Differential learning slide2
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This document discusses differential learning, an approach that takes advantage of fluctuations in a complex system to improve learning. It does this through non-repetitive and constantly changing movement tasks. Studies have found this approach leads to better skill acquisition and learning rates compared to traditional training. The differential learning approach amplifies natural fluctuations to destabilize and force the emergence of new, more effective coordination strategies during learning.
Differential learning slide2
- 1. DİFFERENTİAL LEARNİNG Mesut ŞENER Marmara Üniversity Movement and Training Sciences Doctorate
- 2. The differential learning approach takes advantage of fluctuations in a complex system by increasing them through ‘no repetition’ and ‘constantly changing movement tasks’ which add stochastic perturbations. One traditionally trained group and two differentially trained groups (blocked and random) trained for 4 weeks, twice a week, on ball control and shooting at goal tasks. Results supported previous work and revealed significant advantages for both differential groups in the acquisition phase as well as in the learning phase, compared to the traditional group. (W. I. Schöllhorn , P. Hegen and
- 3. Several studies have compared the effectiveness of different interventions on the basis of training single sport techniques (Bauer G. 2007 , Beckmann H, Schöllhorn WI.2006 ). In the majority of cases, the differential learning approach resulted in better skill acquisi-tion and better learning rates in participants. ( Wagner H, Müller E. 2008 , Schöllhorn WI, Michelbrink M, Welminski D, Davids D.2009 ).
- 4. The differential learning approach is mainly characterized by taking advantage, for the purpose of learning, of fluctuations that occur, without movement repetitions and without corrections during the skill acquisition process (Schöllhorn WI, Mayer-Kress G, Newell KM, Michelbrink 2009 ) This approach can be considered as highly nonlinear because of learners constantly per- forming the whole complex movement with permanently changing stochastic perturbations.
- 5. In the differential learning approach the fluctuations in the learner’s subsystems itself are exploited during learning, because they have the potential to destabilize the whole system. This destabilization process can lead to an instability that has the advantage of requiring less energy in order to achieve a new stable state of organiza- tion for the learner. By amplifying these observed fluctuations the system is additionally confronted with the potential limits of possible performance solutions. Consequently, a self organizing process is initiated and exploited that forces the system to instigate a new coordination strategy which typically results in the emergence of more effective or more stable
- 6. These amplified fluctuations tend to increase fluctuations in other anatomical areas of the body and lead to a highly nonlinear adaptation process. Several experiments have shown higher skill acqui-sition rates for the differential learning approach in compari-son to traditional linear approaches and, most intriguingly, display even better performance improvements in the reten-tion phase of learning (W. I. Schöllhorn , P. Hegen and K. Davids 2012 ).
- 7. REFERENCES W. I. Schöllhorn , P. Hegen and K. Davids ( 2012 ) , The Nonlinear Nature of Learning - A Differential Learning Approach , The Open Sports Sciences Journal , İ.5 , 100-112 Bauer G. Changes in physiological and biomechanical parameters by the Using a differential technique training in cycling. (germ. Änderungen von physiologischen und biomechanischen Parameter durch den Einsatz von differenziellem Training beim Radfahren). M.A. Thesis. Austria: Department of Sport and Movement Science, University of Salzburg 2007. Beckmann H, Schöllhorn WI. Differential training in shot put (germ. Differenzielles Lernen im Kugelstoßen). Leistungssport 2006; 36: 44-50.
- 8. Wagner H, Müller E. The effects of differential and variable training on the quality parameters of a handball throw. Sports Biomech 2008; 7: 54-71. Schöllhorn WI, Michelbrink M, Welminski D, Davids D. Perspectives on cognition and action in sport. In: Araujo D, Ripoll H, Raab M, Eds. Hauppauge, NY: Nova Science 2009; pp. 59- 73. Schöllhorn WI, Mayer-Kress G, Newell KM, Michelbrink M. Time scales of adaptive behavior and motor learning in the presence of stochastic perturbations. Hum Mov Sci 2009;