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PE > 9 - Learning and performance > Flashcards

9 - Learning and performance Flashcards

1
Q

Define motivation

A

Internal and external pressures that direct an individual towards a goal.

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2
Q

State and describe the types of motivation

A

Intrinsic - The drive from within to succeed Extrinsic - Drive from outside the player to gain tangible and intangible rewards.

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3
Q

Define learning

A

A permanent or semi permanent change in behaviour as a result of teaching, coaching or practice

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4
Q

Give example of tangible rewards, and which type of motivation does it link to?

A

Medals, money, trophies - Extrinsic

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5
Q

Give examples of intangible awards, and which type of motivation does it link to?

A

National pride Self-worth Satisfaction sense of accomplishment Intrinsic

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6
Q

Whats wrong with extrinsic/tangible rewards?

A

Lose their power (money to a footballer who earns millions)

Lose enjoyment of the sport (only in it for the rewards)

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7
Q

Define Operant Conditioning

A

Manipulating behaviour to shape the correct response through reinforcement and strengthen the S-R bond

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8
Q

State and describe the types of reinforcement

A

Positive - eg praise

Negative - criticising the performer Punishment - eg detention

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9
Q

Limitation of operant conditioning?

A

Learner has lack of understanding (motivation)
Trial and error learning leads to bad technique
Learner may not know to to respond in all situations It implies every single skill needs a separate S-R bond
Learners don’t react well to negative reinforcement

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10
Q

Name the cognitive learning theories

A

Adams closed loop Schmidt’s schema

Insight learning

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11
Q

Describe Adams loop theory

A

Movement is initiated by the memory trace.
The memory trace of the motor programme is stored in the LTM, and developed by experience or external feedback.
Once initiated , movement is controlled by perceptual trace.
This trace uses feedback to refine and eliminate errors.
The perceptual trace acts as an ongoing comparison to the memory trace.
If there is a mismatch between the 2 traces the performer attempts to correct it.
Therefore the process become about eliminating errors.

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12
Q

Describe Schmidt’s schema

A

There are 2 schemas, recall and recognition.
The first is the recall schema -
- This is made up of: Initial conditions - knowledge of the environment, body position, limb position and muscle tension.
- Response specification- the motor programme,action, speed, force, timing, and the movement objective

The second schema is called the Recognition schema, this is made up of:

  • Sensory consequence - The internal feedback we receive as we undertake the movement ( knowledge of performance)
  • Response Outcome - The result of the movement compare to the objective. (knowledge of results)
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13
Q

Describe Insight learning

A

In insight learning the learner gets a sudden insight into the skill as a whole, and a dramatic improvement in performance
The learner ‘Gets the knack’
Develop their own understanding and way of performing the skill
EG cycling

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14
Q

Define social learning theories

A

Learning by copying others because we wish to be accepted

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15
Q

What is observational learning?

A

Learning a skill by copying or modelling ourselves on another person.

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16
Q

State and describe the stages of observational learning

A

Attention - a performer must attend a demo and pay attention to it Retention - the performer needs to retain the information given in the demo. Making a mental image Motor Production - The learner must be at the skill level where they can actually perform the skill

17
Q

Explain the factors that can influence the EFFECTIVENESS of attention, retention and motor production in observational learning

A

ATTENTION
- How attractive the demo is. Role model is used
- Demo can be seen
RETENTION
- Can the observer remember the skill?
- Demo is meaningful - use mental rehearsal
MP
- Performer has the physical ability to complete skill
- Immediate opportunity to practice skill

18
Q

Explain how attention, retention, motor production and motivation are used to HELP the process of learning a skill

A

A - Learning is watching, demo is attractive and accurate
R - Learner can describe what to do for the skill, mental rehearsal
MP - Learner has ability to reproduce the skill and practice
M - Reinforcement and learner willing to put in the practice

