Chapter 4 Practice and feedback Flashcards

1
Q

Amount of practice

A

The more time an individual practices a new movement skill, the greater chance they have of mastering that skill

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2
Q

Maximizing practice time

A

To facilitate effective skill learning within a limited time frame, it is important to allow the learner to spend as much time as possible in meaningful practice

Maximizing practice time ensures greater learner engagement and motivation

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3
Q

Diminishing returns

A

The principle of diminishing returns states that as a performer becomes more competent in their skill performance and progresses to the latter stages of learning, there is a gradual reduction in the rate of improvement in skill performance in response to practice

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4
Q

Practice distribution

A

Practice distribution refers to the ratio of time spent actively practicing compared to time spent resting

There are two broad categories of practice distribution: massed practice and distributed practice

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5
Q

Massed practice

A

Massed practice is a form of practice which involves little to no rest between repeat performances of a skill

Massed practice can be useful in developing discrete skills such as a swing in golf where the golfer can work on their swing by hitting multiple shots one after another

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6
Q

Advantages of massed practice

A

Maximizes practice time

May suit non-fatiguing discrete skill practice

May suit an elite, highly motivated performer

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7
Q

Disadvantages of massed practice

A

Physically and mentally fatiguing

Repetitious and boring

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8
Q

Distributed practice session

A

Distributed practice sessions is a form of practice which involves smaller practice time intervals and are interspersed with rest periods

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9
Q

Advantages of distributed practice

A

Greater learner engagement

Assists beginner or less motivated performer

Reduction of fatigue during practice

May help to learn a complex skill

Recovery period allows for memory consolidation

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10
Q

Disadvantages of distributed practice

A

More time consuming

May be less suited to discrete skill rehearsal

Time may be managed ineffectively resulting in longer rest times than practice times

Can be boring

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11
Q

Practice variability

A

Practice variability refers to the degree to which a coach varies the conditions in which skills are rehearsed, as well as the number and variety of skills that are practiced in a particular training session

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12
Q

Blocked practice

A

Blocked practice session involve practicing the same skill repetitively in the same practice condition for a set period of time

An example can be volleyball coach working on their player’s serve for 15-minute time period before working on the player’s dig for 15 minutes

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13
Q

Serial practice

A

Serial practice is a form of practice that involves rehearsing different skills but in a fixed and relatively predictable sequence

An example can be a tennis coach that makes their junior players hit four to six forehands, then four to six backhands, followed by four to six volleys, before starting on the forehand again and repeating the sequence over and over

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14
Q

Random practice

A

Random practice is a form of practice that involves rehearsing a number of different skills in an unpredictable sequence

More effective at preparing learner for the games environment as it closely resembles the physical and cognitive demands of a game and also enables the learner to develop more applicable skills which ultimately enables the improvement of applicable decision-making skills

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15
Q

Deliberate practice

A

Deliberate practice is any activity that is undertaken with the specific purpose of increasing performance, requires cognitive and/or physical effort and is relevant to promoting positive skill development in a particular sport

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16
Q

Deliberate play

A

Deliberate play is a form of sporting activity involving early developmental physical activities that are intrinsically motivating, provide immediate satisfaction, and are designed to maximize enjoyment

17
Q

Early specialization

A

Early specialization is the participation in a single sport from a very young age, involving a high level of structured practice and a low level of deliberate play in an attempt to fast-track skill development and gain a competitive edge

18
Q

Feedback

A

Feedback is any form of information a learner receives about their skill performance

19
Q

Intrinsic feedback

A

Intrinsic feedback is the information a performer receives directly from their sensory system

For example, the basketballer shooting at the free-throw line is aware of the coordination of their body parts to execute the shot (proprioception), feels(cutaneous) the spin they impart on the ball at the point of release and sees (visual) the flight path relative to the ring. Intrinsic feedback often allows the athlete to corrector improve their skill execution during the performance

20
Q

Augmented feedback

A

Augmented feedback refers to information that comes from sources external to the performer

Augmented feedback describes the information that comes from an instructor or coach

An example is a basketball coach telling a player their free throws are falling short because of the lack of knee bend

21
Q

Knowledge of performance

A

Knowledge of performance refers to feedback that provides information about the process of performing the skill

An example can be a golfer that is able to recognize they have a problem with their weight transferal after watching a video of their swing. It provides feedback on how the skill performed, rather than outcome or result of that skill performance

22
Q

Knowledge of results

A

Knowledge of results is information about the outcome of skill performance

An example can be when the golfer receives knowledge of results regarding the golf shot by seeing the resulting ball flight and where the ball lands

23
Q

Qualitative and quantitative feedback

A

Qualitative feedback provides general feedback about movement skill performance

Quantitative feedback is more precise feedback which uses numeric values

24
Q

Prescriptive and descriptive feedback

A

Prescriptive feedback refers to feedback that sets out recommendations about how to correct skill errors and how to improve future performances

Prescriptive feedback is well suited to the novice performer

Descriptive feedback provides a detailed account of the process of skill performance

The performer digests this feedback and makes skill changes based upon the information they deem most pertinent

Descriptive feedback is well suited for the experienced performer

25
Q

Frequency of feedback

A

Frequency of feedback refers to how often a coach gives feedback

An elite performer requires less frequent, but more precise feedback

If feedback is consistently too frequent there is a risk the athlete will become overly dependent on the coach to facilitate successful performance

26
Q

Summary feedback

A

Summary feedback enables the coach to address the underlying causes of skill error and allows the learner to rehearse a number of skill attempts before having to process further performance feedback

27
Q

Timing of feedback

A

Timing of feedback refers to when the coach gives feedback relative to the skill performance

28
Q

Concurrent feedback and terminal feedback

A

Concurrent feedback is feedback that is provided during a performance

Terminal feedback is feedback that is provided at the completion of the performance

Concurrent feedback may be a time-efficient means of improving an experienced athlete’s performance, however it can compromise a novice performer’s attention to skill execution

Terminal feedback allows the athlete to give the coach their undivided attention and is well suited to the novice performer