SPHS502 Assignment 1 HENSON

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American Military University *

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502

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Health Science

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Jan 9, 2024

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docx

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KICKING A SOCCER BALL 1 Assignment #1 Information Processing Model Diagram – Kicking A Soccer Ball Kaitlyn Henson American Military University SPHS502: Motor Learning Dr. Dean Culpepper July 16, 2023

KICKING A SOCCER BALL 2 Introduction Kalea is a 10-year-old female who was recently enrolled in youth soccer program at their local YMCA. She has no experience in soccer and will learn how to kick a soccer ball as a foundational motor skill. The sport of soccer as a competitive team sport requires open skills due to constantly changing situations (Schmidt & Lee, 2011). Players like Kalea will face more direct opponents along with external distractions, which will make the game environment unstable, unfamiliar, and unexpected. Both a discrete skill and a serial skill might be used to describe kicking a soccer ball. When Kalea learns to kick the ball while standing still, the action is termed discrete because it has a distinct beginning when she first makes contact with the ball and an end when she releases the ball (Schmidt & Lee, 2011). The ability to kick the ball is a straightforward, well-thought-out motion. However, if Kalea picks up the skill of kicking the soccer ball while moving (i.e., rushing down the field) to check the ball, that movement would be observed as a serial skill since it required the sequential application of many discrete skills to produce an even greater activity (Schmidt & Lee, 2011). It is more challenging to master a sequential skill like checking the soccer ball since it demands coordination and an efficient pattern to produce a good kicking action. For the purpose of this paper, Kalea is an autonomous and quick learner who is capable of learning the skill effectively. Ten additional players will participate in the method of instruction on a soccer field in an outdoor park. There are aspects of soccer that an athlete can control, aspects they cannot control, and aspects they can only affect. Kalea will experience external distractions from the other players and the surroundings as a result of these circumstances. Due to the learning environment, Kalea will be exposed to stimuli that take her focus away from mastering the motor skill, such as noise, the tactics or behavior of her

KICKING A SOCCER BALL 3 opponents, visual distractions, the weather conditions, as well as the playing environment (such as uncut grass, a muddy field, and potholes). Kalea will have a higher level of arousal than usual in addition to the previously mentioned situational issues. Arousal, defined by NESTA (2022) as a psychological state of attention and anticipation, will help Kalea get ready for the task of kicking a soccer ball. Because Kalea is an autonomous learner, as previously noted, the goal is for her to attain an ideal stage of arousal to give her best performance by feeling in control, embracing the sport, and keeping her focus and control despite the increase in activity demand and mental effort (NESTA, 2022). Peer-Reviewed Journal Review It is important to consider how soccer was conducted as a young child while looking for the most beneficial ways to enhance players' abilities. During these phases, the process of skill learning can take place in natural, child-led environments in an intuitive and unregulated manner. There is proof that participating in several of these autonomously organized soccer games as well as multi-sport training in childhood is positively associated with playing soccer competently as an adult (Klatt & Smeeton, 2022) . Coaches are faced with a range of methods to consider in this goal-oriented process, both in terms of the skill itself and contextual considerations like the player's skill level, age, or amount of time allocated to reach a desired result. Coaches will thus likely require a method of blended learning filled with teaching and practice techniques in order to come up with efficient contextually appropriate approaches to promote player learning as well as performance. Along with practice exercises, a variety of coaching techniques are employed to emphasize the need for practice, including demonstrations, instructions, and feedback. A study by De Giorgio et al. (2018) implemented this blended learning intervention by using colored shoes as an external focus of attention to improve motor learning skills in youth soccer players.

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