Page content

This page outlines the published research evidence that provides proof of concept for the Old Way New Way^® learning method. This evidence includes controlled experiments, field studies, and independent practitioners' reviews in Olympic and other sports, education and workplace training.

Old Way New Way Learning^®

• Why don't they learn?
• Olympic sports
• Sports Institute
• Sports Coach
• Olympic swimming
• Airline training pilot
• Safety News
• Training Authority
• Mathematics
• Error patterns
• Misconceptions
• Science teaching
• School-based trial
• Teacher conference
• Spelling
• Management training
• Independent review
• Adult literacy
• Bibliography
• Order form

Ordering

• Sport generic
• Golf
• Swimming
• Lawn bowls
• Workplace safety
• Manual handling
• Driving
• Music performance
• Misconceptions
• Spelling
• Reading Home User
• Reading Pro Version
• Nail biting

Recipient of European Athletics Association Coaching Science Award

Golf swing improvement

Tennis stroke correction

Lawn bowls technique improvement

Swimming stroke correction

Glass cockpit conversion

Flight training

Safety training and work habit correction

Manual handling

Driver education & training

Education Network Australia endorsement

Adult learning

Spelling

Music performance

Violin

Handwriting

Maths teaching

Science teaching

Management training

Published research and case studies underpinning the Old Way New Way^® method of improving transfer of learning

Rapid technique correction using Old Way New Way: Two case studies with Olympic athletes

Yuri Hanin, Research Institute for Olympic Sports, Finland. Tapio Korjus and Petteri Jouste, Finnish Sports Association, Finland; Paul Baxter, personalbest.com.au, Brisbane.

NOTE: This coaching science research study won 2nd prize in the 2004 European Athletics Association Coaching Science Awards.

Abstract of a paper accepted for publication in The Sport Psychologist.

Exploratory studies examine the effectiveness of Old Way New Way^®, an innovative meta-cognitive learning strategy initially developed in education settings, in the rapid and permanent correction of established technique difficulties experienced by two Olympic athletes in javelin and sprinting. Individualized interventions included video-assisted error analysis, step-wise enhancement of kinesthetic awareness, re-activation of the error memory, discrimination and generalization of the correct movement pattern. Self-reports, coach's ratings and video recordings were used as measures of technique improvement. A single learning trial produced immediate and permanent technique improvement (80% or higher correct action) and full transfer of learning, without the need for the customary adaptation period. Findings are consistent with the performance enhancement effects of Old Way New Way^® demonstrated experimentally in non-sport settings.

 

South Australian Sports Institute: Accelerated skill correction in elite sport

Kylie Baker (South Australian Sports Institute) & Gillian Tan (University of Southern Queensland).

Mediational Learning (Old Way New Way^®) for accelerated skill correction: A new paradigm and technique for elite sport. Paper presented at the Australian Conference of Science and Medicine in Sport, 2001: A Sports Medicine Odyssey. Challenges, Controversies and Change. 23-27 October 2001, Burswood International Resort Casino, Perth, Western Austraia.

Extract

Mediational Learning has been applied by the psychologists at the South Australian Sports Institute (SASI) with a variety of different athletes. These athletes include the following:

• baseballers (pitching technique)
• basketballers (shooting technique - 3 point line, and jump shots)
• divers (hurdle technique on spring board, take-off technique on platform, and body posture)
• rowers (catch position)
• soccer players (kicking technique)
• volleyballers (hitting and serving technique, as well as team concepts and beliefs).

 

Old Way New Way.^® Sports Coach. 2003, Vol. 25, No. 4. National journal of the Australian Sports Commission

Compares Old Way New Way^® sports coaching with conventional coaching, and discusses the highly effective use of the technique with Jason Gillespie, first class cricketer, and with Olympic athletes in Finland.

 

Rapid correction of start technique in an Olympic-level swimmer: A case study using Old Way New Way^®

Hanin, Y., Malvela, M., & Hanina, M. (2003, in press). Rapid correction of start technique in an Olympic-level swimmer: A case study using Old Way New Way. Journal of Swimming Research.

