ALEX_ABI REPORT in Physical Education.pptx

Physical Education

1. Faculty-in-Charge Name of Presenter POWERPOINT TEMPLATE FOR FACULTY AND STUDENTS’ PRESENTATIONS SUBJECT Name of College

2. Subject Information This subject teaches the students to… 1 st Semester I AY 2024-2025 SUBJECT COURSE CODE PURPOSIVE COMMUNICATION Department of Languages and Humanities

3. TABLE OF CONTENTS Topic 1 Topic 2 Topic 3 Topic 4 PURPOSIVE COMMUNICATION Department of Languages and Humanities

4. Extra Slide for Partition

5. COGNITIVE PROCESSES IN MOTOR LEARNING In motor learning within physical education, cognitive processes play a crucial role in skill acquisition and refinement. These processes involve how individuals perceive, process, and act upon information related to movement. Key cognitive aspects include attention, memory, decision-making, and problem-solving, all of which influence how effectively a learner acquires and executes motor skills.  Department of Languages and Humanities PURPOSIVE COMMUNICATION

6. COGNITIVE PROCESSES IN MOTOR LEARNING Attention: Focusing on relevant information during practice, such as visual cues, verbal instructions, or sensory feedback, is essential for skill acquisition. Department of Languages and Humanities PURPOSIVE COMMUNICATION

7. COGNITIVE PROCESSES IN MOTOR LEARNING Memory: Storing and retrieving movement patterns in memory is crucial for skill retention and execution. This involves both short-term (working memory) and long-term memory. Department of Languages and Humanities PURPOSIVE COMMUNICATION

8. COGNITIVE PROCESSES IN MOTOR LEARNING Information Processing: The brain's ability to receive, interpret, and act upon sensory information (e.g., visual, proprioceptive) is fundamental to motor learning. Department of Languages and Humanities PURPOSIVE COMMUNICATION

9. COGNITIVE PROCESSES IN MOTOR LEARNING Decision Making: Selecting appropriate movements and strategies based on the situation is a cognitive skill that develops with practice and experience. Department of Languages and Humanities PURPOSIVE COMMUNICATION

10. COGNITIVE PROCESSES IN MOTOR LEARNING Problem Solving: Identifying and correcting errors in movement patterns is a cognitive process that contributes to skill refinement and adaptation. Department of Languages and Humanities PURPOSIVE COMMUNICATION

11. Memory System and Motor Learning: Role of Short-Term and Long-Term Memory

12. Memory System and Motor Learning: Role of Short-Term and Long-Term Memory Short-term and long-term memory play distinct, yet interconnected, roles in motor learning. Short-term memory acts as a temporary workspace for processing new movement information, while long-term memory stores the established motor skills and knowledge. Transferring information from short-term to long-term memory is crucial for skill acquisition and retention.  College of Arts and Sciences INTRO. TO COMMUNICATION IMAGE MAY BE PLACED HERE

13. SHORT TERM MEMORY

14. SHORT TERM MEMORY Would it surprise you to learn that short-term motor memories that last less than a minute play a bigger role than long-term ones in relearning movements after you’ve forgotten them? If so, you’re not alone: the  Harvard John A. Paulson School of Engineering and Applied Sciences  (SEAS) scientists who discovered this were also amazed at the finding. College of Arts and Sciences INTRO. TO COMMUNICATION

15. SHORT TERM MEMORY College of Arts and Sciences INTRO. TO COMMUNICATION “ This is different from what memory scientists have conventionally assumed,” says Maurice Smith, the Gordon McKay Professor of Bioengineering at SEAS and corresponding author on a PLoS Biology paper describing the recent study. “Our work suggests being able to re-learn motor skills quickly doesn’t require long-term memory like most of us thought. Instead, our research shows that short-term motor memories, despite that they are fleeting, are responsible for this ability.”

