scholarly journals High-Performance Practice Processes

2020 ◽  
Vol 66 (4) ◽  
pp. 1509-1526 ◽  
Author(s):  
Guillaume Roels
Keyword(s):  
Skill Acquisition ◽  
Performance Practice ◽  
Operations Management ◽  
Cognitive Skills ◽  
High Performance ◽  
Cognitive Learning ◽  
Extended Period ◽  
Skill Retention ◽  
Repeated Practice ◽  
Intensity Stress

Despite their idiosyncrasies, motor and cognitive learning and endurance sports training have in common that they involve repeated practice. While considerable research has been devoted to the effect of practice on performance, little is known about optimal practice strategies. In this paper, we model the practice process for both skill acquisition and retention, and optimize its profile to maximize performance on a predefined date. For skill acquisition, we find that the optimal process involves multiple phases of practice increase and decrease, yielding U-shaped effort consistent with the principle of distributing practice, and that the transitions between phases are smoother for skills that are easily forgotten (e.g., cognitive skills) than for those that are easily retained (e.g., continuous motor skills). In particular for the latter, an extended period of rest should precede an ultimate high-intensity stress. For skill retention, the optimal practice strategy consists of cycles of either constant effort (for skills that are easily forgotten) or pulsed effort (for skills that are easily retained) consistent with the principle of alternating stress and rest. Our parametric model thus indicates when commonly used high-performance practice strategies are indeed optimal. This paper was accepted by Serguei Netessine, operations management.

scholarly journals Developing an Instrument for Assessing the Physics Cognitive Learning Achievement of High School Students through Local Wisdom-Based Fieldwork

2020 ◽  
Vol 8 (2) ◽  
pp. 299
Author(s):  
Azza Ismu Annisa ◽  
Mundilarto Mundilarto
Keyword(s):  
High School ◽  
High School Students ◽  
Cognitive Skills ◽  
Cognitive Learning ◽  
Difficulty Level ◽  
Error Measurement ◽  
Outdoor Learning ◽  
School Students ◽  
Learning Achievement ◽  
Very High

This study aims to reveal (1) the construct and (2) the characteristics of the developed instrument for assessing Physics cognitive learning achievement of high school students in outdoor learning models through local wisdom-based fieldwork. This research was a research and development using the approach developed by Mardapi (2012: 110). The steps taken included (1) preparing instrument specifications, (2) writing the instrument, (3) reviewing the instrument, (4) doing instrument trial, (5) analyzing the instrument, (6) improving the instrument, assemble the test (8) implementing the test, and (9) interpreting measurement result. The results of the study showed that the  Instrument of cognitive skills consisted of 50 items with two-tier multiple choices focused on indicators of cognitive skills. The instrument was categorized fit the PCM 1PL and the difficulty level of the items ranges from -1,00 to 1,22 which means the items were in a good category. The reliability of the items was 0,89 for the ability ranging from -2 to 2 with standard error measurement 0,23, which means it was in a very high category.

scholarly journals Performance Assesment of Bauchi Polytechnics and Technical Colleges Using Quality Assurance Indicators in Nigeria Qualification Framework

2016 ◽  
Vol 4 (2) ◽  
pp. 17-26
Author(s):  
Idris Adamu
Keyword(s):  
Quality Assurance ◽  
Vocational Education ◽  
Skill Acquisition ◽  
High Performance ◽  
Technical Colleges ◽  
College Of Education ◽  
Academic Goals ◽  
Medium Level ◽  
Teaching Learning ◽  
High Level

