9 - Learning and performance Flashcards
Define motivation
Internal and external pressures that direct an individual towards a goal.
State and describe the types of motivation
Intrinsic - The drive from within to succeed Extrinsic - Drive from outside the player to gain tangible and intangible rewards.
Define learning
A permanent or semi permanent change in behaviour as a result of teaching, coaching or practice
Give example of tangible rewards, and which type of motivation does it link to?
Medals, money, trophies - Extrinsic
Give examples of intangible awards, and which type of motivation does it link to?
National pride Self-worth Satisfaction sense of accomplishment Intrinsic
Whats wrong with extrinsic/tangible rewards?
Lose their power (money to a footballer who earns millions)
Lose enjoyment of the sport (only in it for the rewards)
Define Operant Conditioning
Manipulating behaviour to shape the correct response through reinforcement and strengthen the S-R bond
State and describe the types of reinforcement
Positive - eg praise
Negative - criticising the performer Punishment - eg detention
Limitation of operant conditioning?
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
Name the cognitive learning theories
Adams closed loop Schmidt’s schema
Insight learning
Describe Adams loop theory
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.
Describe Schmidt’s schema
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)
Describe Insight learning
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
Define social learning theories
Learning by copying others because we wish to be accepted
What is observational learning?
Learning a skill by copying or modelling ourselves on another person.
State and describe the stages of observational learning
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
Explain the factors that can influence the EFFECTIVENESS of attention, retention and motor production in observational learning
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
Explain how attention, retention, motor production and motivation are used to HELP the process of learning a skill
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
Name the 3 stages of learning
Cognitive
Associative
Autonomous
Describe the stages of learning
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
Name the types of feedback and describe them
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
What type of feedback should a cognitive learner get?
Positive Terminal External Knowledge of results
What feedback is suitable for autonomous learners get?
Negative Concurrent Internal/ intrinsic Knowledge of performance
What are learning plateaus, how do they occur?
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
