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PE - Year 12 > 2.2 Principles and Theories of Learning and Performance > Flashcards

2.2 Principles and Theories of Learning and Performance Flashcards

1
Q

What are the 3 stages of learning?

A
  1. Cognitive stage
  2. Associative stage
  3. Autonomous stage
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2
Q

Definition of learning

A

A permanent change in behaviour as a result of practice

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3
Q

Definition of performance

A

A temporary occurrence that can change from time to time because of many external and internal influences

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4
Q

What happens during the cognitive stage?

A
  • you learn what is needed to perform a skill
  • frequent errors occur
  • attention to decisions and step-by-step procedures
  • have a high attention of demand (lots of thinking)
  • tend to perform the skills slowly
  • requires lots of feedback
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5
Q

What is the best way to learn in the cognitive stage?

A
  • Have the skill demonstrated to ensure a visual aid and mental picture
  • The neurons in the motor control section of the brain respond when an action is observed
  • allow time for practice and re-demonstrate the skill
  • don’t overload the learner with information and use short cue words
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6
Q

What happens during the associative stage?

A
  • refine the accuracy and consistency of the motor skills
  • reduced number of errors
  • performer gradually gets more successful and fluent
  • learner begins to make use of intrinsic or kinaesthetic feedback
  • begins to pay attention to concurrent feedback during performance
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7
Q

What happens in the autonomous stage?

A
  • sequencing and timing of the subroutines is automatic – less conscious attention
  • process larger chunks of information that occurs without their attention
  • Performer analysing own performance and adjust own actions
  • High levels of smoothness, efficiency, accuracy and performed without stress
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8
Q

What is positive feedback?

A
  • Informs the performer what was correct about the movement.

- this helps them remember how to perform their movement next time which is essential for motivation.

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9
Q

What is negative feedback?

A
  • Informs the performer what was incorrect about the movement.
  • This must include what they need to do next time. Corrections
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10
Q

What is knowledge of results?

A
  • focuses on how successful you have been in achieving an outcome
  • factual
  • beginners need this as they may not realise when they have been successful or not
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11
Q

What is knowledge of performance?

A
  • Provides more detail about how well you performed – irrespective of the result
  • it can relate to technique used or specific aspects of your movement
  • focuses on the quality of the performance not the result
  • better for associative and autonomous learners
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12
Q

What is extrinsic feedback?

A
  • comes from outside of the performer e.g. coach or manager
  • could be verbal on a scorecard
  • beginners rely heavily on this feedback but it must be immediate and not during the performance or practice because they don’t know what they’ve done wrong
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13
Q

What is intrinsic feedback?

A
  • Feedback from within the performer e.g. how something feels, information from the senses or muscles.
  • associative learners start to use this but mainly autonomous learners
  • elite performers develop the ability to interpret sensory information as they can feel if they have performed well. This is called kinaesthesias
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14
Q

Define plateau

A

A period of no improvement in performance, can be illustrated by the learning curve graph.

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15
Q

What happens in each stage of the graph?

A

Stage 1 - rate of learning is slow and performance level is poor because the performer is new to the task and is in the cognitive stage of learning, working out the required sub routines of the task and using trial on our learning.

Stage 2 - rapid acceleration and rate of learning because performer has begun to master task and gain success, providing reinforcement and motivation.

Stage 3 - no improvement in the rate of learning and performance has reached a plateau. Performance maintains that at the same level.

Stage 4 - period towards the end of the task where perhaps due to fatigue the performance may deteriorate.

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16
Q

Definition of drive reduction

A

An end of task period when performance may get worse

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17
Q

What are the causes of the plateau?

A
  1. Lack of motivation
  2. Boredom
  3. Coaching
  4. Limit of ability
  5. Targets set too low
  6. Fatigue
18
Q

What are the solutions to the plateau effect?

