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Lifting through the three Stage Model of Fitts and Posner 

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Lifting through the three Stage Model of Fitts and Posner 

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I was introduced to weightlifting at a very young age and soon became interested in the sport. Initially, I had watched my brother compete at the national level for many years but soon wanted to try the lifts myself. The lifts are fairly complex and took a couple months practicing with a broom stick before I was able to do it with any weight. This first stage was the cognitive stage where I was heavily relying on mental skills and had to think through it before I performed each movement. One rep would be good and the next I would almost lose my balance. Some weeks I could see an increase performance which was exciting and made me want to continue on. Many hours were spent repeating the same movement over and over again, each time trying to focus on specific aspect. I was heavily reliant on feedback from my coach since I was used to the feel of the lifts. Once I wore through the broom stick, I was able to use a bar and and begin to establish motor patterns. I already had a group of strategies that worked for me and I would just work on tweaking those that already existed. My coach would make comments on my increased consistency even though I felt like my progressed had slowed down. I was in the associative stage for many years, I still required feedback because I couldn't make fixes while performing the movement. For example, If I started poorly by pulling too fast off the floor, the whole snatch timing would be off. After a few years, I was able to autocorrect during my movements. I am now able to tell when I left the bar drift out or don't stay over it and am able to compensate for this in some other way during the lift. I have entered the autonomic stage because the skill is basically all automatic. I have found when I think too hard before a set, I ended up performing poorly on the lift. I can tell what instantly what is wrong even without seeing the lift. Also, sometimes it is difficult to describe snatch to people without me being able to demonstrate the lift.

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Breaking a Leg with Bilateral Transfer of Learning 

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Breaking a Leg with Bilateral Transfer of Learning 

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This semester I took an African Dance class and it was my first experience with any sort of dance class. This being said, learning some of the movements have been quite a challenge. The bilateral transfer can be defined as the ability to learn a movement in one limb and apply it to the other with limb. After going through dance, I realized that this idea became extremely beneficial, especially with the more complicated movements. Most moves use both hand and legs but I will focus on the leg aspect of the dance. We have step patterns for certain movements and our teacher always makes us master the feet before we can even use the hands. One move in particular we do this jumping action where we have the land on the foot we pushed off on. Bilateral transference helped me here because initially, I could not do any part of the movement but I slowly practiced doing it just on my right side. I tried jumping and double hopping to see which would help more to make the move run smoothly and after some time I was able to perform the move solely on my right side. Once I started on my left, I noticed that it was much easier after practicing on my right for a few classes. This demonstrates positive bilateral  transfer because I practiced on my right side through the cognitive stage and learned strategies that worked well. Using the cognitive explanation, the skills were able to transfer over since important cognitive information such as learning if a hop of double jump was more beneficial. Additionally, I learned it helped to bend my knees and keep a lower center of gravity therefore, I had enough time to to transition to the next move.  Once I switched to my left, I was able to apply these new skills and was better initially at the skill than I would have been if the bilateral transfer phenomenon didn’t exist.

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Augmented feedback is information that is provided about the task which is added to the normal sensory feedback. Over my many years of lifting, feedback has been an instrumental part of my learning and success. Augmented feedback has definitely enhanced my skill acquisition. For example, I could have read books or watched videos about how to olympic lift but I'm certain it would have taken much longer and my form still wouldn't be great. The feedback I received from my coach was about what I should alter on the next set in order to maximize power or speed. The feedback from my dad was more of verbal encouragement which is nice but not as helpful.
Additionally, last year I was certified as an advanced sports performance coach. During this class we taught about ways to train athletes and what kind of feedback to give and when. Throughout my coaching, I have found that it is very dependent on the individual. For example, most beginners are nervous and need more verbal encouragement along with the error correction. As the novices progress, the don't need as much encouragement and you can focus on error correction. I have also found sometimes I can give feedback without giving enough information about how to correct the error or with novices you give them too many errors to correct and they become overwhelmed. I have found that when teaching a novice you want to focus on getting the general movement pattern before tweaking minor details such as starting angle or shrugging at the top of the pull. In my experience it has been best to give one thing to fix at a time and once they mastered that part, you can move on to a different aspect. At more advanced stages, I found that telling them the error, stating how they can correct it and then demonstrating what that would look like is beneficial since they don't see their own errors. This is similar to the idea of filming and watching the lifts in slow motion to focus on a specific part.
Below is a video of me lifting in my home gym. These are the videos I use to send to my coach in order to receive feedback.

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" You do it just like this.." Procedural Memory 

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" You do it just like this.." Procedural Memory 

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I started playing soccer when I was five years old. At that age, it was more like a clump of kids chasing a ball around a field. Over the years, I can't even begin to tell you how many soccer practices I have attended. It turned into a year long sport by planning indoor during the winter and 3x3 in the summers. I was able to play throughout high school and played intramural my first few years of college. During the summers, my high school runs soccer camps and asks alumni to come back and help out. Throughout this process I have learned that some soccer moves are so automatic that is hard to explain them without doing a demonstration. After the demonstration, I am then able to go and talk through the steps but I find it very difficult to do them in the opposite order. Almost impossible. How is it after all these years of practice, I can't even describe a move I have probably done 500 times myself. Through kinesiology we learned the two systems of memory, declarative and procedural. As it turns out, these moves have become almost non-conscious and automatic for me. There are stored in my procedural memory so when someone asks me to describe a move, they are asking me to use declarative memory which is not where this information is stored for me. Being able to demonstrate the move or even move me feet in the pattern without the ball, allows me then to describe the move with words.

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Seped acuracy traed of ( I typed that really fast)

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Seped acuracy traed of ( I typed that really fast)

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With the advancing technologies, most classroom settings allows the use of laptops. While I am much faster at typing than I am writing, I try to refrain from using my computer for taking notes. This is because I tend to try to type everything the lecture says instead of the key points. This leads to me trying to type an entire lecture slide and every word in a two minute span. After I look down, my page is covered in misspelled words. I find that even simple words such as "the" come out as "teh". Then there are other words that I have no idea what the word was even meant to be. You know your typing accuracy is poor when even word doesn't come up with any suggestions with what you were trying to spell.This displays the relationship between speed and accuracy. If I am going at a normal pace, my typing is completely fine but in a lecture setting it turns into a sea of red. As my speed of typing increasing, my accuracy greatly declines providing evidence just as Fitt's law states about the inverse relationship between these two variables.
Just the other day, I was at Culver's and they had a raffle going on. On about 500 sheets of bright red paper in huge bold letters said "Badger Gam". My roommate and I had a good laugh about it but couldn't get ourselves to tell management since we didn't want to embarrass anyone. Examples of these can been seen all over the internet where someone messes up a business sign because they were going too fast. I understand everyone wants to be done sooner but in sign making or note taking it is important to take your time to remain accurate.