Technical and Vocational Education emphases skill acquisition, Quality Assurance in vocational education is concept that is concerned with high performance involved activities with vocational education such as teaching, learning, infrastructures, student’s behavior and entire academic process. Good quality education is very necessary in the total development of staff and students which ensures proper development, job prospects and the realization of academic goals and objects. Enhanced and sustained to ensure accountability and improve performance. Higher educational institutions in Nigeria continue to experience carelessly attitude about the use of Quality Assurance to understand the risk they are exposed to poor standard. To address these issues, the study embarked upon to determine the level of performance and difference usability of Quality Assurance in Polytechnics and Technical Colleges in Bauchi state. Quantitative method technique was employed using survey questionnaires, 60 staff both senior and junior within these institutions were selected and a questionnaire distributed for their responses. The data were analysed using SPSS software. The result reveals that Federal Polytechnic Bauchi and State Polytechnic Bauchi has high level of Performance about Quality Assurance indicators while College of Education Azare has medium level of Performance. College of education Azare has highest mean rank of 29.87 and percentage of 31.8% obtained from the output result indicated that it has high usability to Quality Assurance, followed by Federal Polytechnic Bauchi with medium usability then State Polytechnic Bauchi has low usability to Quality Assurance. The study concluded by Quality Assurance Unit be made aware to each institution staff to enable recognize the benefits of it. Federal government should give more funding and employ staff to cater the need of Quality Assurance Unit in every institution so that it will help the students to develop their potentialities.

Acquiring and Maintaining Competence in the Application of Extrication Cervical Collars by a Group of First Responders

2008 ◽  
Vol 23 (6) ◽  
pp. 530-536 ◽  
Author(s):  
Colin J. Ireland ◽  
Kathryn M. Zeitz ◽  
Franklin H.G. Bridgewater
Keyword(s):  
Skill Acquisition ◽  
Training Session ◽  
First Responders ◽  
First Aid ◽  
Cervical Collar ◽  
Prehospital Setting ◽  
Skill Retention ◽  
Spinal Immobilization ◽  
Hands On ◽  
Practical Session

AbstractIntroduction:Research on skill acquisition and retention in the prehospital setting has focused primarily on resuscitation and defibrillation. Investigation into other first aid skills is required in order to validate practices and support training regimes. No studies have investigated competency using an extrication cervical collar for cervical spine immobilization.Objective:This study was conducted to confirm that a group of first responders could acquire and maintain competency in the application of an extrication cervical collar over a 12-month period.Methods:Participants attended a standardized training session that addressed the theory of application of an extrication cervical collar followed by hands-on practice. The training was presented by the same instructor and covered the nine key elements necessary in order to be deemed competent in extraction cervical collar application. Following the practical session, the competency of the participants was assessed. Participants were requested not to practice the skill during the 12-month period. Following the 12-month period, their skills were re-assessed by the same assessor.Results:Of the 64 subjects who participated in the study, 100% were competent after the initial first assessment. Forty-one participants (64%) were available for the second assessment (12 months later); of these, 25 (61%) maintained competence.Conclusions:Although the sample size was small, this research demonstrates that first responders are able to acquire competence in applying an extrication cervical collar. However, skill retention in the absence of usage or re-training is poor. Larger studies should be conducted to validate these results. In addition, there is a need for research on the clinical practice and outcomes associated with spinal immobilization in the prehospital setting.

Relating Goal Orientation to the Acquisition of a Complex Skill: Does the Context Matter?

2002 ◽  
Vol 46 (12) ◽  
pp. 988-992
Author(s):  
Eric Anthony Day ◽  
Charlene Stokes ◽  
Erich C. Fein
Keyword(s):  
Goal Orientation ◽  
Skill Acquisition ◽  
Learning Performance ◽  
Skill Retention ◽  
Training Outcomes ◽  
Complex Skill ◽  
Athletic Achievement ◽  
Computer Based ◽  
Structure Accuracy ◽  
And Performance

The extant literature on goal orientation is primarily focused on scholastic and athletic achievement. This study extends the literature by examining the viability of three goal orientation dimensions (learning, performance-approach, and performance-avoid) as predictors of complex skill acquisition. Ninety-eight males participated in 7 hours of training in order to learn a computer-based task that simulated the demands of a dynamic aviation environment. Participants completed paper-and-pencil measures of global and task-specific goal orientation as well as a test of general cognitive ability ( g). Training outcomes included declarative knowledge, knowledge structure accuracy, skill acquisition, skill retention, and skill transfer. The results indicated that both performance-approach and performance-avoid orientations explained unique variance in training outcomes beyond that explained by g. However, both performance orientations were related to the training outcomes only when operationalized as task-specific orientations, not when operationalized as global dispositions. Learning orientation was not significantly related to the training outcomes.