16. ROLE OF SHORT TERM MEMORY IN MOTOR LEARNING College of Arts and Sciences INTRO. TO COMMUNICATION •Initial Acquisition STM is crucial in the early stages of motor learning, where new movement sequences or motor patterns are first encountered.

17. ROLE OF SHORT TERM MEMORY IN MOTOR LEARNING College of Arts and Sciences INTRO. TO COMMUNICATION Processing : Learners consciously think about the steps or components of a movement (e.g., a tennis swing or piano sequence).

18. ROLE OF SHORT TERM MEMORY IN MOTOR LEARNING College of Arts and Sciences INTRO. TO COMMUNICATION Feedback Utilization : STM holds recent sensory and performance feedback to guide immediate corrections and adjustments.

19. ROLE OF SHORT TERM MEMORY IN MOTOR LEARNING College of Arts and Sciences INTRO. TO COMMUNICATION Working Memory : A component of STM that actively processes and manipulates information during motor skill practice. It is involved in decision-making , error correction , and attentional focus .

20. LIMITATION OF SHORT TERM MEMORY College of Arts and Sciences INTRO. TO COMMUNICATION • STM is fragile—distractions or delays can cause rapid decay of motor information. • Skills cannot be retained or recalled reliably unless transferred to LTM through repetition and practice.

21. LONG TERM MEMORY

22. LONG TERM MEMORY College of Arts and Sciences INTRO. TO COMMUNICATION L ong-term memory in motor learning refers to the persistent retention of motor skills, allowing for continued performance even after periods of disuse. This type of memory, also known as  procedural memory , is crucial for mastering tasks like riding a bike, playing a musical instrument, or even more complex skills like a tennis serve. It is a type of  implicit memory , meaning it's unconscious and automatic, and it's distinct from declarative memory which involves conscious recall of facts and events. 

23. ROLE OF LONG TERM MEMORY IN MOTOR LEARNING College of Arts and Sciences INTRO. TO COMMUNICATION Skill Consolidation : After repeated practice, motor information is encoded into LTM , making the skill more automatic and less reliant on conscious thought.

24. ROLE OF LONG TERM MEMORY IN MOTOR LEARNING College of Arts and Sciences INTRO. TO COMMUNICATION Retention : LTM allows for the long-term retention of motor skills (e.g., riding a bike after years of not practicing).

25. ROLE OF LONG TERM MEMORY IN MOTOR LEARNING College of Arts and Sciences INTRO. TO COMMUNICATION Retrieval and Transfer : Stored motor programs can be recalled for execution in similar or novel situations.

26. ROLE OF LONG TERM MEMORY IN MOTOR LEARNING College of Arts and Sciences INTRO. TO COMMUNICATION Motor Memory Storage Types : Procedural Memory : Stores implicit knowledge of motor tasks. Crucial for automatic skills (e.g., typing without looking). Declarative Memory : In early learning, facts and instructions (e.g., “keep your elbow straight”) are stored here.

27. Interaction Between STM and LTM in Motor Learning College of Arts and Sciences INTRO. TO COMMUNICATION Encoding : STM serves as a gateway to LTM. Information must be actively attended to and processed to be encoded into LTM.

28. Interaction Between STM and LTM in Motor Learning College of Arts and Sciences INTRO. TO COMMUNICATION 2. Repetition and Practice : Rehearsal in STM facilitates the transfer to LTM.

29. Interaction Between STM and LTM in Motor Learning College of Arts and Sciences INTRO. TO COMMUNICATION 4. Sleep and Consolidation : Post-practice rest, especially sleep, plays a critical role in consolidating STM into durable LTM representations.

30. Example of STM and LTM

31. Interaction Between STM and LTM in Motor Learning College of Arts and Sciences INTRO. TO COMMUNICATION Learning to Play the Guitar STM : When first learning chords, the learner consciously remembers finger positions and transitions. LTM : With repetition, these movements become automatic; the player can perform songs without consciously recalling finger placements.

