Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PE - Year 1 > 2.2 - Principles and theories of learning and performance > Flashcards

2.2 - Principles and theories of learning and performance Flashcards

1
Q

define learning

A

a permanent change in behaviour as a result of practice

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

define performance

A

a temporary occurence that can change from time to time because of many external and internal influences

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

what are the three stages of learning?

A
  1. cognitive stage
  2. associative stage
  3. autonomous stage
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

what is the cognitive stage of learning?

A
  • pre-practice stage
  • put together the mental model of the skill
  • learner is still understanding what is needed in the skill
  • learner needs to give performance full attention
  • lots of errors made
  • terminal feedback given
  • feedback needs to be clear, simple and limited
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

what is the associative stage of learning?

A
  • learner begins to make use of intrinsic / kinaesthetic feedback
  • starts to compare performance to mental model
  • pays attention to concurrent feedback
  • starts to use more complex and detailed cues
  • learner can perform the skill under a variety of situations
  • element of competition can be introduced
  • it is a period of consolidation of correct movement responses
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

what is the autonomous stage of learning?

A
  • becomes habitual
  • less conscious attention to the performance of the skill
  • skill improvement continues but less rapid
  • progress is due to fine details and self-evaluation, mental practice and self motivation
  • high levels of smoothness, efficiency, accuracy and performed without stress
  • performer can pay attention to more complex, tactical and situational skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what are the 6 types of feedback?

A 
Positive 
Negative 
Extrinsic 
Performance (KOP) 
Intrinsic 
Results (KOR)

(Perhaps Not Every Person Is Realistic)

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

what is feedback?

A

information to aid error correction

- can be received before, during or after a performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what is positive feedback?

A

informs the performer what was good about the movement

  • it is extrinsic
  • helps them to remember how to perform the movement next time
  • essential for motivation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

what is negative feedback?

A

informs the performer what was wrong about the movement

  • it is extrinsic
  • it must include what they need to do next time (corrections)
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is extrinsic feedback?

A

comes from outside the performer

  • e.g coach or manager
  • can be verbal or a score card
  • beginners heavily rely on this feedback
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

what is intrinsic feedback?

A

feedback from within the performer

- e.g kinaesthesis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is kinaesthesis?

A

when elite performers develop the ability to interpret sensory information
- they can feel if they have performed well

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what is knowledge of results feedback?

A

focuses on how successful you have been in achieving an outcome

  • factual
  • beginners need this as they may not realise if they have been successful or not
  • better for cognitive learners
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what is knowledge of performance feedback?

A

provides more detail about how well you performed

  • can relate to your technique
  • focusing on the quality of performance not the result
  • better for associative and autonomous learners
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

what is the learning plateau?

A

a period during performance when there are no signs of improvement; the performer does not appear to be getting any better at doing the task

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what are the four stages of learning?

A

stage 1:

  • where the rate of learning is slow and performance level is poor
  • in cognitive stage of learning –> figuring out sub-routines

stage 2:

  • rapid acceleration in the rate of learning
  • performer has begun to master the task
  • providing success and motivation

stage 3:

  • there is no improvement in the rate of learning
  • performance has reached a plateau (maintaining the same level

stage 4:
- period towards the end of the task when performance may deteriorate

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what are the causes of the learning plateau?

A
  • lack of motivation (lack of incentives, extrinsic feedback –> lose drive and energy)
  • boredom
  • coaching (incorrect methods)
  • limit of ability
  • target set too low (doesn’t allow them to use full range of their skills
  • fatigue
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what are the solutions to the learning plateau?

A
  • task could be extended –> new challenge
  • could find a new coach –> raise performance levels
  • coach could offer more praise and positive reinforcement –> provide motivation
  • rest could be taken –> avoid fatigue
  • more variety in the task –> avoid boredom
  • concept of the learning plateau could be explained –> don’t take personal responsibility for their lack of improvement
  • player could seek feedback –> improve performance and motivation
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

what is verbal guidance?

A

an explanation given by the coach that highlights points to help build the correct mental image

  • ensures correct actions
  • used by experienced athletes
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what are the advantages and disadvantages of verbal guidance?

A

adv:
- can provide positive feedback for beginners

disadv:
- too much information –> confusion
- can place too much demand on memory
- performer may lose concentration
- beginner may not understand technical terms

22
Q

what is visual guidance?

A

guidance that can be seen, a demonstration, to create a mental image for beginners

  • should be within the capabilities of the performer –> maintains motivation
  • reinforcement should be given –> encourage retention
23
Q

what are the advantages and disadvantages of visual guidance?

A

adv:
- can highlight a specific weakness
- shows what the skill should look like as a result of practice

disadv:
- the demonstration must be completely accurate
- coach must ensure success
- too much information = confusion
- must be steady and slow

24
Q

what is manual guidance?

A

physical support that can involve a type of forced response

- e.g coach holding arm of tennis player

25
Q

what is mechanical guidance?

A

an artificial aid/ device used to help performance

- e.g trampoline harness

26
Q

what are the advantages and disadvantages of manual and mechanical guidance?

