acquisition ◽

Visual Information ◽

Autonomous Vehicles ◽

High Performance ◽

Fuzzy Rule ◽

Motor Vehicles ◽

Moving Vehicle ◽

Drone Control

In recent years, much research on the unmanned control of a moving vehicle has been conducted, and various robots and motor vehicles moving automatically are being used. However, the more complicated the environment is, the more difficult it is for the autonomous vehicles to move automatically. Even in such a challenging environment, however, an expert with the necessary operation skill can sometimes perform the appropriate control of the moving vehicle. In this research, a method for learning a human’s operation skill using a convolutional neural network (CNN) and setting visual information for input is proposed for learning more complicated environmental information. A CNN is a kind of deep-learning network, and it exhibits high performance in the field of image recognition. In this experiment, the operation knowledge was also visualized using a fuzzy neural network with obtained input-output maps to create fuzzy rules. To verify the effectiveness of this method, an experiment involving operation skill acquisition by some subjects using a drone control simulator was conducted.

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Development of a Skill Acquisition Periodisation Framework for High-Performance Sport

Sports Medicine ◽

10.1007/s40279-016-0646-2 ◽

2016 ◽

Vol 47 (6) ◽

pp. 1043-1054 ◽

Cited By ~ 25

Author(s):

Damian Farrow ◽

Sam Robertson

Keyword(s):

Skill Acquisition ◽

High Performance

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High-Performance Practice Processes

Management Science ◽

10.1287/mnsc.2019.3286 ◽

2020 ◽

Vol 66 (4) ◽

pp. 1509-1526 ◽

Cited By ~ 1

Author(s):

Guillaume Roels

Keyword(s):

Skill Acquisition ◽

Performance Practice ◽

Operations Management ◽

Cognitive Skills ◽

High Performance ◽

Cognitive Learning ◽

Extended Period ◽

Skill Retention ◽

Repeated Practice ◽

Intensity Stress

Despite their idiosyncrasies, motor and cognitive learning and endurance sports training have in common that they involve repeated practice. While considerable research has been devoted to the effect of practice on performance, little is known about optimal practice strategies. In this paper, we model the practice process for both skill acquisition and retention, and optimize its profile to maximize performance on a predefined date. For skill acquisition, we find that the optimal process involves multiple phases of practice increase and decrease, yielding U-shaped effort consistent with the principle of distributing practice, and that the transitions between phases are smoother for skills that are easily forgotten (e.g., cognitive skills) than for those that are easily retained (e.g., continuous motor skills). In particular for the latter, an extended period of rest should precede an ultimate high-intensity stress. For skill retention, the optimal practice strategy consists of cycles of either constant effort (for skills that are easily forgotten) or pulsed effort (for skills that are easily retained) consistent with the principle of alternating stress and rest. Our parametric model thus indicates when commonly used high-performance practice strategies are indeed optimal. This paper was accepted by Serguei Netessine, operations management.

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Training High-Performance Skills: Fallacies and Guidelines

Human Factors The Journal of the Human Factors and Ergonomics Society ◽

10.1177/001872088502700305 ◽

1985 ◽

Vol 27 (3) ◽

pp. 285-300 ◽

Cited By ~ 158

Author(s):

Walter Schneider

Keyword(s):

Skill Acquisition ◽

High Performance ◽

Training Programs ◽

Performance Skills ◽

Learning Development ◽

And Training

A high-performance skill is defined as one for which (1) more than 100 hours of training are required, (2) substantial numbers of individuals fail to develop proficiency, and (3) the performance of the expert is qualitatively different from that of the novice. Training programs for developing high-performance skills are often based on assumptions that may be appropriate for simple skills. These assumptions can be fallacious when extended to high performance skills. Six fallacies of training are described. Empirical characteristics of high-performance skill acquisition are reviewed. These include long acquisition periods, heterogeneity of component learning, development of inappropriate strategies, and training of timesharing skills. A tentative set of working guidelines for the acquisition of high-performance skills is described.

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A Review on the Role of the Neuroscience of Flow States in the Modern World

Behavioral Sciences ◽

10.3390/bs10090137 ◽

2020 ◽

Vol 10 (9) ◽

pp. 137

Author(s):

Joshua Gold ◽

Joseph Ciorciari

Keyword(s):

Skill Acquisition ◽

High Performance ◽

Peak Performance ◽

Modern World ◽

General Technique ◽

Current State ◽

Novel Method ◽

Overall Performance ◽

Flow States

Flow states have been shown to help people reach peak performance, yet this elusive state is not easily attained. The review describes the current state of literature on flow by addressing the environmental influences as well as the cognitive and neurocognitive elements that underlie the experience. In particular, the research focusses on the transition of cognitive control from an explicit to an implicit process. This is further expanded upon to look at the current, yet related neurocognitive research of high performance associated with the implicit process of automaticity. Finally, the review focusses on transcranial direct current stimulation (tDCS) as a novel method to facilitates an induction of flow states. Implications are aimed at a general technique to improve on skill acquisition and overall performance.

