Problem:
Response example:
I completely agree with your points about random practice promoting a stronger motor learning through problem-solving. Your basketball example, showing how different shots from multiple court positions demonstrate how variability in practice forces the learner to adapt and refine their skills, which mirrors real game situations. It's interesting how blocked practice can appear to show progress while failing to develop the adaptability required for performance in a dynamic environment. Your reasoning effectively highlights the importance of cognitive engagement for long-term skill transfer and retention. Need Assignment Help?
Similar response for the following article:
I agree that each practice repetition during motor skill learning is a problem-solving process because many motor tasks require a high degree of accuracy and precision, through refinement, and feedback, as seen in this course. Many individuals receive feedback from the environment (intrinsic feedback) or from instructions/coaches (augmented feedback). These types of feedback allow the learner to test and refine the motor skill. Deliberate practice also proves that motor skill learning is a problem-solving process because it is goal oriented. An example is learning to play a musical instrument. When learning to play a difficult composition, each repetition through the music is focused on correcting finger movement, ensuring timing is accurate, etc. It is deliberately hard, as the practice is effortful and requires concentration. At times, the difficulty of the task might exceed the capability of the performer. Another example from class is observational learning, which has also been shown to be beneficial to problem solving. When an individual watches a model, they are able to either develop a problem-solving strategy or identify problems in their own performance. An example of this is a bicep curl, where the individual reflects on their performance and compares themself to the video. The individual might reflect on how the movement felt, their stability in the weight they used, their stance/technique, etc. This process is dynamic and changes based on the learner's observations. However, an example that undermines motor skill learning is blocked practice, as this practice condition reduces the need for problem solving. An example is hitting a tennis ball in a practice session, 50 forehand shots, followed by 50 consecutive backhand shots. The individual could perform well in the practice session when they hit the same shots in a row, however, this does not translate in a game scenario, where the player must alternate between forehand and backhand shots, and more movement is involved around the court. This is because they have only practiced using blocked practice and not used either random practice (alternating between forehand/backhand shots in an unpredictable order) or serial practice (some variability between the shots, but practice is set up in sequences). Although feedback is useful for skill development and refinement, it may also hinder the ability of the learner if too excessive. In the case of excessive feedback, the learner could rely too much on external cues instead of using their internal problem solving. An example of this would be a gymnastics instructor providing concurrent feedback (at the time of the movement) after every single movement. In this case, the learner would likely improve the movement, however, they would not do as well on a transfer or retention test because they are unable to perform it without the breakdown and step by step feedback of the instructor.