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.
3.2
Early: Cognitive/Verbal
- Learning performances are inconsistent and success is not guaranteed
- Performing the skill requires all of the athlete’s attention -> they rely on the coach (or video) for cues
- A process of trial & error w/ a success rate of 2-3/10 attempts
- Correct performances must be reinforced through external feedback
Intermediate: Associative/Motor
- Performances are becoming more consistent as motor programmes are being formed
- While the simpler parts of the skill now look fluent and are well learned, the more complex elements requires most of the spare attention
- The athlete is starting to get a sense of internal ‘kinaesthetic’ feedback when they perform the skill well -> starting to detect & correct their own errors + success rate has risen to 5 -7/10
Final: Autonomous
- Performances have become consistent, fluid and aesthetically pleasing
- The motor programmes involved are well learned and stored in the long-term memory
- There is now spare attention which can be focused on opponents and tactics
- To retain the new skill at this level, it must be constantly practiced to reinforce the motor programmes.
- Success is now 9 out of 10.
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
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
