#2.3 u3aos1 - theories of skill acquisition Flashcards
behaviourist approach/model
2 marks
a learning approach that states behaviours are learnt
through interactions with an individuals environment
linear approach
4 mark
the learners behaviour is shaped by the external environment such as:
- how learning time is used
- how feedback is given
- how behaviour is rewarded
characteristics of linear approach
4 marks
- expected movement form
- high volume practice trials
- many drills and repetition
- absence of imitated game environment.
what type of learning takes place during the direct-coaching approach
1 mark
explicit learning
what coach approach does the linear approach lead to
1 mark
direct coaching approach
non-linear approach
4 marks
learning is an active process
that is developmental and complicated.
It involves the manipulation of constraints to
enable skill learning and decision-making.
roles of the coach in a non-linear aproach
2 marks
- let the learner decide what to do
- questioning the player not ordering them what to do
- setting an in-game experience to keep them ready to open-environments
characteristics of non-linear approach
4 marks
- the practice mimics how the movement skill could be performed in an actual game
- makes the performance easier
- focusing on movement outcome
- practice varies through the manipulation of task constraints
what coach approach does the non-linear approach lead to
1 mark
constraint-based approach
direct coaching approach
4 mark
(explicit learning) straightforward learning
with a highly structured approach where the coach directs and controls the learning process and
passes knowledge onto the learner
role of the coach in direct coaching
5 marks
- is coach-driven (tell learner what to do)
- straightforward steps to learning
- giving specific corrective feedback
- systematic practice (repeating the learning over and over again)
- provide template of the ideal movement pattern
advantages of direct approach coaching
5 marks
- learner is aware they are learning the skill
- quick and easy to organise and implement
- keeps learners on task
- maximises practice time
- encoruages rapid early learning
disadvantages of direct approach coaching
2 marks
- the learner is forced to pay conscious attention to the skill
- skills won’t be performed well under high pressure or in-game environments
constraint-based approach
4 marks
an indirect instruction approach
that allows the learner to explore movement skills
and to find solutions to problems with less input of the coach
and greater interaction with other learners
what type of learnign occurs during the constraint-based approach
1 mark
implicit learning
implicit learning
2 marks
learnign skills through practice tasks
without direct instruction on how to complete the task
characteristics of constraint-based approach
5 marks
- learner centred
- coach acts as the helper
- questions the learner not telling them what to do
- generates knowledge
- explores the movement context
advantages of the constraint-based approach
5 marks
- promotes indpendent learning
- mimics in-game environemtn
- variability in practice
- implicit learning occurs
- movement + problem-solving skills are developed
disadvantages of constraint-based approach
2 marks
- time consuming to prepare and plan
- coach not as fmailiar with how to effectively structure the sessions
constraints
2 marks
the limitations, boundaries, and restrictions
that influence the movement capabilities of individuals
three types of constraints
3 marks
- individual
- task
- environment
individual constraints
1 mark
characteristics of an individual that influence movement
examples of individual constraints
4 marks
- physical characteristics of individual
(height, weight, lmib length, body composition) - fitness level
(agility, balance, endurance, flexibility, power, speed, strength) - psychological + behavioural characteristics
(confidence, motivation, arousal, concentration) - technical skills
environmental constraints
1 mark
characteristics of the physical + social environment that influences movement
examples of environmental constraints
9 marks
5 env + 4 social
PHYS ENVIRONMENT
- weather conditions
- gravity
- natural light
- sounds (noise level)
- playing surface
SOCIAL ENVIRONMENT
- spectators
- teammates/peers
- family
- cultural norms
task constraints
1 mark
characteristics of the task (rules, goals, equipment) that influences movement
examples of task constraints
5 marks
- rules
- task simplification
- team size
- modified equipment
- field size