Electronic Games Improve Adult Learning in Diverse Populations

2011 ◽  
pp. 1495-1512
Author(s):  
Robert D. Tennyson ◽  
Robert L. Jorczak
Keyword(s):  
Problem Solving ◽  
Skill Acquisition ◽  
Cognitive Complexity ◽  
Management Strategies ◽  
Cognitive Learning ◽  
Game Studies ◽  
Diverse Populations ◽  
Simulation Games ◽  
Effective Development ◽  
Electronic Games

Impressed by the motivation and effort displayed by players of complex and highly interactive electronic games, psychological researchers seek to apply gaming techniques to enhance globalization of diverse populations in problem solving and decision making. Researchers are interested in identifying characteristics of entertainment games that influence player motivation and learning. From the perspective of Interactive Cognitive Complexity theory, researchers need to examine how game variables relate to key learning components, including learner affect, cognitive strategy, and knowledge/skill acquisition. From a learning perspective, video simulation games are primarily a series of problem solving interactions set in a specific virtual context and using various learning aids that support the solving of problems to achieve the object of the game. Cognitive problem solving factors and strategies are; therefore, key independent variables for learning game studies. In creating such a framework, the authors propose five conceptual categories of instructionally relevant game variables: (1) virtual context, (2) problem specification, (3) interaction and control, (4) learning support, and (5) social interaction. Proposed is that electronic gaming methodology, founded in cognitive learning theory, will enhance efficient and effective development efforts to improve learning of global management strategies.

Operation Skill Acquisition and Fuzzy-Rule Extraction for Drone Control Based on Visual Information Using Deep Learning

2020 ◽  
Vol 24 (3) ◽  
pp. 386-395
Author(s):  
Yoichiro Maeda ◽  
Kotaro Sano ◽  
Eric W. Cooper ◽  
Katsuari Kamei ◽  
◽  
...  
Keyword(s):  
Neural Network ◽  
Deep Learning ◽  
Skill Acquisition ◽  
Visual Information ◽  
Autonomous Vehicles ◽  
High Performance ◽  
Fuzzy Rule ◽  
Motor Vehicles ◽  
Moving Vehicle ◽  
Drone Control

In recent years, much research on the unmanned control of a moving vehicle has been conducted, and various robots and motor vehicles moving automatically are being used. However, the more complicated the environment is, the more difficult it is for the autonomous vehicles to move automatically. Even in such a challenging environment, however, an expert with the necessary operation skill can sometimes perform the appropriate control of the moving vehicle. In this research, a method for learning a human’s operation skill using a convolutional neural network (CNN) and setting visual information for input is proposed for learning more complicated environmental information. A CNN is a kind of deep-learning network, and it exhibits high performance in the field of image recognition. In this experiment, the operation knowledge was also visualized using a fuzzy neural network with obtained input-output maps to create fuzzy rules. To verify the effectiveness of this method, an experiment involving operation skill acquisition by some subjects using a drone control simulator was conducted.

The Effects of Three Disparate Instructional Approaches on Skill Attempts and Student Learning in an Experimental Teaching Unit

1985 ◽  
Vol 4 (3) ◽  
pp. 212-218 ◽  
Author(s):  
Wallace B. Salter ◽  
George Graham
Keyword(s):  
Skill Acquisition ◽  
Motor Skill ◽  
Self Efficacy ◽  
Cognitive Learning ◽  
Instructional Approaches ◽  
Guided Discovery ◽  
Experimental Teaching ◽  
Significant Difference ◽  
Teaching Unit ◽  
Skill Improvement

The effects of three disparate styles of teaching were examined to determine their influence on motor skill acquisition, cognitive learning related to the performance of a motor skill, and students’ ratings of self-efficacy. The subjects were third, fourth, fifth, and sixth grade children (N = 244) in two rural elementary schools. The three instructional methodologies employed were Command, Guided Discovery, and No Instruction. The criterion lesson was a 20-minute experimental teaching unit using a novel golf task. Results revealed no significant differences between the groups taught by the three instructional approaches on skill improvement or self-efficacy. Cognitive understanding improved significantly for the groups taught by the command and guided discovery approaches, however, as compared to the no-instruction groups. Students in the no-instruction groups had a significantly higher number of skill attempts (M = 29.56) as compared to the command (M = 18.56) and guided discovery (M = 20.63) groups. This finding served as a plausible explanation for the lack of significant difference in skill improvement between the three groups on the criterion skill.

