Factors That Influence Learning (part 2) Flashcards
When teachers emphasize a behaviourist or information processing learning model what instruction is used
Direct instruction
when teachers emphasize a cognitive strategy learning model what instruction is used
Indirect instruction
Why does behaviourist model fit well with direct instruction
- easier to give positive reinforcement
- teacher loses control if using indirect
- from safety perspective need to be there
What do direct and indirect approaches depend on
On the needs of the learner and the nature of what is being taught
What will most teachers do with the different learning models
Flow between them
Dynamical systems theory
one of the more popular theories for explaining movement responses
What does the dynamical systems theory suggest
Movement responses are controlled by 3 categories of constraints
Organismic (the body)
Environment (social and physical)
Task (what body is being asked to do)
Organismic constraints
Refer to physical ability and maturity level of the learner
Environment constraints
Refer to physical and social environment considerations (e.g., weather -physical, toxic masculinity - social)
Task constraints
Refer to practical things like equipment and the rules of the game
Stages of motor learning
- cognitive stage
- associative stage
- automatic stage
Cognitive stage
Learner is simply trying to make sense of what is required by the skill (beginner)
associative stage
Learner is trying to coordinate the different parts of the skill (intermediate)
Automatic stage
Learner no longer has to concentrate on the skill
Been placed in a lower brain center which leaves the learner free to concentrate on other things (intermediate to expert)
What does the learner rely on in cognitive stage
Info- visual and auditory - to try and understand what to do
Learner has to think clearly and carefully about each aspect of the skill and how the different aspects go together
Why are more general movement patterns more common in cognitive stage
Because learner has not yet developed the neural pathways for more refined movement patterns
What is helpful for cognitive stage learner
Demonstration
Need to see, and if possible, feel the proper skill execution
What has research shown about the cause of fear of failure
Caused by fear of aversive consequences of failure
(Fine to fail, consequences that matter)
What are the 5 aversive consequences associated with fear of failure in individuals
- feeling of shame and embarrassment
- feeling a decline in self-esteem
- Feeling they ave disappointed important others
- Feeling important others are less interested in them
- Feeling they have negatively affected their future prospects
When is fear of failure much more an issue
Cognitive stage
- don’t know if doing correctly (competence)
- dont have confidence that doing correctly
How can teacher manage fear of failure
- structure the class experience to minimize potential consequences
- as student work to become more proficient, should not experience isolation or situations where they are on public display
- they should not be subjected to challenge of social comparison (e.g., teacher selects teams)
In the in between associative stage what is the learner now able to being embracing
Expanding skill challenges (e.g., shooting a bball while being more closely defended)
What will the learner still not demonstrate in the associative stage
Consistency of skill execution
- beginning of a transition from more general movement patterns to more refined
How long can someone be in associative stage
Very long time - especially with complex skills
Appropriate and accurate teacher feedback is very important at this time
- may never move out of this stage
- why group instruction is hard
What is the goal of all motor learning
For skill to become automatic
Learner does not have to intentionally think about skill execution
Demonstrate consistency of skill execution
Automatic stage
At automatic stage what can the learner apply their skill to
In more and more challenging environments (e..g, more relationships)
The higher levels of functioning in cognitive learning result in increased cognitive processing whereas what happens in motor skill acquisition
Higher levels of learning in motor skill acquisition result in less cognitive processing
Increase skill, decrease cognitive function
What is the objective of motor skill learning
Have learners not focused on their (motor) response
Examples of how a teacher can structure their instructional plan to maximize the students’ learning experience
- equalize competition
- skilled paired with less skilled
- divide by skill level
Beginnner
Body and space
intermediate
Body, Space and force
Advanced
Body, space, Force and relationships
Movement patterns (10)
Sending
Receiving
Accompanying
Evading
Locomotions
Landings
Statics
Swings
Rotations
Springs
5 requirements needed to learn a motor skill
Prerequisites
Clear idea of the task
Motivational/attentional disposition to the skill
Practice
Feedback
What do prerequisites for motor skill learning often involve
- learner having mastered some preliminary skills and abilities that are easier but related
- learner having reached a certain level of physical maturation (e.g., strength and flexibility)
What is it important that teachers do in relation to prerequisites
Do not assume students have attained the level of physical maturation or mastered the preliminary skills necessary to learn a particular motor skill
In relation to prerequisites, what may be an issue if motor skills are not being performed proficiently
Student may not have the foundational skill or strength to perform the skill
When learner has prerequisites for skill what is the next important step
Determine if they understand what they are being asked to do (clear idea of the task)
Why do most skill-learning problems occur
The learners do not have a clear vision in their minds of what they are being asked to do
What do teachers need to provide for a clear idea of the task
Clear and specific instructions so they can develop, in their minds, motor programs that they than activate to facilitate movement
Motor programs
Memory representation for a pattern of movement that is rather abstract and usually does not involve a specific movement performed by a specific set of muscles and limbs but a pattern that is general to a variety of responses
What does good instruction facilitate
Acquisition of accurate motor programs
Good demonstrations and careful selection of info given to learners
Why is the motor program an important idea
It emphasizes the extreme importance of cognitive function in motor skill acquisition
What do most problems with motor skill development have to do with
The faulty installation of a motor program, or the faulty interpretation of a motor program
Motivational/attentional disposition to skill
World of nurturing within students the desire to a learn a skill
What is the best way to nurture motivational/attentional disposition to skill
Try and make the learning meaningful to the student
In addition to enhancing student motivation, what does meaningfulness enhance
The actual learning process because our brains are wired to more effectively process info we find most relevant
What is a practice plan essential for
As motor skills are learned as motor programs that are general and not specific to muscle groups
What do motor programs allow a learner to do
More easily adapt movement patterns to different situations
Why are motor programs less consistent and more variable
Because they are not learned as a specific set of instructions for a particular set of muscles
Practice of motor skills is essential for what
Developing and refining the motor program and reducing variability
Specific practice plan should be put in place before instruction
Feedback refers to
Information being provided to learners about how they are doing
How can learners receive feedback
Internally (e.g., their own kinaesthetic sense) and externally (e.g., teacher comments)
What does a teacher need before beginning instruction
Feedback philosophy
What does feedback need to be
Specific, prioritized, and free of judgment
Needs to make room for further student attempts
What is the most important requirement for learning a motor skill
Feedback
So issues can be fixed and faulty movement patterns don’t develop
What should feedback regarding motor skills primarily focus on
On the technique rather than the outcome (ex: how you got the goal)
What is the rationale for the focus on techniques not outcome
Centers around thought that good motor skill technique will lead to good motor skill outcomes
Example of focus on technique
Good bball jump shooting technique should lead to more made jump shots
What are required to improve motor skill proficiency
Patience, passion, and perseverance- grit
Important quality for students to possess to facilitate the development of motor skill proficiency
Grit
