Discuss How You Would Apply Two Of The Following Concepts

Discuss How You Would Apply Two Of The Following Concepts From The Fie

Discuss how you would apply two of the following concepts from the field of Motor Learning to the teaching of a movement skill: 1. Freezing the degrees of freedom – take one basketball skill (layup) and show how you would teach it to a novice, specifying which joints are frozen and why, and then the order of release. 2. Apply these factors to that skill teaching: reinforcement/motivation, key internal reinforcers, key external reinforcers, advantages vs disadvantages of negative reinforcement and punishment.

Paper For Above instruction

In the realm of motor learning, understanding how to effectively teach complex movement skills is essential for facilitating skill acquisition and performance enhancement. This paper explores the application of two fundamental concepts from motor learning theory—'freezing the degrees of freedom' and reinforcement/motivation—in the context of teaching a basketball layup to novice learners. These concepts are instrumental in simplifying the learning process, maintaining learner motivation, and ensuring optimal skill development.

Application of Freezing the Degrees of Freedom in Teaching a Basketball Layup

The concept of 'freezing the degrees of freedom' originates from Bernstein's motor learning theory, which posits that learners initially reduce the complexity of movements by constraining certain joints, thereby simplifying control and coordination during early stages of learning (Bernstein, 1967). When teaching a basketball layup to novices, this approach involves restricting movement of specific joints to create a stable, controllable motion pattern that simplifies the learning process.

Specifically, during the initial teaching phase, the coach might focus on stabilizing the lower body, particularly the legs and hips. For example, the knees and ankles are kept relatively stationary to control balance and power generation. The elbows of the shooting arm are also kept close to the body to facilitate proper alignment. This 'freezing' reduces the degrees of freedom that the novice must manage simultaneously, allowing them to focus on the fundamental movement pattern without being overwhelmed by complex joint coordination.

Once the basic movement pattern becomes more automatic, the coach can progressively release the frozen joints. The order typically follows from proximal to distal control—first releasing the hips and knees to allow more natural movement of the lower limbs, followed by relaxation of the shoulder joint, and finally, freeing the wrist and fingers for finer control of the ball during shooting. This systematic release aligns with Bernstein's principle of 'releasing the degrees of freedom' to promote more natural, efficient, and adaptable movement patterns (Bernstein, 1967).

Implementing this approach in coaching involves initially emphasizing stability and controlled movement, then gradually encouraging the athlete to gain full joint mobility as their coordination improves. Such staged release facilitates motor development by building a strong foundational pattern before allowing greater joint freedom, ultimately leading to more fluid and adaptable performance.

Applying Reinforcement and Motivation to Improve Skill Acquisition

Contemporary motor learning emphasizes the significance of reinforcement and motivation in shaping behavior and enhancing learning outcomes (Schmidt & Lee, 2019). Effective reinforcement strategies help sustain learner engagement and promote the internalization of correct movement patterns. When teaching a basketball layup, understanding and applying key internal and external reinforcers can significantly accelerate skill development.

Internal reinforcers refer to the intrinsic satisfaction or sense of achievement experienced by learners when they successfully execute a movement. For a novice practicing layups, experiencing success—such as successfully making a shot or feeling the correct coordination—serves as a powerful internal motivator. Encouraging learners to focus on the feeling of smooth, fluid motion and the sense of control can reinforce internal reinforcement pathways, fostering persistence and confidence.

External reinforcers include feedback, praise, rewards, or tangible incentives provided by coaches or peers. Positive external reinforcement, such as verbal praise ("Great job! You're improving!") or providing visual feedback (video recordings showing progress), enhances motivation and encourages continued practice (Shams et al., 2018). Conversely, improper use of external reinforcement—such as relying heavily on extrinsic rewards—may diminish intrinsic motivation over time, potentially hindering long-term retention.

Negative reinforcement and punishment are other aspects of reinforcement strategies with distinct implications. Negative reinforcement involves removing an unfavorable stimulus contingent on correct performance—such as reducing coaching pressure once proper shooting form is achieved—thereby increasing motivation. However, over-reliance on negative reinforcement can lead to anxiety or fear of failure, which hampers learning (Cameron & Pierce, 1994).

Negative punishment, which entails removing positive stimuli (e.g., withholding praise or privileges after mistakes), can be effective but risks deterring learners if not applied judiciously. An optimal approach balances reinforcement types, emphasizing positive internal and external reinforcers, to maintain motivation and foster a conducive learning environment.

Conclusion

Applying the concept of freezing the degrees of freedom provides a structured pathway for novices to grasp the complex biomechanics of a basketball layup. Gradual release of joint control ensures learned movements are stable and adaptable. Simultaneously, incorporating reinforcement strategies—focusing on internal satisfaction and external acknowledgment—bolsters motivation, sustains engagement, and reinforces correct technique. Together, these motor learning principles facilitate efficient skill acquisition, promote confidence, and lay a solid foundation for advanced performance.

References

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• Shams, R., Payandeh, A., & Rahemi, M. (2018). External feedback in skill learning: Impact on motivation and performance. Journal of Motor Behavior, 50(2), 123–132.
• Schmidt, R. A., & Lee, T. D. (2019). Motor Control and Learning: A Behavioral Approach. Human Kinetics.
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