32. CONCLUSION

33. C ONCLUSION College of Arts and Sciences INTRO. TO COMMUNICATION The short-term memory system enables learners to acquire and modify motor skills through conscious effort and immediate feedback. Over time, through practice and consolidation , these skills are encoded into long-term memory , allowing for durable, automatic performance. Both memory systems are essential for the full process of motor skill learning and mastery .

34. Decision Making and Problem Solving: Cognitive Aspects of Skill Execution and Improvement

35. 1. Understanding the Cognitive Aspects of Skill Execution Cognitive processes are mental activities involved in acquiring knowledge and understanding through thought, experience, and the senses. In skill execution, cognitive functions play a crucial role in: Perception : Interpreting sensory information (e.g., seeing an opponent’s movement). Attention : Focusing on relevant cues and ignoring distractions. Memory : Recalling rules, strategies, or previous outcomes. Decision Making : Choosing the best option under time pressure. Problem Solving : Adjusting strategies to overcome challenges or errors Department of Languages and Humanities PURPOSIVE COMMUNICATION

36. 2. Decision Making in Skill Execution Decision making is the process of selecting the most appropriate action from a set of possible choices. Role in Skill Execution: Game Situations : Athletes must quickly assess options (e.g., pass or shoot). Reaction Time : Fast and accurate decisions improve performance in high-speed environments. Expertise Differences : Novices rely more on deliberate, slow decision processes. Experts use pattern recognition and experience-based intuition for faster decisions. Anticipation : Predicting outcomes based on prior knowledge (e.g., predicting where the ball will go). Department of Languages and Humanities PURPOSIVE COMMUNICATION

37. 2. Decision Making in Skill Execution Cognitive Processes Involved: Working Memory : Holds current game information. Long-Term Memory : Stores past experiences and strategies. Mental Simulation : Imagining possible actions and consequences. Department of Languages and Humanities PURPOSIVE COMMUNICATION

38. 3. Problem Solving in Skill Improvement Problem solving involves identifying a challenge and developing strategies to overcome it. In Skill Learning and Development: Technique Refinement : Identifying flaws in execution and correcting them. Strategy Adaptation : Adjusting tactics when current approaches fail. Innovation : Creating new solutions when faced with unfamiliar situations. Department of Languages and Humanities PURPOSIVE COMMUNICATION

39. 3. Problem Solving in Skill Improvement Types of Problems: Well-Structured : Clear goals and solutions (e.g., learning a technique). Ill-Structured : Open-ended with multiple possible strategies (e.g., team coordination issues). Tools for Problem Solving: Feedback : Using coach/instructor input or self-reflection. Video Analysis : Reviewing performance to identify errors. Mental Rehearsal : Practicing solutions mentally before execution. Department of Languages and Humanities PURPOSIVE COMMUNICATION

40. 4. Cognitive Strategies for Skill Improvement Department of Languages and Humanities PURPOSIVE COMMUNICATION Strategy Description Chunking Grouping information (e.g., movement patterns) to reduce cognitive load. Visualization Mentally simulating skill execution before performing. Goal Setting Using clear targets to guide practice and problem solving. Self-Talk Directing attention and motivation through internal dialogue. Reflection Analyzing what worked, what didn’t, and why.

41. 5. Integration: From Novice to Expert As learners progress: Early Stages : Cognitive load is high. Decision making is slow and effortful. Intermediate : Decisions become faster; problem solving starts to involve self-regulation. Expert Stage : Skill execution becomes automated ; decisions are intuitive and context-sensitive ; problem solving is proactive rather than reactive Department of Languages and Humanities PURPOSIVE COMMUNICATION

42. Example

43. Soccer Player During a Game Decision Making : Should I pass, dribble, or shoot? Problem Solving : My usual passing lane is blocked—what's another way to get the ball forward? Skill Improvement : After the game, reviewing footage helps recognize better options for future plays. Department of Languages and Humanities PURPOSIVE COMMUNICATION

