2.1 Flashcards
Open & closed skill
Affected by environment (perceptual) or not (habitual)
Self & externally paced
Controlled by athlete (proaction) or environment (reaction)
Gross & fine skills
Large muscle movement (many movement pattern) or small muscle groups (precise, hand eye coordination)
Discrete & serial & continuus
Clear beginning and end, several combined discrete elements, no obv beginning and end
High & low organisation continuum
Difficult to break down into sub routines vs. easy
Part practice
Low in organisation, broken down into sub routines, complex skills eg triple jump
Whole practice
Teaching skill without breaking down, kinaesthetic sense, fast paced
Whole part whole
Low organisation and serial, kinaesthetic
Progressive part method
Or chaining, sub routines, time consuming
Massed and distributed practice
Continuous training, no or short rests, simple
Continue with rests for mental rehearsal, complex
Fixed practice
Stable and predictable training environment, closed skills
Varied practice
Environment changes, LTM
Positive transfer
Learning and performing of one skill helps leaning or performance of another
Negative transfer
Learning or performance hinders the lop of another
Proactive transfer
The influence of one skill on another one yet to be performed . Positive or negative
Retroactive
Influence of one skill on the performance of a skill that has already been learned . Pos or neg
Bilateral transfer
Transfer of learning from one limb to another (left and right handwritee)
Associationists
A group of theories related to connecting a response. -> operant conditioning = example of associationist view of learning
Skinner 1964
Suggested that manipulating behaviour towards a stimulus rather than modifying a stimulus
Operant conditioning
Concerns actions being shaped & reinforced. If we’re rewarded for something we’re more likely to do it again
Thorndikes law
Law of exercise, effect, readiness (rehearsal, satisfier/annoyer, mentally/physically)
Cognitive theory of learning
How athletes think and understand. mental processes between S-R, past experiences, match-like situations
Banduras theory of social/observational learning
Significant others.
Attention, Retention, Motor production, Motivation
(->. Watch S.O, remember, imitate, stay motivated)
Fitts and posners three stages of learning
Cognitive:
Type of practice- mental
Performance- slight improvement
Guidance - relies on it
Errors - trial and error stage so yep lots
Adapting- doesn’t understand how to
Attention- large attention
Feedback - external & positive most effective
Fitts and posners three stages of learning
Associative:
Types of practice - shift towards physical
Performance - large improvements
Guidance - gains personal understanding
Errors - few basic, a lotta complex
Adapting- understand how to adapt
Attention- balance bt conscious n autonomous
Feedback - more intrinsic & and positive
Fitts and posners three stages of learning
Autonomous:
Types of practice -physical
Performance - successful. Slight improvements
Guidance- not needed
Errors - very few
Adapting - easily adapt
Attention - autonomous
Feedback - intrinsic & negative effective
Guidance
Verbal: +feedback, attention
- information overload, inaccurate
Visual: + mental image, see diff stages
- inaccurate demos, may learn bad habit
Manual/mechanical: + safety& confident, subrout
-over restrictive, false kinaes. sense
Intrinsic feedback
+ immediate correction, doesn’t need to rely on others, accurate
-inaccurate in cognitive stage
Extrinsic feedback
+correct feedback > improvements
-no kinaesthetic sense, bad if inaccurate, maybe unreliable source
Positive feedback
+strengthens SR bond, motivating, self esteem
- if undeserved, incorrect s-r bond, some performers don’t respond well to praise
Negative feedback
+ motivated, clear understanding, suits autonomous performers
- unmotivating if In cognitive, detrimental if inaccurate
Knowledge of results
Intrinsic or extrinsic, important in early stage of learning
Knowledge of performance
External or kinaesthetically if In autonomous stage
Effective feedback
-> limited amount of information
-> immediacy
-> related to the individual
-> facilitating intrinsic feedback
