Defensive Tactics Training
Published on Mar 09, 2019
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PRESENTATION OUTLINE
What is that?
Defining Psychomotor Skills
"Complex psychomotor skills: A physical skill which involves the use of Perception and muscles (motor units) in the execution of a smooth, precise and well-timed performance" (Bragg, 2.1.1, 2008)
"A skill consists of the ability to bring about some end result with maximum out lay of certainty and minimum outlay of physical or mental costs and or time while attaining the goal" (Schmidt, Wrisberg, 2004).
"A well-learned psychomotor skill is a skill that generally involves an automated and ordered set of movement commands that are generalized in nature, controlled by the brain and is resident in the long term motor memory" (Bragg, 2.1.1, 2008)
"A skill consists of the ability to bring about some end result with maximum out lay of certainty and minimum outlay of physical or mental costs and or time while attaining the goal" (Schmidt, Wrisberg, 2004).
"A well-learned psychomotor skill is a skill that generally involves an automated and ordered set of movement commands that are generalized in nature, controlled by the brain and is resident in the long term motor memory" (Bragg, 2.1.1, 2008)
Photo by milos milosevic
Required from Performer
- Perceive relevant cues
- Decide when, where and what to do
- Produce an organized muscular activity to generate movement
Open
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Discrete
Photo by Mrs. Gemstone
Continuous
Photo by Matt Quinn
Skill Categories
- Environment
- Length of the movement pattern
- Motor units involved
Photo by Tobias van Schneider
Untitled Slide
Control Processing
Open Loop vs. Closed Loop
Movement control processing: the process by which we control movement is conceptualized as a "loop". There is "loop-cotninuum" between the two distinct types.
Closed Loop Movement: Common in slow and continuous tasks. Involves the Executor, Effector and Comparator. Attention demanding and slow. One thing at a time mental processing. Movement evaluation occurs during the movement. May prevent you from tickling yourself!
Open Loop Movement:
Analogous to computer program (motor program). Used for production of fast, discrete movements. Fast in nature, parallel processing. Uses Executor and effector. System feedback comes after the movement.
Conduct open/closed skill demonstration with signatures.
Closed Loop Movement: Common in slow and continuous tasks. Involves the Executor, Effector and Comparator. Attention demanding and slow. One thing at a time mental processing. Movement evaluation occurs during the movement. May prevent you from tickling yourself!
Open Loop Movement:
Analogous to computer program (motor program). Used for production of fast, discrete movements. Fast in nature, parallel processing. Uses Executor and effector. System feedback comes after the movement.
Conduct open/closed skill demonstration with signatures.
Photo by crdotx
Motor Learning
Stages & Instructional Methods
In order for a skill to be demonstrated under stressful conditions it must be well learned. True motor learning involves instilling the movement pattern in the long-term motor memory. While one may be able to perform a movement pattern with forethought, mere production of a movement patter in a closed non-stressful environment is not indicative of successful learning. Therefore successful skill acquisition is reached when motor performance (skill) can be displayed in actual conditions of application without major cognitive involvement. (Bragg, B. 2008; Jorgensen, M. 2012)
Photo by James Harland
Cognitive
Cognitive
This is a stage where the learners brain and motor system are trying t understand and identify what is to be done and how best to do it. Memorizing the concepts or skill steps is in this stage. During this stage that most of the inconsistent performance is seen, and where many of the gains are made in terms of correct skill pattern being identified by the learner. This is a relatively short term stage; adults tend to think they have it once they pass this stage.
Methods:
Priming
Teach one technique at a time, 2-4 hours.
6 hours of no new learning.
Frequent feedback.
Small bits.
This is a stage where the learners brain and motor system are trying t understand and identify what is to be done and how best to do it. Memorizing the concepts or skill steps is in this stage. During this stage that most of the inconsistent performance is seen, and where many of the gains are made in terms of correct skill pattern being identified by the learner. This is a relatively short term stage; adults tend to think they have it once they pass this stage.
Methods:
Priming
Teach one technique at a time, 2-4 hours.
6 hours of no new learning.
Frequent feedback.
Small bits.
Photo by illuminaut
Motor
Motor
It is within this stage that the individual determines how to more efficiently perform a particular pattern rather than deciding which muscles to activate (motor program). At this point, performance becomes more consistent. This is also the point in which we, as instructors, deal the most and where the types of practice has its greatest impact on the learner and the speed of learning.
Methods:
Fade feedback.
Create more randomization and complexity.
It is within this stage that the individual determines how to more efficiently perform a particular pattern rather than deciding which muscles to activate (motor program). At this point, performance becomes more consistent. This is also the point in which we, as instructors, deal the most and where the types of practice has its greatest impact on the learner and the speed of learning.
Methods:
Fade feedback.
Create more randomization and complexity.
Photo by Rock'n Roll Monkey
Automatic
Automatic
The skill becomes largely automatic or done without thinking. There is marked reduction in mental attention required for the skill production; the movements seem to be performed by themselves. There are very few (cortical) attention mechanisms required at this point. Mental energy can be directed towards strategy and other considerations. This stage is rarely reached by the instructor in the in service situation sand quite often we do not see this in the basic academies.
Methods:
Open skill practice.
Random, varied, dispersed training.
The skill becomes largely automatic or done without thinking. There is marked reduction in mental attention required for the skill production; the movements seem to be performed by themselves. There are very few (cortical) attention mechanisms required at this point. Mental energy can be directed towards strategy and other considerations. This stage is rarely reached by the instructor in the in service situation sand quite often we do not see this in the basic academies.
Methods:
Open skill practice.
Random, varied, dispersed training.
Photo by toine Garnier