A

adv:
- eliminates danger
- builds confidence
- fear/ anxiety is reduced
- complex skills can be broken down into stages with help of physical support

disadv:
- detrimental effect on performance if overused
- reliance on the physical support could interfere with the feel of the skill –> develop bad habits
- can lose confidence if they feel they can’t do it without it
- requires the coach to be close to the performer –> potentially off-putting

27
Q

what are the 4 theories of learning?

A
  1. Operant conditioning (Skinner)
  2. Observational learning (Bandura)
  3. social development theory (Vygotsky)
  4. insight learning (Gestalt)
28
Q

what is operant conditioning?

A

the use of reinforcement to ensure that correct responses are repeated

  • known as behaviourist theory
  • based on skinner’s work with rats (skinner box)
29
Q

what is the behaviourist theory?

A

attempts to explain how actions can be linked to stimuli

30
Q

what are the 3 key features that characterise operant conditioning?

A
  1. based on trial-and-error learning
  2. manipulates the environment
  3. shapes behaviour using reinforcement
31
Q

what is the stimulus-response bond?

A

the bond between the stimulus and the response that is strengthened through operant conditioning
- by linking appropriate actions to a stimulus, actions can be learned

32
Q

how can coaches strengthen the stimulus-response bond to help shape behaviour?

A

by using:

  1. positive reinforcement
  2. negative reinforcement
  3. punishment
33
Q

what is positive reinforcement?

A

a pleasant stimulus after the correct response

- e.g coach offering praise

34
Q

what is negative reinforcement?

A

taking away an unpleasant stimulus after the correct response
- e.g coach taking away negative feedback when the technique improves

35
Q

what is punishment?

A

an unpleasant stimulus to prevent incorrect actions recurring
- e.g player receiving a red card in football

36
Q

what is observational learning?

A

suggests that both acceptable and unacceptable behaviour can be learned by watching and copying other people

  • social learning theory
  • suggested by bandura
37
Q

what are the 4 processes that bandura suggested would make a performer more likely to copy a model demonstration?

A
  1. attention
  2. retention
  3. motor production
  4. motivation
38
Q

what is the first process (attention) in observational learning?

A

making the demonstration attractive to the performer

  • makes it more likely to be copied
  • it should be loud, clear, accurate and always correct
  • e.g telling tennis player the reason you are demonstrating a sliced serve is to drag the opponent off court to open up the court for a winning shot
39
Q

what is the second process (retention) in observational learning?

A

remembering the demonstration and being able to recall it

  • make sure they are able to recall the demonstration by breaking any information given into ‘chunks’ and repeating it
  • learner should attempt the skill directly after demonstration (fresh in the mind, can recall it)
40
Q

what is the third process (motor production) in observational learning?

A

having the mental and physical ability to do the task

  • e.g set the task on the same level as the ability of the performer
  • early stages of practice, tasks should be easy
  • then make it more complex
41
Q

what is the fourth process (motivation) in observational learning?

A

having the drive to do the task

  • motivate learner by giving praise and rewards
  • or positive feedback and positive reinforcement
42
Q

when are model demonstrations/ behaviours more likely to be copied?

A
  • if they are performed by a player of similar ability
  • if they are reinforced
  • if they are powerful, visually and physically
  • if they are consistent
  • if they are relevant
43
Q

what is the social development theory?

A

learning by association with others

  • skills can be learned from influential others (known as ‘more knowledgeable other’, MKO)
  • suggested by vygotsky
  • the MKO demonstrates values and actions that can be adopted by the learner
44
Q

what is inter-psychological learning?

A

learning from others externally

- the learner could use the MKO

45
Q

what is intra-psychological learning?

A

learning from within after gaining external knowledge from others
- after this the learner will construct their learning (constructivism)

46
Q

what is constructivism?

A

building up learning in stages, based on the current level of performance

  • during intra-psychological learning, they will assess what level of performance they are working at and what they need to do to learn more
  • MKO may help as the skill gets more advanced
47
Q

what is the zone of proximal development?

A

the next stage of learning based on the performer’s needs, expectations and current level of performance

48
Q

what are the 3 stages of proximal development?

A
  1. what can I do alone?
  2. what can I do with help?
  3. what can I not do yet?
49
Q

what is insight learning?

A

using experience and understanding to solve problems relating to the whole skill

  • suggested by a group of german psychologists: gestalts
  • e.g changing how you run a 3000 metre race to make it easier
50
Q

what are the advantages of the insight theory?

A
  • it concentrates on the whole task
  • solution/ tactic is solved by the performer, gives a sense of self-satisfaction
  • gives intrinsic motivation to the performer
  • encourages the performer to think for themselves
  • develops the cognitive process
    generates more understanding of the actions required to perform the skill in different situations
51
Q

what are the disadvantages of the insight theory?

A
  • if you get stuck, you could decrease motivation and could frustrate the performer
  • more time consuming for the performer to think for themselves

PE - Year 1 (16 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions