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Kin 240 > Factors That Influence Learning (part 2) > Flashcards

Factors That Influence Learning (part 2) Flashcards

1
Q

When teachers emphasize a behaviourist or information processing learning model what instruction is used

A

Direct instruction

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2
Q

when teachers emphasize a cognitive strategy learning model what instruction is used

A

Indirect instruction

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3
Q

Why does behaviourist model fit well with direct instruction

A
  • easier to give positive reinforcement
  • teacher loses control if using indirect
  • from safety perspective need to be there
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4
Q

What do direct and indirect approaches depend on

A

On the needs of the learner and the nature of what is being taught

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5
Q

What will most teachers do with the different learning models

A

Flow between them

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6
Q

Dynamical systems theory

A

one of the more popular theories for explaining movement responses

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7
Q

What does the dynamical systems theory suggest

A

Movement responses are controlled by 3 categories of constraints
Organismic (the body)
Environment (social and physical)
Task (what body is being asked to do)

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8
Q

Organismic constraints

A

Refer to physical ability and maturity level of the learner

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9
Q

Environment constraints

A

Refer to physical and social environment considerations (e.g., weather -physical, toxic masculinity - social)

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10
Q

Task constraints

A

Refer to practical things like equipment and the rules of the game

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11
Q

Stages of motor learning

A
  • cognitive stage
  • associative stage
  • automatic stage
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12
Q

Cognitive stage

A

Learner is simply trying to make sense of what is required by the skill (beginner)

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13
Q

associative stage

A

Learner is trying to coordinate the different parts of the skill (intermediate)

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14
Q

Automatic stage

A

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)

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15
Q

What does the learner rely on in cognitive stage

A

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

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16
Q

Why are more general movement patterns more common in cognitive stage

A

Because learner has not yet developed the neural pathways for more refined movement patterns

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17
Q

What is helpful for cognitive stage learner

A

Demonstration
Need to see, and if possible, feel the proper skill execution

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18
Q

What has research shown about the cause of fear of failure

A

Caused by fear of aversive consequences of failure
(Fine to fail, consequences that matter)

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19
Q

What are the 5 aversive consequences associated with fear of failure in individuals

A
  1. feeling of shame and embarrassment
  2. feeling a decline in self-esteem
  3. Feeling they ave disappointed important others
  4. Feeling important others are less interested in them
  5. Feeling they have negatively affected their future prospects
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20
Q

When is fear of failure much more an issue

A

Cognitive stage
- don’t know if doing correctly (competence)
- dont have confidence that doing correctly

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21
Q

How can teacher manage fear of failure

A
  • 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)
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22
Q

In the in between associative stage what is the learner now able to being embracing

A

Expanding skill challenges (e.g., shooting a bball while being more closely defended)

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23
Q

What will the learner still not demonstrate in the associative stage

A

Consistency of skill execution
- beginning of a transition from more general movement patterns to more refined

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24
Q

How long can someone be in associative stage

A

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

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25
Q

What is the goal of all motor learning

A

For skill to become automatic
Learner does not have to intentionally think about skill execution

26
Q

Demonstrate consistency of skill execution

A

Automatic stage

27
Q

At automatic stage what can the learner apply their skill to

A

In more and more challenging environments (e..g, more relationships)

28
Q

The higher levels of functioning in cognitive learning result in increased cognitive processing whereas what happens in motor skill acquisition

A

Higher levels of learning in motor skill acquisition result in less cognitive processing
Increase skill, decrease cognitive function

29
Q

What is the objective of motor skill learning

A

Have learners not focused on their (motor) response

30
Q

Examples of how a teacher can structure their instructional plan to maximize the students’ learning experience

A
  • equalize competition
  • skilled paired with less skilled
  • divide by skill level
31
Q

Beginnner

A

Body and space

32
Q

intermediate

A

Body, Space and force

33
Q

Advanced

A

Body, space, Force and relationships

34
Q

Movement patterns (10)

A

Sending
Receiving
Accompanying
Evading
Locomotions
Landings
Statics
Swings
Rotations
Springs

35
Q

5 requirements needed to learn a motor skill

A

Prerequisites
Clear idea of the task
Motivational/attentional disposition to the skill
Practice
Feedback

36
Q

What do prerequisites for motor skill learning often involve

A
  • 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)
37
Q

What is it important that teachers do in relation to prerequisites

A

Do not assume students have attained the level of physical maturation or mastered the preliminary skills necessary to learn a particular motor skill

38
Q

In relation to prerequisites, what may be an issue if motor skills are not being performed proficiently

A

Student may not have the foundational skill or strength to perform the skill

39
Q

When learner has prerequisites for skill what is the next important step

A

Determine if they understand what they are being asked to do (clear idea of the task)

40
Q

Why do most skill-learning problems occur

A

The learners do not have a clear vision in their minds of what they are being asked to do

41
Q

What do teachers need to provide for a clear idea of the task

A

Clear and specific instructions so they can develop, in their minds, motor programs that they than activate to facilitate movement

42
Q

Motor programs

A

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

43
Q

What does good instruction facilitate

A

Acquisition of accurate motor programs
Good demonstrations and careful selection of info given to learners

44
Q

Why is the motor program an important idea

A

It emphasizes the extreme importance of cognitive function in motor skill acquisition

45
Q

What do most problems with motor skill development have to do with

A

The faulty installation of a motor program, or the faulty interpretation of a motor program

46
Q

Motivational/attentional disposition to skill

A

World of nurturing within students the desire to a learn a skill

47
Q

What is the best way to nurture motivational/attentional disposition to skill

A

Try and make the learning meaningful to the student

48
Q

In addition to enhancing student motivation, what does meaningfulness enhance

A

The actual learning process because our brains are wired to more effectively process info we find most relevant

49
Q

What is a practice plan essential for

A

As motor skills are learned as motor programs that are general and not specific to muscle groups

50
Q

What do motor programs allow a learner to do

A

More easily adapt movement patterns to different situations

51
Q

Why are motor programs less consistent and more variable

A

Because they are not learned as a specific set of instructions for a particular set of muscles

52
Q

Practice of motor skills is essential for what

A

Developing and refining the motor program and reducing variability
Specific practice plan should be put in place before instruction

53
Q

Feedback refers to

A

Information being provided to learners about how they are doing

54
Q

How can learners receive feedback

A

Internally (e.g., their own kinaesthetic sense) and externally (e.g., teacher comments)

55
Q

What does a teacher need before beginning instruction

A

Feedback philosophy

56
Q

What does feedback need to be

A

Specific, prioritized, and free of judgment
Needs to make room for further student attempts

57
Q

What is the most important requirement for learning a motor skill

A

Feedback
So issues can be fixed and faulty movement patterns don’t develop

58
Q

What should feedback regarding motor skills primarily focus on

A

On the technique rather than the outcome (ex: how you got the goal)

59
Q

What is the rationale for the focus on techniques not outcome

A

Centers around thought that good motor skill technique will lead to good motor skill outcomes

60
Q

Example of focus on technique

A

Good bball jump shooting technique should lead to more made jump shots

61
Q

What are required to improve motor skill proficiency

A

Patience, passion, and perseverance- grit

62
Q

Important quality for students to possess to facilitate the development of motor skill proficiency

A

Grit

Kin 240 (15 decks)

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