5.3 Principles of skill learning Flashcards

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1
Q

Definition of learning

A

Learning is a relatively permanent change in performance brought about by experience, excluding changes due to maturation and degeneration

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2
Q

Definition of performance

A

Performance is a temporary occurrence, fluctuating over time. A change in performance over time is often used to infer learning. We are not thought to have fully learned a skill until we can perform it with consistency.

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3
Q

What are the three phases of learning?

A

Cognitive, Associative, Autonomous

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4
Q

Describe the cognitive stage

A

Movements are slow, inconsistent, and inefficient. Considerable cognitive activity is required. Attention to understand what must move to produce a specific result. Large parts of the movement are controlled consciously. Practice sessions are more performance focussed, less variable & incorporate a clear mental image (technical/visual). ex. for me juggling lots of mistakes, slow inefficient

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5
Q

Describe the associative stage

A

Movements are more fluid, reliable, and efficient. Less cognitive activity is required. Some parts of the movement are controlled consciously, some automatically. Practice sessions link performance and results, conditions can be varied. Clear mental image —> accurate performance ex. for me playing blackbird on the guitar

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6
Q

Describe the autonomous stage

A

Movements are accurate, consistent, and efficient. Little or no cognitive activity is required. Movement is largely controlled automatically. Attention can be focused on tactical choices. Practice sessions are more results oriented. Focus is on greater range of motion, speed, acceleration & use of skills in a novel situation. ex. for me playing the c major scale on the piano

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7
Q

What are the four graphs to show the different rates of learning? BE ABLE TO DRAW THEM

A

Linear learning curve
Positive accelerated curve ex. snowboarding
Negative accelerated curve ex. skiing
Plateau effect

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8
Q

Factors that affect the rate of learning - little sentence thing

A

The Most Able People Process Information Differently - Teaching environment, Motivation, Age, Physical fitness, Physical maturation, Individual differences in coaching, difficulty of task

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9
Q

Teaching Environment

A

A safe teaching environment/limited distractions/small group. Learning/attention/facilities and space available for learning

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10
Q

Motivation

A

Can be related to a person’s inner drive (intrinsic) or external factors such as trophies (extrinsic) the strength of a learner’s drive to achieve is very individual motivation is also linked to a person’s state of arousal

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11
Q

Age

A

young learners have difficulty in focusing on important cues, difficulty in processing information. young learners make a large number of errors but as learners mature, more motor plans are generated. not physically developed enough to perform skills

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12
Q

Physical maturation

A

physical maturation/experience/emotional maturity will affect the progress of a learner

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13
Q

Physical fitness

A

size, shape and level of fitness may assist in learning. one learner may have more flexibility and strength than the other. a learner has an ability to make decisions more effectively if they are not fatigued

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14
Q

Individual differences of coach

A

a coach’s teaching style (command/reciprocal) may appeal to one learner but not the other. the quality and type of feedback received

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15
Q

Difficulty of task

A

progress will be slowed if the task is too difficult for the learner, this may have an impact on the motivation of the learner

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16
Q

Explain the interaction of the teaching style ‘command’

A

Practitioner makes decisions. Participant copies and complies with decisions and instructions.

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17
Q

What is the role of practitioner in the command teaching style?

A

Instructing

18
Q

What is the role of the participant in the command teaching style?

A

Copying

19
Q

What is the interaction of the reciprocal teaching style?

A

Participants work together, receiving feedback from each other. Practitioner provides reference points for feedback.

20
Q

What is the role of practitioner in the reciprocal teaching style?

A

Supporting

21
Q

What is the role of the participant in the reciprocal teaching style?

A

Performing and peer assessing

22
Q

What is the interaction of the divergent discovery teaching style?

A

Practitioner sets or frames problems. Participant attempts to create possible solutions

23
Q

What is the role of practitioner in the divergent discovery teaching style?

A

Prompting

24
Q

What is the role of the participant in the divergent discovery teaching style?

A

Creating

25
Q

What is the overall feel for the command style?

A
  • authoritarian style
  • questioning and thinking are not encouraged
  • teacher/coach in full control of decision-making process
  • no developing responsibility for their own learning
  • good for beginners, large groups, and limited time situations
26
Q

What is the overall feel for the reciprocal style?

A
  • peer coaching/teaching
  • coach/teacher sets agenda, picks topic, and encourages learner to work with peers to provide feedback on the task
  • gives confidence, encourages communication, and cognitive skills
  • mistakes are not seen as bad, but as room for improvement (progress)
27
Q

What is the overall feel for the divergent (problem solving) style?

A
  • problem-solving approach
  • teacher/coach presents a problem/task and lets learners find a solution
  • more independence, increased self-esteem, innovation
  • important to set realistic goals
  • experience is required
28
Q

What are the two ‘vs’ of types of practice?

A

Massed vs distributed
Fixed vs variable

29
Q

Explain massed practice (intervals in training)

A

Little to no gaps in practice

Rest intervals are shorter than the time taken to perform the task

Can lead to quick improvements

Effective for more experienced, older, fitter, and motivated individuals

30
Q

Explain distributed practice (intervals in training)

A

Practice interspersed with rest or a different activity
Intervals between tasks are longer than the time taken to complete a task
May lead to better performance as less fatigue & Boredom
Effective for beginners, less experience, limited preparation (physical/mental), less motivated

31
Q

Explain fixed practice (order of practice)

A

One skill is repeated over and over again
Can lead to quick improvements, similar to massed practice
Effective for skills that require minimal adaptation to the environment closed, interactive, coactive skills

32
Q

Explain variable practice (order of practice)

A

Practicing of one skill is randomly interspersed with practice of other skills
Practicing in different contexts and different situations
Key for open and interactive skills

33
Q

What are the four different types of presentation?

A

whole practice
part practice
whole-part-whole
progressive part

34
Q

Explain whole practice

A

Practicing the skill in its entirety
Used more when parts of the skill are performed simultaneously
Learner is able to develop their kinaesthetic awareness (“feel”) for the activity
In some activities the components of the skill are unable to be broken down ex. golf swing

35
Q

Explain part practice

A

Skill is broken down into its parts
When parts of the skill are consecutive, it can be broken up
Used for complex skills
Specific techniques can be taught individually: arm action, breathing pattern, leg movement ex. tennis swing

36
Q

Explain whole-part-whole

A

Teacher or coach introduces the complete skill, highlighting the important elements. Performer then attempts to carry out the skill
Any errors observed from teacher or coach allows them to break down the whole skill into subroutines to allow the performer to practice specific area(s)
Once satisfied the “problem area” has been mastered, the part is integrated back into the whole skill ex. using a float to practice leg kick in swimming

37
Q

Explain progressive part

A

Known as the “chaining method”
Parts of a skill are gradually linked into larger blocks that come progressively closer to the real, whole action.
Slow process but allows weaknesses to be targeted to better understand the relationships. ex. gymnastic sequences or triple jump

38
Q

Explain the linear learning curve

A

When learning an easy-to-perform skill
Rare that learning is simple as this

39
Q

Explain the positively accelerated curve

A

Skill is difficult to learn at first
Slow progress, then quick improvement

40
Q

Explain the negatively accelerated curve

A

Quick learning at first
Learning then slows down

41
Q

Explain the plateau effect

A

Learning is positive
Then a period with no improvement (horizontal line)
With more practice, learning is demonstrated