Chapter 9 - Learning and Performance

Question 1

Define motivation

Answer 1

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

Question 2

State and describe the types of motivation

Answer 2

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

Question 3

Define learning

Answer 3

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

Question 4

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

Answer 4

Medals, money, trophies - Extrinsic

Question 5

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

Answer 5

National pride Self-worth Satisfaction sense of accomplishment Intrinsic

Question 6

Whats wrong with extrinsic/tangible rewards?

Answer 6

Loose power ( eg a multimillionaire winning a game for money) Loss of enjoyment Loose value ( eg . ‘just another medal’)

Question 7

Define Operant Conditioning

Answer 7

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

Question 8

State and describe the types of reinforcement

Answer 8

Positive - eg praise Negative - criticising the performer Punishment - eg detention

Question 9

Criticisms of operant condition?

Answer 9

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

Question 10

Name the cognitive learning theories

Answer 10

Adams closed loop Schmidt’s schema Insight learning

Question 11

Describe Adams loop theory

Answer 11

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.

Question 12

Describe Schmidt’s schema

Answer 12

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)

Question 13

Describe Insight learning

Answer 13

In insight learning the learner gets a sudden insight into the skill as a whole, and a dramatic improvement in performance EG cycling

Question 14

Define social learning theories

Answer 14

Learning by copying others because we wish to be accepted

Question 15

What is observational learning?

Answer 15

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

Question 16

State and describe the stages of observational learning

Answer 16

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

Question 17

What makes a demo good?

Answer 17

Relevant for the learner The accuracy Status of role model doing the demonstration

Question 18

Name the 3 stages of learning

Answer 18

Cognitive Associative Autonomous

Question 19

Describe the stages of learning

Answer 19

Cognitive - Still trying to understand the demand of the skill mental image is needed Learner needs to give all their attention Many errors Feed back must be terminal Associative Fewer mistakes Rapid improvement Can use more intrinsic feedback and 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

Question 20

Name the types of feedback and describe them

Answer 20

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

Question 21

What type of feed back should a cognitive learner get?

Answer 21

Positive Terminal External Knowledge of results

Question 22

What feedback is suitable for autonomous learners get?

Answer 22

Negative Concurrent Internal/ intrinsic Knowledge of performance

Question 23

What are learning plateaus, how do they occur?

Answer 23

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 Bordem Lack of motivation Poor coaching

Question 24

How do you over come learning plateau?

Answer 24

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

Question 25

What does transfer of learning mean?

Answer 25

The application of a previous experience to present learning

Question 26

State and describe the types of transfer of learning.

Answer 26

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. ( Positive - the previously leaner skill is beneficial to the skill currently being learnt. ( EG Tennis serve and javelin) 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)

Question 27

State and describe the types of guidance.

Answer 27

Visual- demos or videos Verbal - cue works, 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)

Question 28

Decribe the S-Shape performance curve

Answer 28

Frequent peroiod of improvemnt then no improvement, regardless of the amount of practice

Question 29

Describe the Postitve performance curve

Answer 29

Progression is slow at the begining but rapidly improves

Question 30

Describe a Negative performance curve

Answer 30

Rapid improvemnt at the begining, but slows down and can eventually stop

Question 31

Describe the Linear performance curve

Answer 31

Improvement is on a steady rate

Question 32

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

Answer 32

Attention – learner is watching/ performance is attractive/successful/ demonstration can be seen/is accurate/ create mental image

Motor production – learner has the abilities/skills to complete the task/is able to practise immediately

Motivation – reinforcement/praise/ sense of pride/sense of satisfaction/ status of model

Question 33

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.

Answer 33

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