The Skill on How to Throw a Foot Ball and Theory in Motor Learning Paper Example

Introduction

Throwing a football is not just an action that one can do correctly but it a skill that requires careful learning and practice for development. Instructions are carefully given to the player, and they are later given a demonstration session to practice the skill. Motor skill development is key to the development of ability and proficiency. Also, the motor action is essential to enable learners to perform the daily functions on the playground well. Through motor skills, a trainee in football throwing can learn on how to maintain a posture, how and when to move and ways of achieving focus on the goal. Moreover, throwing a football also involves skills such as sensory processing, balance, coordination, and planning. In motor training, the trainee focuses on the three main stages which include: the cognitive stage, Associative Stage and the Autonomous stage. The conditions of learning are also significant to the knowledge. A structure of the practice environment and the changes in practice are among the teaching skills that are incorporated in sports practice. Teaching and coaching of a sport also require careful understanding of the learning methods and ways of applying them. This paper is an analysis of how I can teach a skill of throwing a football using the motor learning method.

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The initial stage of throwing a football involves a good understanding of the overall skill that is required. This is also the first stage of motor learning known as the cognitive stage. The leaner has to understand the overall objective of the skill. The process of learning the throw begins before the physical throw. An understanding of the skill is requiring and can be acquired by careful reading and internalization of the procedure (Schmidt et al. 2018). Also, the learner is given a chance of visual input. Visual input involves careful looking at how the ball is thrown by another party - observation of how to place the arms and other body organs when throwing the ball. Representation of environmental factors is also fundamental in the initial step of learning how to throw the ball. The cognitive stage involves observation and a mind processing of what is seen. The is allowed to careful understand every aspect that is included in the process and the surrounding conditions to the sport (Kolb, 2014). This stage of learning may look difficult for some people, but the right idea is that it is that the learner is beginning to transition from knowledge acquisition to the execution process.

When throwing a football, I will first engage the leaner in a session that only involves observation and internalization of the things observed. Accompanying the learner to the field where football is played. The learner has to observe the specific features that are involved in playing football. Through this observation, there will be an understanding of why, where and how the football is thrown. In this stage, I will also allow for an optimal destruction free environment for the trainee. The trainee will develop positivity in this stage and learn that the sport will provide a positive experience. I will also offer tutorials to the learner to help improve the master process. Tutorials include objectives and the goals that we both plan to achieve. Outlining the achievability of the throwing process will help the trainee find the motivation to get involved in the sport.

The second stage that the trainee and the coach will go through is the Associative stage. This is the stage that involves the demonstration of things that have been learned. The learner had previously during the observation process identified stimuli and the how and why in the first stage, therefore in this second stage physical activity has to be involved. The leaner is taught on ways to place the arms and the distance calculations in the process. The body has to be involved at this stage. In this stage, the leaner focuses on their body and keep a keen watch on what to do that they had learned (Lemos et al. 2017). In this stage, the learner is expected to practice more because this is the period of trial and error. More exercise is needed to achieve perfection. Learning progress of the movement is likely to move from the known to the done.

In this second stage, the learner will place both feet placed on the shoulder width apart with the throwing shoulder drawn back. The focus that the trainer had learned in the first point is now applied here. Then raise the ball with both hands at ear level. The throwing hand should curve to a right angle during the throw. The learner is now able to understand the reason for certain postures in the game process. Finally, before the throw, the trainee s to face the target with the other shoulder that is not throwing the ball facing the goal. At the release stage, raise the ball about three inches, and the shoulder cocked backward (Haibach, Reid & Collier, 2017). The other hand is dropped to the chest level, and the throwing arm is released in a forward motion. The trainer should understand that there are different ways that the arms are placed after the throw of the ball. This, therefore, is where the feedback principle is applied. After trying the various methods of posture immediately after the ball release, the trainee is expected to practice both and feedback provided on what is suitable. I will also provide constant feedback to the trainer on what to be changed on the practice. This stage involves active learning and fieldwork by the trainee and the trainer.

