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  • Schema Theory: By:Fabi Alejandro C. Bped-1B

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    Alejandro Cabrera Fabi
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    Schema theory proposes that we store generalized movement patterns called schemas that we can modify and adapt to our current environment. When learning a new skill, we recall these motor programs and alter them. Schemas are initiated by recall schemas, which start the movement based on initial conditions, and recognition schemas, which control and evaluate the movement based on sensory feedback and outcome. Having a wide variety of schemas for a skill, like free kicks, allows an athlete to perform it successfully in different situations by selecting the appropriate schema.

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    Schema theory proposes that we store generalized movement patterns called schemas that we can modify and adapt to our current environment. When learning a new skill, we recall these motor programs and alter them. Schemas are initiated by recall schemas, which start the movement based on initial conditions, and recognition schemas, which control and evaluate the movement based on sensory feedback and outcome. Having a wide variety of schemas for a skill, like free kicks, allows an athlete to perform it successfully in different situations by selecting the appropriate schema.

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    5 views10 pages

    Schema Theory: By:Fabi Alejandro C. Bped-1B

    Uploaded by

    Alejandro Cabrera Fabi
    Schema theory proposes that we store generalized movement patterns called schemas that we can modify and adapt to our current environment. When learning a new skill, we recall these motor programs and alter them. Schemas are initiated by recall schemas, which start the movement based on initial conditions, and recognition schemas, which control and evaluate the movement based on sensory feedback and outcome. Having a wide variety of schemas for a skill, like free kicks, allows an athlete to perform it successfully in different situations by selecting the appropriate schema.

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    Schema Theory

    By:FABI ALEJANDRO C.
    BPED-1B
    Schema Theory
    • When we want to develop a skill, if we understand schema
    theory it can reduce the time taken to reinforce the skill/ learn
    it

    • Motor programme theory- criticism is that all movement are


    pre planned and stored in our long term memory
    Schema Theory
    • Rather than using memory and perceptual traces to initiate
    movement..
    • We store generalised series of movement patterns and adapt
    them to the current environment.
    • We want to learn new skill recall motor programme and alter
    it.
    • Modify running, jumping, throwing and catching- refined skill
    Schema…..
    Set of rules/ relationships to help us
    make decisions about movement
    patterns
    Schemas are initiated and evaluated by 2 processes….

    • Recall Schema- Starts movement


    o Initial- What's going on
    o Response- What's needed
    • Recognition Schema - Controls and evaluates movement
    o Sensory consequences- How did it feel
    o Response Outcomes -What happened
    Various sources of information used
    to modify behaviour
    • RECALL
    • Prior to performance
    • Initiates movement
    • Knowledge of initial conditions
    • What can you see hear feel?
    • Knowledge of Response Specifications
    • What is expected/ what should I do?
    David Beckham
    • Wide range of schema for free kicks
    • Faced with a free kick, assesses the situation and selects the
    type of shot he s to use to avoid the GK and defenders
    • Recall Schema
    Various sources of information used to modify

    behaviour
    • RECOGNITION
    • Following/ during movement/action
    • Sensory consequences
    • Feedback info concerning performance- intrinsic/ kinaesthetic
    how it felt
    • Response Outcome
    • Comparison of actual and intended outcome/ knowledge of
    results/ what happened?
    David Beckham
    • The fact that he has build up a wide range of schema for the
    skill allows him to take the free kick form a variety of
    locations.
    • Controls the execution of the shot and assesses its outcome,
    retaining any information that may be useful in the future if
    faced with a similar situation
    • Recognition Schema
    Implications of schema on
    the way we teach skills
    • Vary practise conditions by changing initial conditions
    • I.e. team mates in different places/ opposition
    • Realistic practise
    • Build up set of response specifications/ movement
    requirements
    • Develop as many schema as possible
    • Frequent feedback
    • Teach simple skills before sport specific skills
    • Challenging and progressive tasks

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