Skill acquisition and representative task design

2013 ◽  
pp. 345-359
Keyword(s):  
Skill Acquisition ◽  
Task Design ◽  
Representative Task

scholarly journals Game-Based Approaches, Pedagogical Principles and Tactical Constraints: Examining Games Modification

2016 ◽  
Vol 35 (3) ◽  
pp. 208-218 ◽  
Author(s):  
Jaime Serra-Olivares ◽  
Luis M. García-López ◽  
Antonio Calderón
Keyword(s):  
Technical Difficulty ◽  
Task Design ◽  
Teaching Games For Understanding ◽  
Context Adaptation ◽  
Game Performance ◽  
Representative Task ◽  
Pedagogical Principles

The purpose of this study was to analyze the effect of modification strategies based on the pedagogical principles of the Teaching Games for Understanding approach on tactical constraints of four 3v3 soccer small-sided games. The Game performance of 21 U-10 players was analyzed in a game similar to the adult game; one based on keeping-the-ball; another on penetrating-the-defense; and one on attacking-the-goal. Results showed that the modification of tactical problems had a significantly different effect on tactical-context adaptation (p < .005) and for developing passing, dribbling, shooting and getting free skills (p < .005). Small-sided games focused on keeping-the-ball and attacking-the-goal revealed a tactical complexity that was significantly different to the rest of the games (p < .005). With regard to the further investigation of the quality representative task design, these findings highlight the importance of knowing the effects that modification has on tactical constraints and the tactical complexity/technical difficulty involved in developing behaviors.

Using questions to facilitate motor skill acquisition

1997 ◽  
Vol 61 (1) ◽  
pp. 56-65 ◽  
Author(s):  
GW Knight ◽  
PJ Guenzel ◽  
P Feil
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Motor Skill Acquisition

Red Flags: Barriers to Listening and Spoken Language in Children with Hearing Loss

2014 ◽  
Vol 24 (1) ◽  
pp. 11-18
Author(s):  
Andrea Bell ◽  
K. Todd Houston
Keyword(s):  
Hearing Loss ◽  
Early Diagnosis ◽  
Skill Acquisition ◽  
Dynamic Process ◽  
Spoken Language ◽  
Red Flags ◽  
Careful Monitoring ◽  
Auditory Development ◽  
Children With Hearing Loss ◽  
Family Centered

To ensure optimal auditory development for the acquisition of spoken language, children with hearing loss require early diagnosis, effective ongoing audiological management, well fit and maintained hearing technology, and appropriate family-centered early intervention. When these elements are in place, children with hearing loss can achieve developmental and communicative outcomes that are comparable to their hearing peers. However, for these outcomes to occur, clinicians—early interventionists, speech-language pathologists, and pediatric audiologists—must participate in a dynamic process that requires careful monitoring of countless variables that could impact the child's skill acquisition. This paper addresses some of these variables or “red flags,” which often are indicators of both minor and major issues that clinicians may encounter when delivering services to young children with hearing loss and their families.

The Effect of Retest Practice on the Speed-Ability Relationship

2004 ◽  
Vol 9 (1) ◽  
pp. 24-31 ◽  
Author(s):  
Sybille Rockstroh ◽  
Karl Schweizer
Keyword(s):  
Reaction Time ◽  
Skill Acquisition ◽  
Reaction Times ◽  
Cognitive Tasks ◽  
General Intelligence ◽  
Attention Switching ◽  
Letter Comparison ◽  
Sternberg Paradigm ◽  
The Relationship ◽  
Elementary Cognitive Tasks

Effects of four retest-practice sessions separated by 2 h intervals on the relationship between general intelligence and four reaction time tasks (two memory tests: Sternberg's memory scanning, Posner's letter comparison; and two attention tests: continuous attention, attention switching) were examined in a sample of 83 male participants. Reaction times on all tasks were shortened significantly. The effects were most pronounced with respect to the Posner paradigm and smallest with respect to the Sternberg paradigm. The relationship to general intelligence changed after practice for two reaction time tasks. It increased to significance for continuous attention and decreased for the Posner paradigm. These results indicate that the relationship between psychometric intelligence and elementary cognitive tasks depends on the ability of skill acquisition. In the search for the cognitive roots of intelligence the concept of learning seems to be of importance.

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