Factors That Influence Learning (part 4) Flashcards
transfer of learning
how previous learning affects current learning
how can effect of previous learning on current learning be categorized
positive, negative or neutral
bilateral transfer
refers to hand or foot motor skills transferring to opposite hand or foot
intertask transfer
what you learn in one task or skill transferring to another task or skill
e.g., raquetball to tennis
intratask transfer
transfer or skill learned in one condition to the execution of that skill in another condition
e.g., learning to dribble with dominant hand can transfer to your non-dominant
examples of intertask
- improving hand eye coordination by hitting baseball will transfer to hand eye coordination in other activities
- improving balance and edge work in hockey will transfer to improved balance and edge work in skiing
- improved finger dexterity while knitting will transfer to improved finger dexterity while playing piano
examples of intratask
- improved foot work skill for tennis serve will transfer to foot work skills for overhand smash shot
- improving golf backswing wile hitting a drive will transfer to your backswing while hitting fairway shot
- beach vball improves on court
what can teachers do for bilateral transfer
recommendation that teachers work with students on their dominant side first and then once reasonable proficiency level has been reached, move to non-dominant side
with intertask, the more component parts two tasks have in common
the easier it is for the student to experience positive transfer
what does teacher need to do for intertask trasnfer
needs to related new tasks to previously learned tasks that are very similar
what is reccomended for teaching intratask transfer
moving from easy to more complex
more the practice situation resembles game situation
more likely positive transfer will occur
more a skill is learned, more likely that
learning will transfer to the development of a similar skill or be applied in a more competitive environment
how can positive transfer be facilitated
by teacher providing important instructional cues to aid the students in making connections
what are examples of motor abilities that are related to specific motor skills
gross body coordination, static and dynamic balance, strength of particular muscle groups, and eye/foot coordination
what is the importance of each motor ability
Depends on the skill that is to be learned
what sets the limit of motor abilities
- generally accepted that genetics does
- development is influenced by environment
why should teachers not label students as being capable or incapable of learning specific motor skills
- there is not a strong relationship between how fast a person learns a motor skill and how well they learn it
- more encouraging a teacher is the more likely students are to work toward developing as much as they can
another reason we cannot label students
children may display higher or lower levels of motor ability because of their developmental maturity
current level of motor ability may or may not accurately represent their potential
what is the connection between intelligence and motor skill acquisition
no link between academic ability and motor skill proficiency
what may students with low academic ability benefit from
altered teaching style but once learned, their ability to execute a motor skill is unhindered
what should teachers do when working with elementary age and students who have little experience with a content area
keep learning active and concrete
what should teachers limit for students who have not had a great deal of experience
problem solving activities and attempts to deal abstractly with ideas they have not had experience with
as students get older and become more experienced with content
work can become more abstract and appropriate
part of cognitive anxiety
performance anxiety and fear of failure generated by thoughts of athletes
what is their an inverse relationship between for cognitive anxiety
athletes levels of cognitive anxiety and their sport performance levels
- higher the levels of cognitive anxiety the lower their levels of sport performance
what are 5 parts of developing motor learning for high school athletes
- understanding of learning models
- application of motor learning states
- skill selection and instruction
- understand the nature of motor skills
- planning, communication and critical thinking
