Exam 3 Flashcards
Perceptual and physical motor abilities
Fleishman’s Taxonomy
Problems with predicting future performance success based on early abilities (Written)
-There’s no guarantee that we will become skillful; we have only the potential to be skilled – need practice and experience to realize that potential
-Early burnout – children should be provided with a variety of movement experiences
4 learning styles (VARK)
-Visual (seeing)
-Auditory (listening)
-Read/Write
-Kinesthetic (movement)
Strategies to improve motivation (Written)
- Creating a justification
- Providing success
- Building in enjoyment
- Instituting a goal setting
program (challenge) - Positive reinforcement
- Offering choices and
opportunities for self-
direction
Understand types of transfer (Written)
Postive, Negative, Zero/No
Understand elements of transfer (Written)
Movement elements - motor patterns
Perceptual elements - interpretation of stimuli
Conceptual elements - principles, strategies
Temporal & Spatial elements
Teaching for transfer
-Analyze the task
-Provide adequate experience with original task
-Label or identify important features of a task
-Know the learner - past experience, skill level
-Teach lead-up skills or organize curriculum for transfer
-Use analogies
-Maximize similarity between teaching and ultimate performance situation
Types of goals
outcome, performance, process
SMART acronym
Specific, Measurable, Attainable, Realistic, Timely
Social Learning Theory
-Basic Principle: Modeling operates principally through its informative function + Observers acquire mainly mental and symbolic representations of modeled events. + These symbolic representations are then used to guide performance.
-Four Component Subprocesses* Attention* Retention* Motor Reproduction (Practice)* Motivation
Six steps of demonstration
Step 1: Tell the students what they will do in practice and why
Step 2: Tell them what elements of the skill to attend to
Step 3: Say each of the steps to the students
Step 4: Do each of the steps in front of the students
Step 5: Ask students to memorize the steps
Step 6: Have students practice the skill
Understand the different segmentation part-practice methods (Written)
part-whole= step, step, step, all together
Progressive-part= step, step, both, step, all three, step, all four
Repetitive-part= step, add next step, add next step…
Know when to use part vs whole practice
Whole - high organization, low complexity
Part - low organization, high complexity
Understand organization and complexity (Written)
Organization= How much does the performance of each part of the skill depend on the component that precedes it?
Complexity= How many subcomponents? How many information-processing demands?
Imagery guidelines
- Practice imagery every day
- Avoid distractions
- Focus on familiar situations/skills
- Create positive, vivid, and controllable images
- Focus on success and goal attainment
- Incorporate all senses in the imagery, to replicate an actual situation or environment
-Image timing
Understand contextual interference
Interference that results from switching from one skill to another or changing the context of the task
Massed vs distributed practice
Massed practice-
* Learning discrete skills
* Highly skilled learner
* In good physical condition
Distributed practice-
* Learning continuous skills
* High energy demands
* Young children
* Tasks with degree of risk
Blocked vs random practice
Blocked Practice - practice one skill for a certain practice period
Random Practice - equal amount of time devoted to each task but it is randomly presented for practice during each practice period
Theory for why random practice is effective
Slows learning but improves retention and transfer.
Constant vs varied practice (Written)
Constant - rehearse only one variation of the task during a set period
Varied - rehearse several variations of the task during a set period
Schema development (Written)
Schema is a rule or relationship that directs decision making when a learner is faced with a movement problem
*Schema is built on past experience
*Strengthened with more varied practice
KP and KR (Written)
- Knowledge of Results (KR) - provides information about the
outcome - Knowledge of Performance (KP) - provides information about the
quality of the movement
Descriptive vs prescriptive (Written)
- Prescriptive = suggestion for
how to correct an error - Descriptive = describes
nature of error
Error vs correct feedback
- Error-based for learning, especially when it augments relatively
obscure sensory FB - Correct-based for motivation