Student and Faculty Perspectives on the Use of Movies in Public Health Pedagogy

2017 ◽  
Vol 4 (2) ◽  
pp. 131-139
Author(s):  
Christopher H. Wade ◽  
Tyler Barrientos ◽  
Marc Macarulay ◽  
Whitney Alderson ◽  
Portney C. Shibale ◽  
...  
Keyword(s):  
Public Health ◽  
Learning Outcomes ◽  
Cognitive Skills ◽  
Core Competencies ◽  
Cognitive Learning ◽  
Affective Learning ◽  
Public Health Workforce ◽  
Cross Sectional ◽  
The Core ◽  
Health Related

Introduction. Movies can be used in public health pedagogy to illustrate concepts and build students’ connection to the material. This study describes the perspectives of undergraduates and faculty on effective strategies for using movies to achieve key public health learning outcomes. Method. In this cross-sectional study, a survey was administered to undergraduate majors in health studies ( n = 109) and faculty who teach health-related courses ( n = 27). The survey included measures of usage and attitudes toward pedagogical applications of movies, which were informed by Bloom’s Taxonomy and the Core Competencies for Public Health Professionals. Results. Students and faculty expressed favorable attitudes toward the use of movies in undergraduate public health education. Additionally, both groups endorsed the usefulness of movies for affective and cognitive learning outcomes, with appraisals of affective learning being significantly higher. Movies were most frequently applied to building the core public health competencies of analyzing public health issues, communicating effectively, relationship building, and cultural competency. Among students, 74% stated that watching health-related movies reinforced their current career trajectory, encouraged them to consider other careers, or changed their choice of career. Discussion. Preparation of the future public health workforce requires students to develop both cognitive skills and an emotional connection to efforts that address health-related challenges. The findings of this study indicate that movies support both types of learning outcomes and therefore deserve further investigation as pedagogical tool in population health instruction.

scholarly journals Development of a Skill Acquisition Periodisation Framework for High-Performance Sport

2016 ◽  
Vol 47 (6) ◽  
pp. 1043-1054 ◽  
Author(s):  
Damian Farrow ◽  
Sam Robertson
Keyword(s):  
Skill Acquisition ◽  
High Performance

scholarly journals Network-Based Approach to Assessment of Cognitive Skills

2018 ◽  
Author(s):  
Natalie Simper ◽  
Brian Frank ◽  
Nerissa Mulligan
Keyword(s):  
Skill Acquisition ◽  
Undergraduate Education ◽  
Cognitive Skills ◽  
Teaching And Learning ◽  
Standardized Test ◽  
Challenge Course ◽  
Course Assessment ◽  
Assessment Of Learning ◽  
Authentic Assessments ◽  
Valid Assessment

Cognitive Assessment Redesign (CAR) project is an institution-wide, network-based approach to the development of cognitive skills in undergraduate education. This project aims to encourage first and fourth-year instructors to align skill development through the design of course assessments, to enhance cognitive skill acquisition and provide a measurement of learning. The learning outcomes for the project are framed and operationalized using the language and dimensions from the Valid Assessment of Learning in Undergraduate Education (VALUE) rubrics. An assessment redesign network was created, matching assessment facilitators who have disciplinary and educational expertise with instructors to develop authentic assessments of student learning. One of the goals of the network is to encourage sustained participation and collaboration, and to build progression in teaching and learning throughout the institution. The project also includes a standardized test for comparison to course assessment outcomes. Testing at the fourth-year level has been dependent on the use of incentives for student participation. Although recruiting instructors from the faculty of Engineering and Applied Science was initially a challenge, course instructors have reported various successes stemming from participation in the project.

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