It is one of the most frequent and most natural methods of motor
learning, which is usually used for less demanding movements. The
method is more suitable and effective for beginners, as they have a
higher ability of understanding movement as a whole rather than its
individual parts. The concept of learning movement as a whole is
not to be understood literally, since learning is demanding and in
the case of complex movements one should not start with all the
details right away. In terms of difficulty and composition, not all
movements are the same; nevertheless, each movement has inherent
basic and vital elements. Beginners have to learn these very basic
elements as soon as possible. The situational method enables
athletes to display their abilities and characteristics on two
levels. The first consists of replication – repeating the motor
task which has been demonstrated in its entirety. The second level
is the execution of a simple version of the motor task (a kind of
imitation), while still considering the task as a whole. In both
cases the instructor has to look for deficient movements and any
gross errors. Minor errors may be "tolerated", and an extensive
verbalisation is not recommended. In the case of beginners whose 56
M. ČOH, D. JOVANOVIĆ-GOLUBOVIĆ, M. BRATIĆ movement patterns (motor
stereotypes) have not yet taken shape, the information is received
and processed in an undifferentiated manner and at a lower level.
However, it has to be emphasised that the emotional effects of such
focused exercising are far greater, which may be a deciding factor
– particularly at the beginning of the learning process. Strong
inclination and an interest in exercising have a positive effect on
learners' attention and motivation.
The essence of this method is to divide the movement technique into
individual fractions, teach these fractions one by one, and in the
last phase, gradually combine the learned fractions with the basic
movement. It is generally used for very complex movements, which
cannot be learned as a whole. In this method, difficulties occur
due to the long-term learning of certain fractions, and problems
arise in the process of combining the learned fractions into a
whole. The overly repeated fractions, which sooner or later become
automatic, may completely alter the overall movement scheme and
rhythm. Therefore, the order of learning individual fractions is
important. The basic movement scheme has to be preserved throughout
the process. Experience teaches that it is reasonable to teach
individual elements in the same order in which they appear in the
kinematic and dynamic structures of the basic technique. Mastery of
certain elements does not imply mastery of the entire movement. In
principle, beginners are rarely taught only by this method; it is
usually combined with some other method and the emphasis is put
alternately on one or the other, depending on the learner's
development, abilities and the degree of difficulty of the
exercise. In practice, the analytical method is used during the
initial phase of motor learning and then each well-mastered element
is incorporated into the basic movement as soon as possible.
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