 

The Airline Training Pilot. 2nd edition. July 2000. Tony Smallwood. Chapter 6 (part)

This chapter on the psychology of learning enhancement contains a discussion of Old Way New Way^® and how it can be used to accelerate adaptation to change in flight training. Various examples of learning situations requiring adjustment to change including transitioning, flight deck automation, upgrading and platform migration, among others, are discussed. www.ashgate.com

Book Summary

Technological advances in the operation of modern jet transport aircraft have challenged and drawn attention to the shortcomings in current flight desk operational procedures. This comprehensive second edition presents new techniques in training, learning and teaching in the airline environment. By focusing attention on how to improve overall training effectiveness and efficiency, and with practical demonstrations of the importance of human factors, resource and eror management, it will become a standard reference in the pursuit of better flight safety. It also includes a specific emphasis on teaching methods and techniques, providing an all round introduction to airline pilot training for training pilots and aspiring airline pilots worldwide. Email: orders@bookpoint.co.uk.

 

Changing work habits: More gain, less pain. Australian Safety News, October 2000, pages 58-59. National Safety Council of Australia Ltd

Graham Weaver, Training Coordinator, KAAL Pty Ltd (a joint venture of ALCOA and Kobe Steel), Point Henry, Geelong, Victoria, Paul Baxter and Harry Lyndon, Department of Education, Training & Employment, Adelaide, South Australia, write about a new process of skill mediation (Old Way New Way^®) which aims to change behaviour at work in the name of good OHS.

 

Performance coaching in lawn bowls: Series of five articles on the use of Old Way New Way^® in sport coaching

This article first appeared in seven monthly parts in the Queensland Bowler from December 1998 to June 1999, inclusive and is currently featured in the Coaching section of the Royal Queensland Bowls Association web site.

Old Way New Way^® applied to sport coaching involving physical and mental skills. These five articles explain the theoretical background of Old Way New Way and how this innovative learning system can be used to accelerate skill development and correction in lawn bowls. Mental as well as physical skills are dealt with in detail. The examples can readily be transferred to performance enhancement and technique correction situations in other sports. Competitive players and athletes as well as sports coaches will find this material useful.

 

Australian National Training Authority Research Advisory Council Research Grant No. 95026: Skill correction and accelerated learning in the workplace

(Journal of Vocational Education and Training, 2004, 56, 1, 21-50)

This project addressed an issue of national concern in skills training in the workplace, namely the rapid and permanent eradication of persistent errors and bad habits in the learning of manual skills. This problem is not only evident in workplace learning but is also highly prevalent in off-the-job learning. This project constituted an experimental comparison of the relative effectiveness of skill correction using the Conceptual Mediation Program and its primary component, Old Way New Way^® (O/N), to that obtained by conventional error correction methods. Using a comparative methods research design incorporating a control group, vocational education students (n=34), representing a broad range of 8 skill types, were recruited and randomised to one of the two error correction modes, or to the control group in which no error correction was employed. Old Way New Way^® was significantly better than conventional error correction methods at improving skilled performance. This was immediate after one ten minute session, was maintained over three post-test periods, and was irrespective of skill type being considered.

 

Correction of systematic errors in subtraction

Baxter, P and Dole, S. 1990. Working with the brain, not against it: correction of systematic errors in subtraction. British Journal of Special Education Research Supplement. 17, 1, 19-22

Abstract

Studies of error patterns in subtraction have provided evidence that, contrary to popular belief, few errors are random or careless. In fact, many errors are conceptual and learned. They have become habitual and consistent with advancing years in school. The existence of these learned errors has implications for corrective attempts in that, despite intensive instructional intervention, many students revert to their own wrong methods. This experimental study employed a randomised, multiple baseline between-groups design, incorporating a control group, to compare the effectiveness of attempts to eradicate consistent subtraction errors through two different methods. Our method challenges conventional explanations of learning failure, as being due to intellectual or perceptual deficits. It proposes that material previously learned interferes with current learning or the recall of recently learned similar materials (proactive inhibition / interference). The methodology aims to overcome proactive inhibition, the effects of which are a prime cause of most learning difficulties.         The results appear to show the superiority of the Old Way New Way^® method for Type E algorithms. These findings are tentative only, given the small sample (n=6) and the improvement observed in the post-test score of one member of the control group. On the basis of these findings, further studies seem warranted with larger samples and with a wider range of systematic errors in computations.

 

Error patterns, conceptual change and accelerated forgetting: Another dimension to the jigsaw of effective conceptual mediation in mathematics

Paper presented at the Fourth International Seminar, From Misconceptions to Constructed Understanding, Cornell University, Ithaca, New York, USA, June 13-15, 1997.

