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PE- skill acquisition > learning and performance > Flashcards

learning and performance Flashcards

(108 cards)

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1
Q

what is learning

A

the relatively permanent change in behaviour as a result of practice or experience

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2
Q

what is performance

A

a temporary occurrence and is unpredictable, short term

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3
Q

what is the link between learning and performance

A

as learning takes place we usually see gradual improvement in performance

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4
Q

what are the 4 learning performance curves

A

linear
positively accelerated
negatively accelerated
plateau

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5
Q

what does the linear graph show

A

the rate of improvement is directly proportional to the number of practise sessions so constant improvement

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6
Q

what does the positively accelerated graph show

A

this shape shows that the individual has performed better in later sessions than in the earlier ones so rate of improvement is getting faster

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7
Q

what does the negatively accelerated graph show

A

shows that the individual has performed better in earlier sessions than in alter ones could be due to a fluke or boredom

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8
Q

what does the plateau graph show

A

no definite change in performance
often occurs when athlete is trying too much or is over tired

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9
Q

what is a learning plateau

A

no definite change in performance

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10
Q

what is drive reduction

A

an end of task period when performance may get worse you have succeeded so may have lost drive

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11
Q

what are the 3 stages of learning

A

cognitive
associative
autonomous

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12
Q

what are the key points of a cognitive phase

A

thinking and understanding
extrinsic feedback
slow movements
motor programmes
trial and error work
lots of error made
visual manual and verbal guidance are important

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13
Q

what are the key points of a associative phase

A

a long time in this phase
lots of practice
feedback may be more intrinsic
may model by copying professionals
movements are smoother

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14
Q

what are the key points of a associative phase

A

actions are fluent
performer can concentrate on fine details
motor programme is now fully developed
movement is detailed and specific
complicated and technical feedback can be given

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15
Q

what is a stimulus

A

any information that enters the body via sensory system

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16
Q

what is response

A

an action

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16
Q

what is practice

A

makes SR (stimulus- response) bond stronger which means we are learning, practice makes permanent

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17
Q

what are the key features of operant conditioning

A

based on trial and error
shapes behaviour
manipulates environment

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18
Q

what is operant conditioning

A

shaping behaviour through consequences
pleasant consequences will strengthen behaviour through positive and negative reinforcement
unpleasant consequences will weaken behaviour through punishment

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19
Q

what is positive reinforcement

A

strengthens behaviour by rewarding with a pleasant stimulus after something good
increases probability of increasing behaviour
eg good penalty flick in hockey receives praise from coach

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20
Q

what is negative reinforcement

A

taking away an unpleasant stimulus after correct response
increases probability of increasing behaviour
eg coach shouting to pass the ball

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21
Q

what is punishment

A

an unpleasant stimulus is given to prevent incorrect actions from happening again
weakens behaviour but also can create dislike and anger
eg penalty in football govern for a foul

