Components Challenge point framework

1 components

1.1 information available , task difficulty
1.2 task difficulty , skill
1.3 optimal challenge points

components

it follows description of challenge point framework that:

it impossible learn without information
learning impaired presentation of insufficient or excessive amounts of information
learning facilitated optimal amount of information, depends on individual skill , task difficulty



information available , task difficulty

learning fundamentally problem-solving process. has been proposed practice, there reduced information available participant because better expectations formed (i.e. practice = redundancy, therefore less uncertainty; marteniuk 1976). however, increasing functional task difficulty results in less certainty predicted success of action plan , nature of feedback. @ low levels of functional difficulty, potential available information low performers in skill levels. functional task difficulty increases, potential information available increases exponentially beginners , less rapidly intermediate , skilled performers. experts, potential information available increases @ highest levels of functional task difficulty.

task difficulty , skill

task difficulty has received considerable attention in prior research (fleighman , quaintance 1984; gentile 1998). important challenge point framework, task difficulty not explicitly defined. alternately, 2 broad categories can encompass these elements:

nominal task difficulty

difficulty due characteristics of task only, reflecting constant amount of task difficulty (e.g. target of throw being near versus far); includes perceptual , motor performance requirements (swinnen et al. 1992).


functional task difficulty

difficulty due person performing task , environment (e.g. 2 individuals, major league pitcher , inexperienced ball thrower, asked throw baseball fast can first base on 2 days, 1 on sunny day , other on windy day).

performance of task low nominal difficulty expected high in groups of performers (i.e. skill levels). however, beginner performance expected decline rapidly nominal difficulty increases, whereas intermediate , skilled performance decline less rapidly, , expert performance expected decline @ highest nominal difficulty levels.

although expert skill level useful explain framework, 1 may argue experts should have high level of predicted success nominal task difficulties. possible once expertise attained, these individuals able predict outcome of ongoing task , modify ongoing processes in order reach suitable outcome (e.g. surgeons).

optimal challenge points

the optimal challenge point represents degree of functional task difficulty individual of specific skill level need optimize learning (guadagnoli , lee 2004). however, learning depends on amount of interpretable information. therefore, although increases in task difficulty may increase learning potential, interpretable, , task performance expected decrease. thus, optimal challenge point exists when learning maximized , detriment performance in practice minimized. increased practice assumed 1 s information-processing capabilities increase (marteniuk 1976). therefore, optimal challenge point change individual s ability use information changes, requiring further changes in functional difficulties in task facilitate learning (guadagnoli , lee 2004).