Abstract

Traditionally, students' mathematics errors and misconceptions were viewed from a negative perspective, taken as indicative of the absence of knowledge/meaning. Constructivist theory offers a more positive perspective, suggesting that errors are an individual's current interpretation of a mathematical situation and thus are indicative of knowledge. Error pattern research has prompted new approaches to intervention, with errors/misconceptions increasingly being used as the beginning point for intervention. The success of such approaches has been mixed with error recidivism being a common occurrence. A further dimension to this field is offered by Conceptual Mediation (CM) [which uses Old Way New Way^®] (Lyndon, 1995). The theoretical background of CM states that accelerated forgetting of new material occurs if it conflicts with pre-existing knowledge. Errors/misconceptions therefore are retained even in light of rational argument. In this paper, error pattern research and conceptual change programs are briefly summarised, followed by a discussion of the psychological basis of CM.

 

Changing misconceptions: A challenge to science educators

International Journal of Science Education. 1990, 12, 2, 167--175. Changing misconceptions: a challenge to science educators. Jack A. Rowell, Chris J. Dawson and Harry Lyndon, University of Adelaide, South Australia.

Abstract

In this paper we examine misconceptions as personal explanatory knowledge judged by experts in the field to be in error. To those who have constructed them, misconceptions are not recognizable as different from any other explanatory knowledge: they are formed by the same process, take part in the generation of new knowledge and consequently are difficult to replace. As with construction, replacement involves the processes of equilibration. To date, educational strategies promoting equilibration in the classroom have attempted this through co-operative debate, using the teacher as chairman and agent provocateur. Here, we briefly discuss the epistemological status of an alternative to co-operative debate that is more teacher centred, and report on a comparative empirical test of the educational potential of the two strategies.

 

Conceptual mediation: A new perspective on conceptual exchange

Research in Science Education, 1997, 27(2),157-173. Conceptual Mediation: A New Perspective on Conceptual Exchange. Chris Dawson and Harry Lyndon, University of Adelaide

Abstract

For the last two decades science education researchers have had a major interest in identifying students' intuitive understanding of a wide range of scientific topics and in reducing the difficulties involved when an attempt is made to replace these views by scientific understanding. Different approaches to this latter problem have been adopted by researchers, with strategies ranging from the pragmatic and atheoretical to those with a stronger theoretical foundation, usually based on some form of constructivism. In this paper we report on a novel theoretical perspective which takes as its foundation the psychological research of about three decades ago which investigated "forgetting," and the important effects of previous knowledge in this process. In particular this new perspective demonstrates that, under normal teaching conditions. and through the process of proactive inhibition, the student's prior knowledge can accelerate the forgetting of the newly taught scientific ideas. The paper first develops the theoretical position and then shows that a change in teaching approach can take advantage of the differences between the students' prior understanding and the scientific view to ensure more efficient replacement. Following this an overview of the new methodology, as it is currently being used on a trial basis by science teachers in South Australia, is briefly introduced.

 

Conceptual Mediation Program in science and mathematics: Effects on motivational indices and strategy awareness

Roger Henderson, William Light School, DETE, Geoffrey Higgs, University of South Australia, E. Harry Lyndon, Support Services, DETE, David Wilkinson, William Light School, DETE, Gregory C. R. Yates, University of South Australia. Presented: DETE RESEARCH EXPO, Adelaide South Australia, March 1999.

Abstract

In this project Conceptual Mediation (CM) is described as an innovative program in high school science and mathematics teaching. CM incorporates aspects of an earlier teaching method (oldway/newway) but stress is placed upon students assuming greater responsibility for "mediating" their learning. In the present study we surveyed CM and non-CM classes on attitudes toward school. Relative to their peers, students with high levels of exposure to CM exhibited (a) enhanced scores on a questionnaire measure positive work attitudes, (b) enhanced personal agency, (c) reduced levels of negative leaning indicators (eg school antipathy and malaise). The CM students also gave more adaptive responses on an open-ended item tapping awareness of problem solving strategies. These beneficial effects were evident, however, only in the case of students in year 10 who had participated in the program over a two-year period.

 

Changing students' concepts: The Conceptual Mediation Program. Workshop for science teachers Years 8-10

Harry Lyndon, David Lloyd and David Wilkinson. South Australian Science Teachers' Association Journal, Semester 2, 1995.