A
  1. Extend the task so a new challenge is given and new targets are set to see if extensions are met.
  2. Play I could find a new coach to raise performance levels.
  3. Coach could offer more praise and positive reinforcement to provide motivation.
  4. A rest could be taken to avoid fatigue.
  5. More variety to avoid boredom
  6. Concept of the Platou could be explained to performer so they don’t take personal responsibility the lack of improvement.
  7. Play I could get feedback to help improve performance and motivation.
19
Q

What are the theories of learning?

A
  1. Operant conditioning
  2. Observational learning (Bandura)
  3. Social development theory : Vygotsky
  4. Insight learning (Gestalist theories)
20
Q

Definition of operant conditioning

A

The use of reinforcement to ensure that correct responses are repeated. Known as a behaviourist theory.

21
Q

What are the 3 key features of operant conditioning?

A
  1. Based on trial and error learning
  2. Coach might manipulate the environment
  3. It shapes behaviour by using reinforcement
22
Q

What forms of reinforcement help shape behaviour?

A
  1. Positive reinforcement - a pleasant stimulus after the correct response.
  2. Negative reinforcement - taking away an unpleasant stimulus after the correct response.
  3. Punishment - an unpleasant stimulus to prevent incorrect actions recurring.
23
Q

What is observational learning?

A

Suggests that both acceptable and unacceptable behaviour can be learned by watching and copying others.

24
Q

What are the 4 processes of a demonstration?

A
  1. Attention - making the demonstration attractive to the performer
  2. Retention - remembering the demonstration and being able to recall it
  3. Motor production - having the mental and physical ability to do the task
  4. Motivation - having the drive to do the task
25
Q

What is the social development theory?

A

Learning by association with others

26
Q

How can skills be learned in sport?

A

From others such as coaches, teachers. These influential others are known as a “more knowledgeable other” (MKO).

27
Q

What does an MKO demonstrate?

A
  • high degree of effort
  • healthy lifestyle
  • clear communication
28
Q

Define inter-psychological learning

A

Learning from others externally

29
Q

Define intra-psychological learning

A

Learning from within after gaining external knowledge from others

30
Q

What is constructivism?

A

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

31
Q

What does the performer use to asses what they need to do next?

A

Zone of proximal development - the next stage of learning based on the performer’s needs, expectations and current level of performance.

32
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?
33
Q

What is insight leaning?

A

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

34
Q

What does the insight learning theory suggest?

A

Suggests that the performer uses existing knowledge to form and idea of how to deal with problematic sporting situations

35
Q

What are the features of insight learning?

A
  • concentrates on the whole task rather than parts

- since the solution has been worked out by the athlete, provides self satisfaction + intrinsic motivation

36
Q

What are the types of guidance and their definitions?

A
  1. Visual guidance - guidance that can be seen; a demonstration
  2. Verbal guidance - an explanation
  3. Manual guidance- physical support
  4. Mechanical guidance - an artificial aid
37
Q

Advantages and disadvantages of visual guidance

A
  • highlights specific weakness
  • shows what the skill should look like
  • creates a mental image
  • demonstration must be completely accurate
  • too much information may confuse performer
38
Q

Advantages and disadvantages of verbal guidance

A
  • builds correct mental image
  • too much information causes confusion
  • loss of concentration if coach is not brief, relevant, meaningful
  • beginner may not recognise technical terms
39
Q

Advantages and disadvantages of manual guidance

A
  • eliminates danger
  • builds confidence
  • decreased fear and anxiety
  • detrimental effect if over used
  • performer may depend on support too much
  • develop bad habits by relying too much on physical support
40
Q

Advantages and disadvantages of mechanical guidance

A
  • builds confidence by success
  • eliminates danger
  • gives an early feel for the whole skill
  • can be used with disabled athletes
  • can interfere with feel of the task if used too much
  • loss of motivation if they feel they can’t perform independently
  • loss of confidence due to too much dependence

PE - Year 12 (12 decks)

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