Factors That Influence Learning (part 1) Flashcards
Prior to entering school how do children develop motor skills
Through life experiences
Why do children arrive at school with different stages of motor skill development
Their life experiences can be quite diverse
What link is their with motor skill competency
Increased physical activity
Wha is the relationship for children and adults between motor skill competence and PA
Their perception of motor skill competence and their willingness to be physically active
The less competent individuals feel about their motor skills, the less willing they are the be physically active
What is the circular challenge attached to perceived competence and competence in motor skills
If people perceive themselves to be less competent in a motor skill, they are less likely to participate in an activity that require that motor skill, so less likely to develop that motor skill, further strengthening reality that fuelled the initial perception
Prior to age 8 what do young children thinking about their motor skill competence
Do not have accurate perception
- think they’re really good
- important to help them understand what their motor skill realities are
If children do not develop a feeling of competence in their motor skills what can happen
The feeling of incompetence can further fuel decisions on their part to be physically inactive as get older
What is the underlying assumption of PE programming
All children can reach a baseline level of motor skill competence that will support a physically active lifestyle
Physical literacy
The ability, confidence, and desire to be physically active for life
How is the ability, confidence, and desire acquired
Through the process of learning
What does the process of learning involve
The acquisition, assimilation, and accommodation of new info
How is learning commonly thought of
As relatively permanent change in behaviour resulting from the interaction of training and biological processes
Why is it difficult for teachers to monitor learning
Actual neurological changes in the learner cannot be observed directly
How can learning be confirmed
Only through the actions of the learner
What is important for PE teachers to observe to know if student has truly learned
The consistency of performance
What does inconsistency of performance suggest
Learning is not yet complete
Zone of proximal development
Middle- tasks that learner can do without assistance
Inner- tasks that learner can do with assistance
outer- tasks that learner cannot do even with assistance
With respect to motor skills when will students become discouraged or frustrated
If they are asked to try and learn something that is too advanced for their current level of knowledge and understanding (zone of proximal development)
How are motor skills acquired
Through a variety of life experiences, with PE being one category of those experiences
Can children learn motor skills independent of teachers
Yes however involvement of PE teachers increases probability of enhanced motor skill development in children
How can teachers maximize the benefits of their instruction
target specific areas of motor skill development
Direct instruction
Teacher tells and demonstrates for students what they should try and do (this one often used)
Environmental design
Teacher tries to create conditions where the student has to try and use particular motor skills
Although many different approaches used in teaching motor skills what will they all be consistent with
Learning models: behaviourist model, information-processing model, cognitive strategy model
What do behaviourists believe
Individuals are largely shaped by their experiences
2 implications of behaviourist learning model
Skill acquisition
Feedback and reinforcement
Skill acquisition (behaviourist)
Focuses on how motor skills are learned through repetitive practice and reinforcement, with less emphasis on internal cognitive processes
Feedback and reinforcement (behaviourist)
importat for shaping and maintaining motor skills
- frequent practice and rewards can lead to improves performance and skill retention
What is lost with behaviourist approach is constantly externally motivated
Intrinsic motivation
Information processing learning model
Approach seeks to help students connect new info with what they already know (assimilation), or help students make sense intellectually of completely new info (accommodation)
2 Implications of information processing model
Skill development
Practice and automation
Skill development (info-processing)
Focuses on how efficiently info is processed and how errors in processing can affect motor performance
Practice and automation (info-processing)
Emphasizes the role of practice in improving the efficiency of info processing and automating motor skills to reduce cognitive load during performance
The cycle of information processing model
Feedback -> input -> decision making -> output ->feedback ->
Input
Your senses tell you what is happening
Decision making
Your brain decides what to do
Output
Your body carries out the action
Feedback
You find out whether or not you have been successful
Cognitive strategy approach
Advocates a sort of “guided discovery” experience
Students are placed in conditions that will most likely yield the desired learning
Implications of the cognitive strategy
Skill acquisition
Instruction and feedback
skill acquisition (cognitive approach)
Focuses on how learners process info, develop mental representations of movements, and use theses representations to guide performance
Instruction and feedback (cognitive)
Emphasizes the importance of clear instructions and feedback to help learners understand and improve their motor skills
