Professor, Johannes Gutenberg-Universität Mainz
Differential learning or why repetition hiders effective learning
18 November, 11h55–12h35
In the meantime, the differential learning approach can look back on the results of over 20 years of research. And still more questions are open than solved. Regardless of this, the theory of differential learning has initiated a more critical discussion about how to deal with variation in learning movements and has provided an explanatory model that combines previous motor learning models into a common theory. Starting from the central role of fluctuations in living or dissipative systems, differential learning uses the amplification of observable fluctuations to destabilize the learning system, thereby initiating a process of self-organization. In this process, the trainer or teacher merely injects diffuse energy into the system in the form of increased fluctuations and allows the trainee or learner to achieve a new state of order based on his or her own abilities and skills. It is important to remember that self-organization implies that no concrete information about the solution is provided and therefore no external information about wrong or right can be given. For this reason, in most studies on Differential Learning, interventions do not involve repetition or external feedback. Due to the constant variations, the system receives enough feedback from itself that additional external feedback no longer promises any additional benefit. The majority of the studies on DL available to date show slight advantages over repetitive learning during the acquisition phase, but strong advantages over repetitive learning in the subsequent learning or retention phase. Since ideally the variation of the exercises is adapted to the fluctuations of the athlete’s performance, but these are highly individual and change with emotions, fatigue, or music, it can be assumed that the optimal resonance and thus the maximum variation is always to be adapted individually and situationally. Recent studies on electrical brain activation according to DL support both the advantages over traditional approaches and the individual dependence of the optimal variation. Nevertheless, a lot of research is still needed to get a more complete picture of variation in motor learning.
Bio:
Studied Physics, Sport Science, Neurophysiology and Pedagogy. PhD in Biomechanics at the university of Frankfurt/Germany 1990. Since 2007 chair for Training and Movement Science at the university of Mainz/Germany. Numerous guest professorships all over the world. Is consulting national and international top athletes sind 1985.