Abstract

The conference program was subtitled "Why won't they learn, when I've taught my best?" Nearly all science teachers have at some stage in their career asked themselves this question. Tne conference flier seemed to promise conferees an answer to this deeply felt question This may account for the significant interest shown in this workshop. 20 TRT's were made available through funding by CEASA which were distributed on a "first come etc" basis. Attendance at the workshop was excellent with 35 conferees on day one and 34 of those same hard worked conferees on the second day. The presenters take this opportunity to thank all of those involved for their cooperation, interest, enthusiasm, "great feedback" and for also giving up two of their valuable evenings to share in this landmark conference. Let's start with what some of the conferees had to say about the program.

 

The Way Ahead: Old Way New Way^® and Mediational Learning.Paul Baxter. Classroom. Issue 7, 2000, pages 12 - 13. Scholastic Australia Pty Ltd

Dr Paul Baxter, author of, How To Get the Most Out of Your Child's School: 60 Questions Parents Ask Teachers. Fontana/Collins, 1983.

"Notice how children and adults keep misspelling the same word in the same wrong way? Learn why students keep falling back to old ways and improve classroom learning with Old Way New Way.^® "

 

The Education Boom. Jarek Czechowicz. Management Today. November-December 2000. Pages 12 and 13. Australian Institute of Management

Knowledge is an enterprise's greatest resource. Online management development is fast and cheap. By 2002, more than half of all training will be technology based, with the remainder taking place in the classroom.

This article discusses the proactive habit interference mechanism that slows down change and continuous improvement in knowledge and skills. The solution, Old Way New Way^®, accelerates human learning and allows the rapid uptake of new knowledge and skills.

 

Computer Corner review of Personal Best Spelling by Bill Gillespie.Education: Journal of the New South Wales Teachers Federation. 16 October, 2000, page 24

".... This program takes a no nonsense approach to the teaching of spelling... This is not a game dressed up as educational software.... One advantage of this approach is that it can correct persistent, learned and habitual spelling errors... It is worthwhile visiting the website just to read the information on the Old Way New Way^® approach to learning."

 

Mediational Learning: Old Habits No Longer Die Hard. Dr Paul Baxter. Write On, 2000, 18, 1, 10 - 15. Queensland Council For Adult Literacy Newsletter

Discusses the theoretical background to Mediational Learning (Old Way New Way) and its application to adult literacy teaching. Contains 32 references to research journal articles.

 

Complete bibliography on Old Way New Way^®

The following MS Word file contains all published work on Old Way New Way^®, as at 15 August 2004.

Why don't they learn?

Trainers, teachers, instructors and sports coaches try to get it right the first time with their students, trainees and athletes but invariably end up spending a lot of time trying to correct errors, misconceptions, non-compliance, technique faults and bad habits that somehow develop.

Because these errors were not corrected early, and were inadvertently repeated over and over (i.e., practised), many error patterns are actually learned, habitual and automatic and therefore much harder to eradicate.

For example, John always writes "recieve" instead of "receive"; Mike always has to be reminded to wear his safety goggles; Mary always slices her golf swing; Susan always follow cars too closely when driving; and Geoff is mentally still following the previous aircraft’s pre-flight checklist even though he's converted to another aircraft.

We all know that old habits die hard and many habit patterns are resistant to conventional change methods.

These limitations of traditional teaching and training programs are apparent in all settings including sport, workplace training, education, therapy and personal development.

Re-training or re-education, the typical solution to these problems, improves things only slowly, if at all.

Although learners may appear to pay attention during instruction and practice their new, correct, skills and knowledge over and over, the next day when placed under pressure or when unsupervised and left to their own devices, they seem to have forgotten what they’ve learned and the same habit pattern errors (old entrenched attitudes, beliefs, misunderstandings, work practices and routines, faulty procedures, poor techniques and unsafe behaviours) resurface.

A prolonged adjustment period and poor transfer of learning are the two most typical outcomes of education, training and coaching efforts worldwide.

All this wastes talent and resources and makes change and transition programs so much less cost-effective. There’s got to be a better way.

Fortunately, a cognitive science discovery called Old Way New Way Learning offers:

1. A new perspective on the transfer of training problem.

2. A fast and practical method of transition training.

3. A cost-effective and user-friendly method for rapid skill and technique correction, and habit eradication.

This page outlines the published research evidence that provides proof of concept for the Old Way New Way^® learning method. This evidence includes controlled experiments, field studies, and independent practitioners' reviews in Olympic and other sports, education and workplace training.