• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Acquisition of close-up magic skills.

Extracts from this document...


Group Project Acquisition of close-up magic skills INTRODUCTION What are the main principles behind learning? This project will attempt to analyse and evaluate different methods of learning so that a justifiable conclusion can be drawn as to what actually effects and improves individual and group learning. The selected activity to be learnt by our group is close up magic. After brainstorming all the possibilities this was chosen as a couple of people had had limited experience, but were willing to progress, and the others despite being novices were interested but most importantly for learning, motivated. The art of magic is obviously quite broad, so therefore offers scope for learning but should be straightforward to evaluate. If we are to define the process of learning as the absorption of information that is subsequently reflected by behaviour, by the end of this particular task the behaviour concerned will be an assortment of magic tricks that can be performed with skill, spontaneity and confidence. To assist with individual learning it is vital that external information sources exist, as this is again why learning magic should be relatively successful. From our own knowledge we can rely on material from books, the Internet and possibly videos. This is in addition to our previous experiences and knowledge that can be demonstrated and learnt on a group level. The overriding importance of this project is not necessarily to be able to perform the skill with complete success but instead identify different learning (and also teaching) processes and evaluate their effectiveness. These may be for example group work, individual research, lecturing from one individual to the group or through the use of visual aids such as a video or handout. All of which are current methods of learning but undoubtedly they'll all have varying degrees of practicality within this context. Initial thoughts on this project lead towards the fact that it will be a challenge and that roles and identities within the group have already been constructed. ...read more.


Inevitably the degrees of success were variable and it was often the case that flexibility was required in order to adopt the learning method to suit the context. Being an individual skill kinaesthetic information was important accompanied by visual observations, this type of feedback often determined the course of each session. Undoubtedly each member of the group learnt differently and acquired different levels of skill with each magic trick attempted. Often learning was multi-dimensional and other aspects such as other member's skills and abilities were also learnt in addition to the magic itself. A summary of each individuals learning progress can be offered: * Mark - Learnt most efficiently through practical demonstrations, something deemed successful for learning cognitive skills. It was felt that confidence increased through both adopting and attempting different learning methods and with the magic itself. * Will - Learning was achieved by both a guided and task approach. A clear associative level had been achieved in many of the magic tricks, through mainly being directed by the teacher and then enhancing on this knowledge with practical experimentation. * Jo - Another context where confidence was increased dramatically as the acquisition of certain skills became more competent. Here a command style was possibly felt to be most effective. This may have been due to limited previous experience in terms of magic but with step-by-step guidance offered ability was greatly improved. Reflexively learning was evident within this environment with the learner, in addition to the skill, realising their own ability and which skills they can effectively adopt. * Alex - Again a guided discovery method was thought to be most effective. Previous knowledge and experience was already present and it was a case of extending this through individual research. In order to extend the level of ability to an autonomous phase it was important that the skill could be performed and adopted to various environments, this is something that continues to be worked upon. ...read more.


With magic tricks our group found that more interactive styles were useful, those that involved plenty of feedback and evaluation as well as those that allowed practice in order to enhance accuracy. The more command like styles were less effective within this context due to a lack of coherence, especially if the technique or skill required further demonstrations than just those given. As a starting block for future investigations into pedagogy it should be remembered that learning can be achieved in many different ways, through many over lapping strategies. Planning is always paramount, as the teaching approach should always have a close correlation to the complexity of the skill and the ability of the student. Any session in the mind of the teacher should have clear guidelines but at the same time possess a degree of flexibility, as the learning environment will be forever changing. REFERENCING AND RESEARCH METHODS Carroll, J.B. 1963. A model of school learning, Teaching College record; 64: pp. 723-33 Hardy, C et al. 1999, Learning and Teaching in Physical Education Falmer Press Huber, G. 2003, Processes of decision-making in small learning groups: University of T´┐Żbingen; Volume 13, Issue 3. pp. 255-269 Metzler, M. 2000, Instructional Models for Physical Education Pearson Education Mortimore, P. 1999. Understanding Pedagogy and its impact on learning, Paul Chapman Publishers; pp. 86-88 Rink, J. 1993, Teaching Physical Education for Learning Mosby-Year Book inc. Underwood, G, L. 1988, Teaching and learning in physical education. A social psychological perspective. Redwood Burn Limited, Trowbridge, Wiltshire; pp.31 http://members.shaw.ca/mdde615/lrnstycats.htm#visual) visited 20/10/03 RESEARCH AND MATERIAL USED AS LEARNING SOURCERS INTERNET * http://allmagic.com/magicshow/movies/ Accessed 30/11/03 Visual magic trick demonstration - online video * http://gcgordy.crosswinds.net/master-system.html Accessed 2/11/03 Magic trick descriptions and methods * http://www.geocities.com/jhnsnoot/card-flipper-trick.html Accessed 25/10/03 Several basic magic tricks - used as instruction cards LITERATURE * Fields, K. Holland, C. 1989. Magic For All. David and Charles, Newton Abbot, London Information and methods regarding a wide variety of close up magic skills * Hugard, J. 165 Card Tricks and Stunts. Mackays of Chatham PLC, Kent Close-up, sleight of hand magic skills IN ADDITION * Skill's obtained from individual research and previous knowledge. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Acquiring, Developing & Performance Skill section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Acquiring, Developing & Performance Skill essays

  1. Swimming - PE practical project.

    they also need to try and keep their kicking steady and constant. Phase- Arm action Correct technique- One arm at a time should enter the water stretched out directly in front of the shoulder. The arm then stays straight and pulls back hard and quick.

  2. Critically analyse your own performance in your chosen sport using suitable notational methods. Include ...

    It also links in well with Kenneth Wolf's quote. "Reflection is what allows us to learn from our experiences, it is an assessment of where we have been and where we want to go next." Kenneth Wolf I think this is a very intelligent comment and relates well to sport,

  1. A2 Practical Assessment Of Rugby

    I need to get into a lower position so that when I drive it forward it is easier for me and harder for the opposition to drive back, especially if they are upright. I normally secure the ball well and often rip the ball off other players but I seem

  2. Discussion about 'Human Resource Management works well in theory but not in practice.'

    for completing a task simply do not perform as well as those who expect nothing (Kohn, A., 2000). Let us look at some core opinions of these researches: * Pay is not a permanent motivator Studies over many years have found that behaviour modification programs are rarely successful at producing lasting changes in attitudes or even behaviour.

  1. The role of feedback

    don't know right from wrong such as player has shot at goal and misses in football coach tells them to keep their down next time so it doesn't go over. In the associative phase a mixture of feedback is needed so that they can develop their own intrinsic feedback and

  2. Self analysis of weaknesses in table tennis - Comparison to elite model 2

    of the serves which are played on the right 3/4s of the table with his forehand rather than his backhand. He then also gets his bat low to the table as then it would save him time from bringing the bat from a high position to a low.

  1. Technique Sheet Activity - Swimming Front Crawl

    During the in sweep of the left arm it was important to think about the distance between the chin and left shoulder and the swimmer did so correctly as the head started to rotate along with the body to breathe, and the chin was locked close to the shoulder.

  2. Sports Psychology Reseach Project - using dissociative and associative strategies for helping concentration.

    Afterwards the team would then practise eggbeating with arms out of the water 7. Depending on the length of the lesson, the team would then either progress into shooting practise or a 3 vs 2 attacking drill 8. Finally a stretching/warm down seeion would take place along with a training debrief.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work