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High Performance Cognitive Skill Acquisition: Perceptual/Rule Learning

Proceedings of the Human Factors Society Annual Meeting ◽

10.1177/154193128703100609 ◽

1987 ◽

Vol 31 (6) ◽

pp. 652-656 ◽

Cited By ~ 2

Author(s):

Arthur D. Fisk

Keyword(s):

Problem Solving ◽

Skill Acquisition ◽

High Performance ◽

Rule Learning ◽

Cognitive Skill ◽

Rule Based ◽

Real World Problem ◽

Memory Overload ◽

And Training

Two experiments examined the effects of inter-component consistency on skill acquisition in a class of cognitive demanding tasks requiring rapid integration of information as well as rapid application of rules. The role of consistency of external stimulus-to-rule linkage in facilitating the learning and performing of a rule-based classification task was examined. The present data have implications for the understanding and training of skilled problem solving tasks. When training allows the development of automatization of subcomponents of the problem solving activity, the chance of memory overload is reduced. The present data point to one such trainable subcomponent clearly present in most real-world problem solving situations - the perceptual and rule-based components.

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Estilos interpersonales, factores disposicionales, autoconfianza y ansiedad precompetitiva en deportistas de alto rendimiento

Cuadernos de Psicología del Deporte ◽

10.6018/cpd.397001 ◽

2019 ◽

Vol 20 (1) ◽

pp. 10-24 ◽

Cited By ~ 2

Author(s):

Heriberto Antonio Pineda-Espejel ◽

Raquel Morquecho-Sánchez ◽

Edgar Alarcón

Keyword(s):

Autonomy Support ◽

High Performance ◽

Sports Participation ◽

Autonomous Motivation ◽

Interpersonal Style ◽

Mediating Role ◽

Controlled Motivation ◽

Self Confidence ◽

Coaching Style

El objetivo de este estudio fue poner a prueba un modelo que examina la secuencia: estilo interpersonal que los deportistas perciben que genera el entrenador, necesidad de competencia (satisfacción y frustración), regulaciones motivacionales, y consecuencias de autoconfianza y ansiedad precompetitivas. También se examinó el papel mediador de la necesidad de competencia y las regulaciones motivacionales. Un conjunto de cuestionarios fue administrado a 239 deportistas de alto rendimiento quienes participaban en una variedad de deportes. Los resultados mostraron un adecuado ajuste del modelo a los datos (S-B c2=35.711, p< .01; RMSEA=.066; NNFI=.904; CFI=.947), e indicaron que el estilo de apoyo a la autonomía por parte del entrenador predice positivamente la satisfacción de la necesidad de competencia (b=.17, p<.05), ésta predice positivamente la motivación autónoma hacia la participación deportiva (b=.23, p<.05), y en sentido inverso la desmotivación (b=-.22, p<.05); en tanto que la motivación autónoma predice la autoconfianza precompetitiva (b=.29, p<.05), y la desmotivación lo hace con la ansiedad precompetitiva en sus dimensiones cognitiva (b=.28, p<.01) y somática (b=.17, p<.05). Por otro lado, el estilo controlador por parte del entrenador, predice positivamente la motivación controlada hacia la participación deportiva (b=.27, p<.05); esta asociación es mediada parcialmente por la frustración de la necesidad de competencia. Los resultados apoyan la importancia del estilo interpersonal de apoyo a la autonomía por parte del entrenador, dado sus efectos sobre la autoconfianza de los deportistas. The aim of this study was to test a model that examines the sequence: interpersonal style that athletes perceive that generates the coach, need for competence (satisfaction and thwarted), motivational regulations, and pre-competitive self-confidence and anxiety consequences. The mediating role of the need for competence and motivational regulations was also discussed. A set of questionnaires was administered to 239 high performance athletes who participated in a variety of sports. The results showed an adequate adjustment of the model to the data (S-B c2=35.711, p< .01; RMSEA=.066; NNFI=.904; CFI=.947), and indicated that the autonomy support coaching style positively predicts the satisfaction of the need for competence (b=.17, p<.05), it positively predicted autonomous motivation to sports participation (b=.23, p<.05), and negatively the amotivation (b=-.22, p<.05); while the autonomous motivation predicts precompetitive self-confidence (b=.29, p<.05), and motivation does the precompetitive anxiety in their cognitive (b=.28, p<.01) and somatic (b=.17, p<.05) dimensions. On the other hand, the controller coaching style predicts positively the controlled motivation to sports participation (b=.27, p<.05); this association is partially mediated by the thwarted need for competence. The results support the importance of autonomy support coaching style due to their effects on self-confidence and precompetitive anxiety of athletes. O objetivo deste estudo é um modelo que examina o seguinte: percepção do estilo interpessoal do treinador, necessidade de competição (satisfação ou frustração), regulamentos motivacionais e consequências da autoconfiança e ansiedade competitiva. papel mediador da necessidade de concorrência e regulamentos motivacionais também examinados. Um conjunto de questionários foi aplicado a 239 atletas de alto desempenho que participaram de uma variedade de esportes. Os resultados mostram um ajuste adequado do modelo para os dados (SBc235 = 35.711, <p <0,01; RMSEA = 0,066; NNFI = 0,904; CFI = 0,947) de quanto à suporte do autonomia do treinador previu positivamente a satisfação da necessidade de competição (b = 0,17, p <0,05), é positivamente previsto para motivação autônoma para uma participação esportiva (b = 0,23, p <0,05), e na direção oposta à desmotivação (b = -. 22, p <0,05); enquanto uma motivação autônoma prediz autoconfiança pré-competitiva (b = 0,29, p <0,05), uma desmotivação prediz ansiedade pré-competitiva cognitiva (b = 0,28, p <0,01) e somática (b = 0,17, p <0,05). Por outro lado, o estilo de controle por parte do treinador predisse positivamente uma motivação controlada em relação à participação no esporte (b = 0,27, p <0,05); Essa associação é parcialmente mediada pela necessidade de competição. Os resultados apóiam a importância do estilo interpessoral de apoio à autonomia do treinador, dados seus efeitos na autoconfiança dos atletas.

