Chapter 11 DEFINING AND ASSESSING LEARNING. Chapter 11 1

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1 Chapter 11 DEFINING AND ASSESSING LEARNING Chapter 11 1

2 THIS CHAPTER S CONCEPT PEOPLE WHO ASSESS LEARNING MUST MAKE INFERENCES FROM OBSERVING PERFORMANCE DURING PRACTICE AND TESTS Chapter 11 2

3 SESSION OUTLINE Performance distinguished from learning General performance characteristics Assessing learning By observing By retention tests By transfer tests From coordination dynamics Assessing performance Summary Chapter 11 3

4 PERFORMANCE DISTINGUISHED FROM LEARNING PERFORMANCE Observable behavior refers to execution of skill A specific period of time A specific manner Continued Chapter 11 4

5 PERFORMANCE DISGUISHED FROM LEARNING Learning Change in one capability to perform a skill Must be inferred Relatively permanent Result of practice Chapter 11 5

6 GENERAL PERFORMANCE CHARACTERISTICS IMPROVEMENT CONSISTENCY PERSISTENCE ADAPTABILITY Chapter 11 6

7 ASSESSING LEARNING BY OBSERVING PRACTICE PERFORMANCE PERFORMANCE CURVES Records levels of performance over time Graph of outcome measures of performance Performance measure plotted on vertical axis Time over which performance is plotted on horizontal axis Continued Chapter 11 7

8 ASSESSING LEARNING BY OBSERVING PRACTICE PERFORMANCE Two performance characteristics can be observed with performance curves Improvement Consistency Continued Chapter 11 8

9 ASSESSING LEARNING BY OBSERVING PRACTICE PERFORMANCE Acquiring a new skill usually follows four general trends Linear curve Negatively accelerated curve Positively accelerated curve S-shaped curve Chapter 11 9

10 Performance Outcome Proportional increase in performance over time Time or Trials Chapter 11 10

11 Performance Outcome Early improvement but slows during latter practice Time or Trials Chapter 11 11

12 Performance Outcome Slight gain early but great improvement later Time or Trials Chapter 11 12

13 Performance Outcome Combination of performance curves Time or Trial Chapter 11 13

14 Snoddy s Law Negatively accelerated patterns is more typical of motor skill learning than other patterns. Early in practice we experience a lot of success but later in practice amount of improvement rate decreases. (Snoddy s Power law of practice) The rate in improvement is very task specific Chapter 11 14

15 Case Let say we want to determine if Open or Closed chain exercise affects in rehab or in the training athletes. How would we design the study? Chapter 11 15

16 Design Chapter 11 16

17 Open Chain Exercises Put simply, your hand or foot is free to move during an open chain exercise (like a chest press). These types of movements tend to isolate a single muscle group and a single joint. For example, the one joint involved during leg extension is the knee and the muscle group it isolates is the quadriceps. Open chain can be done with or without added weight, but when weight is added it s usually placed at the distal (far away) portion of the limb (like the ankle. Examples of open chain exercises are chest press, bicep curls, leg curls, and leg extensions (with or without added weight). Chapter 11 17

18 Closed Chain Exercises During these movements, your hands or feet are in a constant, fixed position (usually on the ground) during the exercise (such as pushups). Closed chain exercises work multiple joints and multiple muscle groups at once. For example, a squat involves the knee, hip and ankle joints, and multiple muscles groups (quads, hamstrings, hip flexors, calves and glutes). Closed chain exercises can be done with body weight alone or with added weight. When external weight is added, it is usually rested across the back of the shoulders or the front of the chest, which is considered much safer than the distal placement of weight during open chain exercises. Examples of closed chain exercises include pushups, pull-ups, squats, and lunges which can be done with or without added weight. Chapter 11 18

19 Results 50 Open Versus Close Chain Exercise Affect on the PF50 Power Test Time to Completion (sec) OPEN CLOSED 0 W1 W2 W3 W4 W5 W6 Ret Tra Chapter 11 19

20 Result 50 Open versus Closed Chain Effects on PF50 Power Test Open Closed W1 W2 W3 W4 W5 W6 RT Tra Chapter 11 20

21 ASSESSING LEARNING BY RETENTION TESTS A common measure to assess the performance characteristic of the persistence characteristic of improved performance Typical Administration of a retention test Chapter 11 21

22 ASSESSING LEARING BY TRANSFER TESTS Assess the performance characteristics of adaptability aspect of performance change. Performing a practiced skill in: Novel context (feedback in practice/no feedback during retention and physical environment changes between practice and retention) Novel skill variations (fast or slow, harder or softer) Chapter 11 22

23 Retention & Transfer Test Chapter 11 23

24 Assessing Learning from coordination dynamics Stability and consistency of the coordination pattern (movement) is an important criteria. At the beginning, our limb-segmentation (joints and muscles) are frozen (move as one unit) Later in learning, our limb-segmentation becomes functional or unfrozen (move in a cooperative way) Chapter 11 24

25 Altering an old or preferred coordination pattern Initially, we have a preferred way to perform many motor skills. When acquiring a new coordinated pattern to an already learned skill there is a transition period. Initially we will resist (continue to perform in the preferred way - biases) There will be period of instability in limb movement (selforganization). Eventually we will adopt the new preferred pattern (attractor state) We need to provide extra extra motivational reinforcement and feedback during the transition period. Chapter 11 25

26 PRACTICE PERFORMANCE MAY MISREPRESENT LEARNING Practice performance may overestimate or underestimate learning Retention & transfer test should always be given Performance Plateaus- period during which no improvement is observed Continued Chapter 11 26

27 Performance Plateau Chapter 11 27

28 Why do performance Plateaus occur? Plateaus are performance rather than learning plateaus. Plateaus may be a period where the learning is attempting new strategies Period of low motivation Period of fatigue Period of low attention Ceiling or floor effect Chapter 11 28

29 Summary/Professional Practice Look for improvement and consistency when practicing Plot performance curves during practicing Practice performance usually under or over inflate performance. Eliminate this problem by using a retention or transfer test. Performance plateaus can occur but realize learning has not stopped Chapter 11 29

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