Factors That Influence Learning (part 4)

Question 1

transfer of learning

Answer 1

how previous learning affects current learning

Question 2

how can effect of previous learning on current learning be categorized

Answer 2

positive, negative or neutral

Question 3

bilateral transfer

Answer 3

refers to hand or foot motor skills transferring to opposite hand or foot

Question 4

intertask transfer

Answer 4

what you learn in one task or skill transferring to another task or skill
e.g., raquetball to tennis

Question 5

intratask transfer

Answer 5

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

Question 6

examples of intertask

Answer 6

• 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

Question 7

examples of intratask

Answer 7

• 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

Question 8

what can teachers do for bilateral transfer

Answer 8

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

Question 9

with intertask, the more component parts two tasks have in common

Answer 9

the easier it is for the student to experience positive transfer

Question 10

what does teacher need to do for intertask trasnfer

Answer 10

needs to related new tasks to previously learned tasks that are very similar

Question 11

what is reccomended for teaching intratask transfer

Answer 11

moving from easy to more complex

Question 12

more the practice situation resembles game situation

Answer 12

more likely positive transfer will occur

Question 13

more a skill is learned, more likely that

Answer 13

learning will transfer to the development of a similar skill or be applied in a more competitive environment

Question 14

how can positive transfer be facilitated

Answer 14

by teacher providing important instructional cues to aid the students in making connections

Question 15

what are examples of motor abilities that are related to specific motor skills

Answer 15

gross body coordination, static and dynamic balance, strength of particular muscle groups, and eye/foot coordination

Question 16

what is the importance of each motor ability

Answer 16

Depends on the skill that is to be learned

Question 17

what sets the limit of motor abilities

Answer 17

• generally accepted that genetics does
• development is influenced by environment

Question 18

why should teachers not label students as being capable or incapable of learning specific motor skills

Answer 18

• 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

Question 19

another reason we cannot label students

Answer 19

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

Question 20

what is the connection between intelligence and motor skill acquisition

Answer 20

no link between academic ability and motor skill proficiency

Question 21

what may students with low academic ability benefit from

Answer 21

altered teaching style but once learned, their ability to execute a motor skill is unhindered

Question 22

what should teachers do when working with elementary age and students who have little experience with a content area

Answer 22

keep learning active and concrete

Question 23

what should teachers limit for students who have not had a great deal of experience

Answer 23

problem solving activities and attempts to deal abstractly with ideas they have not had experience with

Question 24

as students get older and become more experienced with content

Answer 24

work can become more abstract and appropriate

Question 25

part of cognitive anxiety

Answer 25

performance anxiety and fear of failure generated by thoughts of athletes

Question 26

what is their an inverse relationship between for cognitive anxiety

Answer 26

athletes levels of cognitive anxiety and their sport performance levels
- higher the levels of cognitive anxiety the lower their levels of sport performance

Question 27

what are 5 parts of developing motor learning for high school athletes

Answer 27

1. understanding of learning models
2. application of motor learning states
3. skill selection and instruction
4. understand the nature of motor skills
5. planning, communication and critical thinking