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22
Q

what is reinforcement

A

the process which increases behaviour happening again it strengthens SR bond

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23
Q

what is social learning/observational learning

A

that we learn by observing others- observational learning, social reinforcement

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24
what does DARMMM stand for
demonstration attention retention motor reproduction motivation matching performance
25
what is DARMMM
how skills are taught through demonstration
26
which parts of DARMMM are cognitive
demonstration attention retention
27
which parts of DARMMM are phsyical
motor reproduction motivation matching performance
28
what is demonstration
demonstrate the skill by a significant other
29
what is attention
learner must be able to demonstrate using selective attention and teacher should highlight cues like attractiveness, respect, action is heard, seen, accurate
30
what is retention
the observer must remember the models performance
31
what is motor reproduction
the learner should attempt the skill but they must be physically able and need time to carry out skill
32
what is motivation
use positive reinforcement to increase motivation to imitate skills
33
what is matching performance
if the stages before are done correctly, the skill should be matched by performer
34
what is drive reduction theory
individuals are motivated to achieve their goals (drive) this leads to goal directed behaviour and once the skill has been mastered drive reduces and turns into reinforcement a new skill needs to be introduced otherwise inhibition will occur
35
what is inhibition
boredom
36
what does a coach have to do in the drive reduction theory
supply a new challenge once a skill is well learned in order to maintain drive it has to be more challenging
37
what happens if a skill is massed practised in drive reduction theory
the greater the inhibition
38
what is transfer of learning
the influence or effect that learning one task has on learning another
39
what is positive transfer
the learning of one skill or action helps the learning of another
40
example of positive transfer
tennis serve and volleyball serve
41
what is negative transfer
the learning of one skill hinders the learning of another
42
what is zero transfer
when learning of one skill has no effect on the learning of another
43
example of negative transfer
basketball and netball shooting (weight of the ball)
44
example of zero transfer
swimming and football
45
what is bi-lateral transfer
learning is transferred from limb to limb
46
what is proactive transfer
when a skill presently learned has an effect on future skills or tasks (can be positive negative or zero)
47
example of proactive transfer
completing drill at the start of session followed by a game assuming positive transfer will occur
48
what is retroactive transfer
when a skill presently being learned has an effect on previously learnt skills or tasks
49
example of retroactive transfer
tennis player playing badminton all summer and returning to it in september experiences negative transfer
50
what things can a coach do to make sure successful transfer of learning
- performer is aware of transfer - identify elements that may hinder learning - ensure original task is well learnt - planned program - make sessions realistic to competitive environment - eliminate bad habits - performer is well motivated (using rewards)
51
what is guidance
any information we give learners to help them develop their skills
52
what factors affect the type of guidance
- stage of learning of the individual (cognitive,associative, autonomous) - nature of activity - individual preferences
53
what are the 4 types of guidance
visual verbal mechanical manual
54
examples of visual guidance
demo picture video diagram
55
why would we use visual guidance
used to create a mental image that can be used as a point of reference
56
key points for a coach to remember to ensure visual guidance is effective
- clear image - accurate demos - must be able to see it clearly - highlight key point - relevant to age of performer - model must be attractive to performance - modification of the display to enhance information - must be given from different angles - use of mental rehersal - use of reinforcement to ensure retention
57
examples of verbal guidance
highlight key points give instructions give tactics saftey
58
key points for coaches to ensure verbal guidance is effective
concise and percise clear and accurate relevant to stage of learning undertandsatble to the age group used with visual guidance
59
what is manual guidance
giving support
60
what is mechanical
use of equipment of artificial aid
61
examples of manual
supporting gym move assisting a golf swing assisting a tennis serve
62
example of mechanical
scrum machine armbands bike stabilizers
63
advantages of visual guidance
- learner can see accurate performance - demos can be repeated - slow motion videos can be used - useful in all stages of learning - helps to form mental image
64
disadvantage of visual guidance
problems if no accurate image available
65
advantages of verbal guidance
effective questioning by coaches can enhance learning and understanding combined with visual can create a more visual picture for learner is immediate
66
disadvanatges of verbal guidnace
some verbal instructions are too long and complicated (beginners often have a short attention span due to limited capacity to process information) some movements cannot be explained accurately
67
advantages of manual and mechanical guidance
in unsafe activities can prevent performer making inacurate movements help with fear helps develop kinaesthetic awareness (the feel) of the motion useful in early stages of learning as teacher can move limbs to correct postition
68
disadvanatages of manual and mechanical guidance
performer can become dependent can give an unrealistic feeling causing the skill to be performed wrong without it
69
when is verbal guidance used
all stages of learning cognitive- simple explanations autonomous- more in depth
70
when is visual guidance used
all stages of learning
71
when should manual mehcanical guidance be used
all stages of learning cognitive- help learner get the feel for the skill autonomous- for safety
72
what are some factors that may be considered by coaches to optimise learning when presenting practices
- amount of information to process - previous experience of performer - personality - nature of skill - amount of technical knowledge required - facilities and time available - size and structure of the group
73
what is the whole method of practise
learner performs the skill as a complete unit or whole action
74
what is the part method of practise
skill is broken into its components that are then learnt seperately
75
what is the whole part whole method of practise
the whole skill is firstly attempted then broken into parts due to errors and then rest of skill is attempted again
76
what is the progressive part method of practise
parts are progressively built upon eg A AB ABC ABCD ABCDE
77
when to use whole method of practise
when the skill is continuous and cannot be broken down into sub routines
78
when to use the part method of practise
when the skill level is low in organisation and when learning serial and complex skills
79
advantages/ disadvantages of whole method of practise
+ perfromer gets to know the feel of the whole skill + learning can be quicker - unsuitable for complex skill
80
advantages/ disadvantages of part method of practise
+provides ealry success + safer + allows coach to focus on particular parts of the skill - some performers experience difficulty in putting parts back together - continuity of the skill is lost - reduces kinaesthetic awareness
81
what is a cognitive explanation for mental rehearsal
thinking about strategies and tactics can help a performer make the correct decision
82
what is a nueromuscular explanation for mental rehearsal
the muscular neurons fire as if the muscle is actually active the contractions are very small
83
what is a confidence explanation for mental rehearsal
can improve confidence of performers as when performing metal rehearsal the performer concentrates on successful and correct performance
84
what is massed practise
no rest periods repeats of the skill
85
what is distributed practice
frequent rest periods or practicing skill while completing other training
86
when to use fixed practise
learning closed skills practice sessions do not change
87
when to use variable practise
learning open skills (lots of decision making involved in the competitive performance)
88
when to use massed practise
simple skills practise needs to be done in a fatigued situation practise time is short experienced performers repeats of skill with little to no rest
89
when to use distributed practice
when learning a new or complex skill danger of injury if the performer is fatigued short attention span low motivation
90
when to use mental practice
dangerous situations improve confidence during warm up
91
analysis of fixed practice
+ promotes over learning - doesnt always prepare performers for when things go wrong
92
analysis of variable practice
+ can practice in more realistic situations - difficult to simulate appropriate competitive situations
93
analysis of massed practice
+ good for grooving skills + learning discrete skills of short duration - lead to fatigue and boredom
94
analysis of distributed practice
+learning most skills + time to recover physically and mentally + good for potentially dangerous situations
95
analysis of mental practice
+improves confidence of performer - not effective as physical practice when used on its own
96
what is feedback
the information that is available to the performer either during or after performing
97
3 functions of feedack
M motivate R reinforce I informs
98
feedback is most effective when
accurate concise immediate easily understood truthful
99
what is intrinsic feedback
comes from inside the perfromer and is recieved through sense organs (can be kinaesthetic, equilibrium, touch)
100
what is extrinsic feedback
comes from an outside source can be tangible and non tangible
101
what is knowledge of results
information about end result
102
what is knowledge of performance
detailed analysis of the action how well the response is being performed
103
what is positive feedback
what is going well reinforces skill so it will be repeated
104
what is negative feedback
info about an unsuccessful action whihc can be used to change actions later appriciated my autonomous so they can work on weaknesses
105
what is terminal feedback
feedback after performance can be immediate or delayed
106
what is concurrent feedback
feedback is given during performance intrinsic or extrinsic
107
what are the 5 key principles of effective feedback
posittive specific and consitent immediate frequently accurate

PE- skill acquisition (2 decks)

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