44. CONCLUSION

45. CONCLUSION Decision making and problem solving are fundamental cognitive components of skill execution and improvement. Effective performers blend quick, accurate decisions with adaptive, reflective problem-solving to optimize their performance and continuously develop their skills. These cognitive aspects are especially crucial in dynamic environments where conditions constantly change, such as sports, performing arts, or emergency response tasks. Department of Languages and Humanities PURPOSIVE COMMUNICATION

46. Feedback and Knowledge of Results: Effective Use of Feedback in Training

47. What is Feedback in Training? Feedback is any information received about a performance that helps learners improve their skills. It plays a central role in motor learning , guiding the correction of errors and reinforcing successful actions. College of Arts and Sciences INTRO. TO COMMUNICATION

48. Two Main Types of Feedback A. Intrinsic Feedback (Internal) Comes from the learner’s own sensory system (e.g., seeing, feeling, or hearing the result). Example: A gymnast feels that their landing was off balance. B. Extrinsic Feedback (Augmented) Provided by external sources such as coaches, teachers, video playback, or devices. College of Arts and Sciences INTRO. TO COMMUNICATION

49. Knowledge of Results (KR) vs. Knowledge of Performance (KP) College of Arts and Sciences INTRO. TO COMMUNICATION

50. Effective Use of Feedback in Training Timing Immediate feedback : Helps beginners correct mistakes quickly. Delayed feedback : Promotes reflection and self-assessment (especially for advanced learners). Frequency High frequency : Useful in the early stages of learning. Reduced frequency (faded feedback) : Encourages learners to rely on internal cues, leading to long-term retention. College of Arts and Sciences INTRO. TO COMMUNICATION

51. Effective Use of Feedback in Training Specificity Specific feedback : "Keep your knees bent when you land." (More effective) General feedback : "Good job!" (Less helpful for skill improvement) Mode of Delivery Verbal : Coach says what needs improvement. Visual : Video replay or demonstration. Tactile : Physical guidance or manual correction. College of Arts and Sciences INTRO. TO COMMUNICATION

52. Benefits of Effective Feedback Enhances learning speed and skill acquisition. Increases motivation and engagement. Improves error detection and correction. Reinforces correct techniques and habits. Promotes autonomy when feedback is gradually reduced. College of Arts and Sciences INTRO. TO COMMUNICATION

53. Example in Practice: Basketball Free Throw Training KR : "You made 7 out of 10 shots." KP : "Your wrist wasn’t fully extended on the last release." Effective Feedback Use : Coach starts with high-frequency KP during early practice. As the player improves, feedback becomes less frequent. Occasional KR helps track progress and maintain motivation. College of Arts and Sciences INTRO. TO COMMUNICATION

54. REFERENCES https://www.google.com/search?q=cognitive+processes+in+motor+learning+physical+education&oq=&gs_ crp=EgZjaHJvbWUqCQgCECMYJxjqAjIJCAAQIxgnGOoCMgkIARAjGCcY6gIyCQgCECMYJxjqAjIJCAMQIxgnGOoCMgkIBBAjGCcY6gIyCQgFECMYJxjqAjIJCAYQIxgnGOoCMgkIBxAjGCcY6gLSAQkzNjg5ajBqMTWoAgiwAgHxBbzvhSRKSS0t&sourceid=chrome&ie=UTF-8 College of Arts and Sciences INTRO. TO COMMUNICATION https://seas.harvard.edu/news/2023/04/short-term-motor-memories-boost-speed-relearning-movement-coordination#:~:text=Short%2Dterm%20motor%20memories%20boost%20speed%20of%20relearning%20movement%2C%20coordination

55. CONNECT WITH ME Feel free to get in touch! Dr. Juan Dela Cruz Assistant Prof. 1 [email protected] Messenger: JDLCruz