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