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3210 Key Assessment
Prescribe a three stage plan for developing a motor skill as part of a sport, fitness, or rehabilitation unit
for a mock population. For each stage of your chosen skill, reference both Fitts’ and Bernstein’s stages of
learning and apply those characteristics to the 5 topics below. This is a term paper and should be written
as a 5 paragraph essay. Each paragraph should contain the subheadings listed below, and fully discuss
each topic in reference to all 3 stages of learning.

ASSESSMENT: Select an appropriate means to assess performance at each of the three skill
levels. Consider performance outcome measures vs performance production measures.
Consider the differences between practice sessions and test sessions and how they differ at
different stages of the skill. What components from Gentile’s taxonomy will be present at the
end of each of the three stage plan?

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PROGRESSION: Reference Gentile’s taxonomy to identify the key components at all three stages
of the skill. How will various components be added to the skill to aid in progression throughout
each stage? As the learner progresses, discuss changes in attention, motor programs, error
detection, and overall perceptual skills. Make reference to the amount of progress that occurs
during each stage. Additionally address the idea of degrees of freedom, freezing, effectiveness,
and efficiency between the stages.

OFF-TASK PRACTICE: Discuss motivation, instructions (verbal & modeling), and mental
practice/imagery. Describe these concepts and how they differ as the learner progresses from
stage 1 to stage 2, and from stage 2 to stage 3 of your specific skill. Discuss when these concepts
could be most beneficial to the learner. Reference chapter 10 for additional help.

FEEDBACK: Discuss augmented feedback that you might give for each stage of the skill
progression. How much at each skill level? What type at each skill level? Feedback should
address 1) most common errors and 2) incorporate some positive feedback. Refer to chapter 11
for more information on augmented feedback. Make sure to reference knowledge of results vs
knowledge of performance, faded feedback, bandwidth feedback, and summary feedback. Also
consider differences in feedback during the movement vs feedback after the movement.

PRATICE CONDITIONS: Plan varying practice conditions for each of the stages of skill
progression. Specifically include: how long will each practice session last? How many practice
sessions per week? How much, and what type of practice variability will be incorporated into
practice sessions at each level? Discuss whole practice vs. part practice, blocked vs. random
practice, constant vs variable practice, and massed vs distributed practice for each skill level.
_key_assessment.pdf

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3210 Key Assessment
Prescribe a three stage plan for developing a motor skill as part of a sport, fitness, or rehabilitation unit
for a mock population. For each stage of your chosen skill, reference both Fitts’ and Bernstein’s stages of
learning and apply those characteristics to the 5 topics below. This is a term paper and should be written
as a 5 paragraph essay. Each paragraph should contain the subheadings listed below, and fully discuss
each topic in reference to all 3 stages of learning.
1. ASSESSMENT: Select an appropriate means to assess performance at each of the three skill
levels. Consider performance outcome measures vs performance production measures.
Consider the differences between practice sessions and test sessions and how they differ at
different stages of the skill. What components from Gentile’s taxonomy will be present at the
end of each of the three stage plan?
2. PROGRESSION: Reference Gentile’s taxonomy to identify the key components at all three stages
of the skill. How will various components be added to the skill to aid in progression throughout
each stage? As the learner progresses, discuss changes in attention, motor programs, error
detection, and overall perceptual skills. Make reference to the amount of progress that occurs
during each stage. Additionally address the idea of degrees of freedom, freezing, effectiveness,
and efficiency between the stages.
3. OFF-TASK PRACTICE: Discuss motivation, instructions (verbal & modeling), and mental
practice/imagery. Describe these concepts and how they differ as the learner progresses from
stage 1 to stage 2, and from stage 2 to stage 3 of your specific skill. Discuss when these concepts
could be most beneficial to the learner. Reference chapter 10 for additional help.
4. FEEDBACK: Discuss augmented feedback that you might give for each stage of the skill
progression. How much at each skill level? What type at each skill level? Feedback should
address 1) most common errors and 2) incorporate some positive feedback. Refer to chapter 11
for more information on augmented feedback. Make sure to reference knowledge of results vs
knowledge of performance, faded feedback, bandwidth feedback, and summary feedback. Also
consider differences in feedback during the movement vs feedback after the movement.
5. PRATICE CONDITIONS: Plan varying practice conditions for each of the stages of skill
progression. Specifically include: how long will each practice session last? How many practice
sessions per week? How much, and what type of practice variability will be incorporated into
practice sessions at each level? Discuss whole practice vs. part practice, blocked vs. random
practice, constant vs variable practice, and massed vs distributed practice for each skill level.

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