5.3 Principles of skill learning Flashcards
Distinguish between learning and performance.
3.1
Learning- relatively permanent change in performance brought about by experience, excluding changes due to maturation and degeneration
Performance- temporary occurrence, fluctuating over time
- A change in performance over time is often used to infer learning
Describe the phases (stages) of learning (6)
3.2
Outline the different types of learning curves.
3.3
Discuss factors that contribute to the different rates of learning.
3.4
Physical maturation
Physical fitness
Individual differences of coaches
Age
Difficulty of task
Teaching environment
Motivation
Explain how physical maturation and motivation can affect the rate of learning. (3)
3.4
Explain how physical maturation can contribute to different rates of learning a new skill. (2)
Define the concept of transfer.
3.5
Transfer- influence of learning and/or performance of one skill on the learning and/or performance of another.
- proactive transfer- influencing skill yet to be learned/performed
- retroactive transfer- influencing performance of a previously learnt skill
Outline the types of transfer.
3.6
What are the different types of practice.
3.7
Distributed- practice sessions have rest intervals included. For example, a swimmer swims a length and then rests while receiving feedback from the teacher.
Massed- learners practice continuously without breaks or rest intervals. For example, a basketball player doing ten shots at each of six points around the key.
Fixed (drill)- the environment in which the skill is practiced remains constant. For example, shot put.
Variable- the environment in which the skills are practiced is constantly changing. For example, 2v1 practice in basketball.
Mental- performer goes through the movement in their mind without any movement occurring.
Outline the advantaged & disadvantages of the different types of practice.
3.7
Explain the different types of presentation.
3.8
Whole- the skill is first demonstrated and then practiced as a whole, from start to finish.
Whole–part–whole- the skill is first demonstrated, then practiced as a whole. As a result of any problems or faults observed, the teacher breaks the skill down into parts to allow the learner to practice appropriate areas of difficulty. Once these areas have been mastered, the parts are integrated back into the whole skill.
Part- the parts of the skills are practiced in isolation.
Progressive part- parts of the skill are practiced individually, in order, before being linked together and expanded. For example in the triple jump, the hop will be practiced and learnt, before the skip is then practised and learnt. The two are then linked together. Finally the jump will be learnt individually and then tagged on the end of the skip.
Outline the spectrum of teaching styles.
3.9
