How To Juggle Three Tennis Balls

I have chosen to teach metin how to juggle a soccer ball as it is a closed skill and the results are predictable and consistent. Closed and self-paced skill as it is under the direct control of the athlete, making it an easier skill to teach over 7 days. Juggling a soccer ball is a gross motor skill as it involves large muscle groups such as the quadriceps and the hamstrings. It’s a serial movement as it in theory it has a beginning and end movement to each juggle making it a discrete skill, however it is also continuous in nature as the intention is to continue the movement for as long as possible

To address all these different learning styles I use a range of teaching methods. At the start of a training session I use an ice-breaker to let the students introduce themselves and it also gives me a chance to guage the depth of their knowledge. I then give my aim of the session and explain my objectives.

Extensive practicing leads to these behaviors becoming a way of life. There’s an old Latin saying “Repetitio mater studiorum est.” which translates to “Repetition is the mother of all learning.” Repetition is the key to proper practice as it is the best way for a person to learn. The more a behavior repeats, it becomes habitual. There is a moment where you become so good at something that you don’t have to think about what you are doing, it comes naturally. A basic example of this is tying your shoes. We learned at a very young age how to tie our shoes. We kept practicing and practicing until the point where it doesn’t take any thought of what you are doing. Natural talent paired with repetition creates a natural success.

One-handed juggling is a difficult skill to master, even if the subject has good hand-eye coordination. I have fairly good hand-eye coordination due to playing softball my entire life, but I found it difficult to master the skill of one-handed juggling. There are different fundamental principles that affect the skill of juggling, such as multitasking in order to catch and throw the ball at the same time. The purpose of this experiment was not to see who the best juggler in the class was, but to see which type of practice exhibits a higher correlation between learning and performance.

To better understand learning, the research and experimentation was conducted by a student. The purpose of this study was to examine a novice learner performing a skill, in which improvement, retention, consistency, adaptability and stages of learning would be tested. The individual chose juggling three beanbags for the skill to be learned. The subject had to learn how to juggle three beanbags at once using both hands. Practice was completed in one way to keep consistency; this included throwing small beanbags standing up in the same room. Hypothesis of the experimenter suggested greatest improvement of skill in the beginning to middle of testing. Learning would be accomplished. An increase in practice time and

These stages allow the learner to quickly progress through the first three of the four levels of learning. It is essential during the first 3 stages of skills training that the procedure is carried out on each occasion in as close as possible to a uniform manner, without any bad practice in the demonstration of the skill, the explanation by the trainer or the description by the trainee. Similarly, in the fourth stage when the trainee both explains and carries out the procedure, any significant deviation from the pattern should be immediately corrected so that bad habits are not allowed to develop. In the event that the trainee is

According to Dr. Rita Smilkstein’s research into learning, the Natural Human Learning Process explains how the brain develops when someone learns. The first step is motivation to learn a new skill. People get motivated when something becomes a necessity or seems fun to them. Then the second step is the beginning practice. The beginning practice is when someone uses hands on experience and uses trial and error with the skill they are motivated to learn. The third step, she calls the advanced practice stage. In this stage the learner gains control through repetition and continuing practice learning the skill. The fourth step is skillfulness. The learner becomes more successful due to practice and gets positive reinforcement from their results. The fifth step is the refinement stage. This is when the skill becomes second nature and the person can learn new methods. The sixths and final step is mastery. This is when you can teach your skill you learned to someone else

With four fifteen minute practice sessions, four days per week, for four weeks. I think the class will find this interesting because everyone in the class is a student and most students like to learn the easiest and quickest way to learn material so that their learning is effective. My three main points are: 1) Find a topic or hobby that has very basic fundamentals 2) Learn those fundamentals.

Once this knowledge has been gained, further knowledge is needed to suit their needs. What is their preferred learning style, is it part of a group or on a one to one basis. You will need to find out their strengths and weaknesses to get the most out of their abilities but also to work around and improve on different

The other strategies is play games that designed to practice key concept, the rehearse skills through activities. There still two more strategies which is, give homework to practice skills and also send letters to parents asking them to reinforce the skills children learned that

Their theory consists of cognitive, associative, and autonomous development. The cognitive stage is characterized by the learner trying to figure out what needs to be done. When the basic movement pattern is acquired, the associative phase begins. This phase is subtler movement adjustments causing an outcome that is more reliable. After practicing, the autonomous stage will show seemingly effortless motions along with consistency (Cronin & Mandich: 2015). Max has improved his cognitive development by verbally naming red, blue, yellow, and green from his cardboard book of colors, saying three word sentences, singing parts of the alphabet, pointing at the pictures with his right index finger and repeating some of what his mother would

Development of skill takes time, patience, and determination. One must be willing to improve upon their skill while also being secure in themselves and their abilities. I would like to instill in my students that hard work pays off and being driven is

were defined characteristics of each stage that would be visible when the child reached it.

The cognitive development stage of attaining expertise is the first stage in which the individual develops what is call declarative encoding of the skill in which “a set of facts relevant to the skill is commit to memory” (Anderson, 2010). The learner will rehearse the facts as they perform the skills, for example, a child is learning to ride a bike he or she will rehearse the steps as the skill is perform. So the child will remember where the pedal is, learn how to hold to the handle, learn to balance, and learn to pedal and these steps become the set of problem-solving to ride the bike. Basically the child or learner is trying to figure out what needs to be done and the actions here are usually controlled in a conscious way. Learners also experiment with strategies in order to figure out the ones that work and the ones that does not. This knowledge that is acquired is in the declarative stage because the child’s performance cannot be called skilled. The child recalls facts about the skill of riding as he or she tries to ride the bike and pay attention in a step-by-step execution of the skill

A few examples of Fine Motor activities displayed during the early years include handwriting skills, drawing pictures, making objects out of clay, and even cutting with scissors. Each of these activities is characterized by including the small-muscle developments that involve finger-thumb coordination, hand-eye coordination, and the development of muscle strength in the hand and arm. All in all, motor skills are an important part of the learning process, and as these “fundamental motor skills are learned...[they] serve as the foundation for more specialized motor skills that will be