19
Q

Name the 3 stages of learning

A

Cognitive
Associative
Autonomous

20
Q

Describe the stages of learning

A 
COGNITIVE - Still trying to understand the demand of the skill 
- Mental image is needed 
- Learner needs to give all their attention 
-Many errors
- Feedback must be terminal 
ASSOCIATIVE - Fewer mistakes
- Rapid improvement 
-Can use more intrinsic feedback
- can compare to mental image 
- Can practice the skill under many situations AUTONOMOUS
-Less rapid improvement 
-High quality and smoothness 
-Less conscious attention 
-Can understand and use tactics
- Can analysis their own performance 
- Progress can only occur on fine details
21
Q

Name the types of feedback and describe them

A

Intrinsic - comes from within the player
Extrinsic - comes from a coach/teacher/ teammates

Positive - praise
Negative - criticism

Terminal - feedback given after the performance
Concurrent - feedback given during the performance

Knowledge of performance - feedback on how the skill was performed
Knowledge of results - feedback on the outcome of the skill

22
Q

What type of feedback should a cognitive learner get?

A

Positive Terminal External Knowledge of results

23
Q

What feedback is suitable for autonomous learners get?

A

Negative Concurrent Internal/ intrinsic Knowledge of performance

24
Q

What are learning plateaus, how do they occur?

A

When the learner stops progressing

  • Learner is physically not ready to progress
  • Lacks ability to develop
  • Earlier skills have faulty technique
  • Needs a new mental model if is a very complex skill
  • Too complex for the learner
  • Boredom
  • Lack of motivation
  • Poor coaching
  • Lacking the level of fitness to progress
25
Q

How do you overcome learning plateau?

A
  • Ensure the learner is ready
  • Reset the goal to an achievable level
  • Avoid fatigue and boredom by allowing breaks
  • Break the skill down into parts
  • Allows time for mental rehearsal
  • Generate motivation by providing rewards or opponents
  • Give correct feedback
  • Make practise enjoyable
26
Q

What does transfer of learning mean?

A

The application of a previous experience to present learning

27
Q

State and describe the types of transfer of learning.

A

Positive - the previously leaner skill is beneficial to the skill currently being learnt. ( EG Tennis serve and javelin)
Negative - the previously leaner skill is not beneficial to the skill currently being learnt.

Zero- no effect. No similarities between skills Bilateral - the skill is transferred from one limb to another (A footballer using their non-dominant foot)

Proactive - the skill being learnt will have effects on skills learnt in the future
Retro active - he skill being learnt will have effects on previously learnt skills ( practising the drive will help the defensive shot in cricket)

28
Q

State and describe the types of guidance.

A

Visual- demos or videos
Verbal - cue words, phrases
Manual - being physically moved into the position (kinaesthetic feel)
Mechanical - use of technology or machinery (EG use of ropes when doing a summersault on trampolines)

29
Q

Describe the S-Shape performance curve

A

Frequent period of improvement then no improvement, regardless of the amount of practice

30
Q

Describe the Positive performance curve

A

Progression is slow at the beginning but rapidly improves

31
Q

Describe a Negative performance curve

A

Rapid improvement at the beginning, but slows down and can eventually stop

32
Q

Describe the Linear performance curve

A

Improvement is on a steady, constant rate

33
Q

Use the ‘single channel hypothesis’ to explain why there is a delayed response by a player in tennis when their opponent’s shot hits the top of the net and changes direction.

A

Single channel hypothesis – one stimulus processed at a time

Second stimulus arrives before first response can be completed

Cannot deal with second stimulus/ response until finished with first stimulus/response

There is a slower/longer response/ reaction time

Psychological Refractory Period

Player reacts too late/rushed shot/unforced error/egs/cannot return/opponent wins/player loses point

34
Q

What other factors should a coach consider for a demonstration to be effective?

A
  • Accurate demo
  • Frequent practice
  • Practice straight after demo
  • Highlight cues
    _ Emphasise need to feel correct movements
  • Use mental rehearsal
  • Transfer from previously learnt skill
  • Fun
  • Demo by role model
  • Repetition for complex skills

PE (14 decks)

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