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Defining “elite” status in sport: from chaos to clarity

German Journal of Exercise and Sport Research ◽

10.1007/s12662-021-00737-3 ◽

2021 ◽

Author(s):

Alexander B. T. McAuley ◽

Joseph Baker ◽

Adam L. Kelly

Keyword(s):

Skill Acquisition ◽

High Performance ◽

Small Sample ◽

Evidence Based ◽

Rapid Rise ◽

The Past ◽

Elite Status ◽

Small Sample Sizes ◽

Meta Analyses ◽

Current Terminology

AbstractThe past two decades have seen a rapid rise in attention towards talent identification, athlete development and skill acquisition. However, there are important limitations to the evidentiary foundations of this field of research. For instance, variability in describing the performance levels of individuals has made it challenging to draw inferences about inter- and intrapopulation differences. More specifically, recent reviews on high performers in sport have noted considerable variation in how terms such as “elite” are used. This may be particularly concerning for researchers in high-performance disciplines, since they regularly struggle with small sample sizes and rely on research synthesis approaches (i.e. meta-analyses and systematic reviews) to inform evidence-based decisions. In this discussion piece, we (a) highlight issues with the application of current terminology, (b) discuss challenges in conceptualizing an improved framework and (c) provide several recommendations for researchers and practitioners working in this area.

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Ensuring Quality Assurance In Vocational Education

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v6i4.8112 ◽

2013 ◽

Vol 6 (4) ◽

pp. 431 ◽

Cited By ~ 1

Author(s):

Ethel E. Idialu

Keyword(s):

Quality Assurance ◽

Vocational Education ◽

Skill Acquisition ◽

Performance Indicators ◽

High Performance ◽

University Education ◽

Academic Goals ◽

Teaching Learning ◽

Goals And Objectives ◽

Job Prospects

Vocational education emphasises skill acquisition. Quality assurance in vocational education is a concept that is concerned with high performance involving activities with vocational education such as teaching, learning, infrastructures, students behaviour and the entire academic process. Quality vocational education refers to input and output of the programme, the expressions of standard by which certain goals can be achieved. The concept of quality assurance, its implication for university education cannot be over emphasised as the performance indicators of vocational education still requires serious attention. Good quality education is very necessary in the total development of the student, which ensures proper development, job prospects and the realization of academic goals and objectives. There are varied factors working against the realisation of quality vocational education in our universities today. The focus of this paper therefore is to highlight the concept of quality assurance in vocational education, factors militating against it, and strategies for ensuring quality assurance were recommended. The paper concludes that if the quality assurance in vocational education must be achieved in the universities there is the need for urgent steps to be taken towards reformation of the programme.

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