Podcast
Questions and Answers
What is the primary purpose of manual guidance in skill instruction?
What is the primary purpose of manual guidance in skill instruction?
Which step is NOT part of the manual guidance method described?
Which step is NOT part of the manual guidance method described?
What are potential issues associated with passive manual guidance?
What are potential issues associated with passive manual guidance?
In which fields might manual guidance be effectively utilized?
In which fields might manual guidance be effectively utilized?
Signup and view all the answers
Why is the guiding of the learner's hands important before tosses?
Why is the guiding of the learner's hands important before tosses?
Signup and view all the answers
Study Notes
Manual Guidance in Learning Movement
- Manual guidance involves a practitioner or device moving a learner through a desired movement.
- Examples include moving a patient's limb, using safety belts, or training wheels.
- This approach helps learners understand the movement, reduce errors, and practice in a safe environment.
Principles of Manual Guidance
- Assumes learners will experience the correct movement feeling, potentially leading to correct movement.
- The learner sets the ball (in the example) back to the individual who tossed it.
- The toss should happen to the learner's correct position.
- Tosses and catches are to be forward, backward, and side to side.
- Tosses are guided with direction prior to the toss itself.
- The learning process assumes the correct ready position, with the ball held at the correct height and direction before tossing.
Studying That Suits You
Use AI to generate personalized quizzes and flashcards to suit your learning preferences.
Related Documents
Description
This quiz explores the principles of manual guidance in learning movement. It covers techniques such as practitioner-assisted motions and devices that aid learners in understanding movements. The focus is on the benefits of this approach for error reduction and safe practice.