The third stage of learning to the throw the ball is the period of progression from one step to the other, and sometimes the advancement may be automatic (Kolb, 2014). This progression stage is known as the Autonomous stage in motor learning. The motor skills are now intuitive, and the learner can comfortably change ways of throwing the ball while still maintaining the game rules. Through constant training, the learner can learn from past failures in trying to throw the ball. Learning from past experiences to improve the new skills is known as transfer of learning (Haibach, Reid & Collier, 2017). Transfer of learning is critical at this stage since it helps in the leaner to know on what to do in the next throw. Also, the trainee can throw the ball with no barriers such as environmental settings. If the training took place in the field, then the writer is capable of throwing it in an indoor arena or in an area that is surrounded by many players and fan crowds. Knowing what leg to step forward and which body posture to adopt in the play now becomes easily achievable.

Learning a skill is a process that involves learners choosing when to receive feedbacks that are argumentative to enhance intrinsic motivation (Lemos et al. 2017). A person being taught alone demonstrates better performance since the feedback is received independently. Consequently, training a writer with the others helps them master the skill as a result of pressure but the feedback given in group practice does not so much enhance performance. Feedback is provided through to a trainer matched with other counterparts when they practice in groups. Intrinsic motivation is significantly improved by discrete input on the performance. If I train the leaner alongside other trainees, then the feedback method will not enhance the intrinsic motivation the same way as the training the learner alone. The process of learning can take varying time lengths on every person, and the process of progression depends on many factors such as the motivation of leaner, the type and method of feedback received and environmental stimuli. The focus of attention enhances the learning process. Notice is given to the individual to emphasize the body posture specifically. Giving concentrate on the target is also another method to achieve accuracy in the art of ball throwing. Generally, in training, the coach has to understand that there are different ways of carrying out on focus on attention. Attention can be given to the arms, the ball or the target. The trainee is first required to focus on the arms, then on the ball and finally on the goal.

Theory in Motor Learning

Schmidt suggested through the motor theory that a motor program with general rules can be used in different environmental context through the engagement of open-loop control process and the overall motor programs (Schmidt et al. 2018). This theory predicts the outcome of the throwing the ball. Schmidt suggests that psychology has generalized rules that produce muscle patterns. When an individual makes movements, there are four main things that remain stored in the memory; the initial movement conditions such as posture, the terms of response such as speed, the sensory outcomes of the action such as how it felt after throwing the ball and finally the results of the movement which includes the real outcomes. When the trainee throws the ball, the information regarding the action remains in the schema. The information is used in the next throw, and the repeated process enhances efficiency and perfection. The Shema theory emphasizes that motor learning involves a repeated practice that updates the recall and recognition schemas with every movement that the leaner makes (Schmidt et al.2018). Almost similar to Schmidt theory, transfer of information involves five steps which include; Readying, imaging which consists drawing a picture on what was initially observed, focusing, executing which is the actual action and finally evaluating which is looking at the rate of improvement and planning on achieving a better response in the next round.

Learning to throw a football starts from an armature step of not knowing how to hold the ball to a more advanced complex ball throwing step. Task performance improves when in a continuous manner with practice. Mastering the skill does not just involve the amount of training but importantly the practice conditions and quality. To improve the practice quality, the trainee will be provided with augmented task feedback that is gotten from visualization, test proprioception. Augmented feedback will play a significant role in the correct acquisition of the ball throwing skill because intrinsic feedback fails to give the input that is needed to know the suitability of the performance. Through augmented feedback, the leaner gets feedback of the outcome of each performance. However, increased feedback depends on among many others the frequency, amount and the timing conditions of the feedback. The basic information that exists on how to train to throw a football is the vision and proprioception, but the primary determinant of the performance is the result of throwing.

Training on how to throw the ball primarily involves practice with a varied and constant practice schedule. Consistent practice helps in the formation of a skill structure whereas the various exercise improves the leaners ability to achieve skill parametrization. A combination of activities with careful instructions helps enhance the strength of the learner to master the skill of throwing the ball. However, practice does not have a direct relationship with improving the motor skill but rather a combination of approaches. The approaches will include enhancing the attention of the trainee (Vernadakis et al. 2015). This is important both at the initial and the last stage of learning the skill of throwing a football. Making sure as the trainer that the trainee is maintaining high levels of alertness in observation and performance of the action. Also, increasing the core strength of the body parts that are significantly involved in the process of throwing the football. The stability and firmness of the hands and the body determines the master of the skill. Task analysis also has proved to be a boost in skill improvement process. Tas...