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In support of physical literacy throughout life
Published in Margaret Whitehead, Physical Literacy across the World, 2019
Problem-solving, discovery learning and creativity lie at the heart of much physical activity. This is most obvious in choreographic tasks, but also pertains to responding to novel challenges in rock-climbing, to adjusting to unfamiliar environments, and to outwitting opponents in competitive situations. Where creativity is called for, participants are very often asked to reflect on their own and others’ presentations, thus beginning to exercise aesthetic judgements. In addition to these skills being an inherent part of much movement, such is the importance in fostering physical literacy of devolving responsibility to participants that it is highly recommended that this open-ended approach features in as much task-setting as possible. The differentiation that this offers is very valuable as it recognises each participant as a unique individual. There is no doubt that imaginative, creative and aesthetic appreciation skills are called on in the fostering of physical literacy, and these personal assets can permeate other areas of life.
Teaching the teachers in primary care
Published in Anne Hastie, Ian Hastie, Neil Jackson, Postgraduate Medical Education and Training, 2018
When vocational training for general practice was introduced in the UK, the Royal College of General Practitioners (RCGP) published a book, The Future General Practitioner.2 This extended the role of a teacher by going beyond the traditional method of passing on knowledge. Additional teaching methods were explored, in which the teacher was seen as a facilitator of learning through questioning, promoting autonomy in the learner and encouraging self-discovery and reflective practice. The four main teaching methods are summarised in Table 4.1, where the role of the teacher and links with other writers are indicated. The Socratic approach involves helping leaners to become aware of the limits of their knowledge or their implicit values and beliefs through asking awareness-raising questions.3 Heuristic teaching methods aim to encourage discovery learning. This respects the autonomy of the learner, a key component of learning theory, in which learning from experience is promoted.4,5 Reflective practice fits well with counselling styles of teaching in which the teacher’s role is to promote the exploration of feelings, self-discovery and the examination of implicit assumptions.6-11
Educating the coming generation
Published in Tim van Zwanenberg, Jamie Harrison, Sir Michael Rawlins, Clinical Governance in Primary Care, 2018
In terms of the learning process, problem-based learning is mentioned as one approach which ‘should in time improve teamworking skills’.21 Although there is controversy over some of the benefits claimed by problem-based learning, there are many areas of practice pertinent to clinical governance where a problem-based approach could make a significant contribution – not least in the development, enhancement and retention of self-directed learning skills.46 Other curricular approaches, such as ‘guided discovery learning’, which combine innovative methods with the best of traditional modes, may also be just as effective in promoting self-directed learning.47
Instructions on Task Constraints Mediate Perceptual-Motor Search and How Movement Variability Relates to Performance Outcome
Published in Journal of Motor Behavior, 2022
Charley W. Lafe, Karl M. Newell
However, there is an ongoing discussion on the amount of instruction information that should be given. Proponents of discovery learning (Vereijken & Whiting, 1989) have argued that it allows learners to explore more possibilities within the task space affording them the opportunity to discover salient features of the task (Riccio, 1993). Similar explanations have been given for the effects of variable practice (Huet et al., 2011). Along these lines (Chua et al., 2019) provide evidence that variable practice promotes the adoption of an external focus of attention. On the other hand, instructions may help to make the search process more efficient by eliminating non-solutions to the task (Buchanan & Dean, 2010)—especially when tasks become more complex, where without instructions (e.g., verbal, demonstrations, visual cues etc.) guiding the learner, the search process becomes inefficient, and in some cases the learner may never find a motor solution (Janelle et al., 2003). Instructions, therefore, have the potential to guide and constrain the search process in the learning task (Beerse et al., 2020; Fujita et al., 2021).
Explicit and implicit motor learning in children with unilateral cerebral palsy
Published in Disability and Rehabilitation, 2018
John van der Kamp, Bert Steenbergen, Rich S. W. Masters
Importantly, however, poor explicit learning only occurred among children with right unilateral CP who did not receive instructions. Individuals with right unilateral CP who did receive instructions were capable of consciously controlling and monitoring their actions to support learning. Consequently, children with unilateral CP can learn explicitly, but only when instructed exactly what to do. By contrast, if no instructions are provided, then the effectiveness of explicit learning seems considerably reduced among individuals with right unilateral CP. Explicit motor learning without instructions or feedback amounts to what is often called (unguided) discovery learning [12,17,41]. Typically, discovery learning is associated with increases in verbal task relevant knowledge as a consequence of conscious processes, such as hypothesis testing. Hence, the present study suggests that children with right unilateral CP either do not engage in such processes, or, alternatively, engage in hypothesis testing behavior that is unsystematic or unproductive [42]. For example, hypothesis generation may be ineffective if a hypothesis is formulated with too many dimensions, or is too complex to monitor. Additionally, children may be poor at adapting the original hypothesis or in formulating alternatives [43]. Although difficult to use with young children, the adoption of think aloud protocols during practice may prove helpful to uncover the reasons for ineffective hypothesis testing in individuals with right unilateral CP.
Self-regulated learning in a competency-based and flipped learning environment: learning strategies across achievement levels and years
Published in Medical Education Online, 2020
Binbin Zheng, Amy Ward, Randi Stanulis
A significant gap exists between students’ learning strategies developed in traditional learning and what are needed in a flipped classroom model [21], especially in the monitoring phase of SRL. Without engaging in cognitive monitoring as they move through their independent work, students struggle to integrate and synthesize information. Medical educators continue to ask about the nature of specific guidance that supports students in discovery learning [22]. When the learning structure changes, new learning strategies must be explicitly taught and practiced for students to be successful.