learning and performance Flashcards
what is learning
the relatively permanent change in behaviour as a result of practice or experience
what is performance
a temporary occurrence and is unpredictable
what is the link between learning and performance
as learning takes place we usually see gradual improvement in performance
what are the 4 learning performance curves
linear
positively accelerated
negatively accelerated
plateau
what does the linear graph show
the rate of improvement is directly proportional to the number of practise sessions so constant improvement
what does the positively accelerated graph show
this shape shows that the individual has performed better in later sessions than in the earlier ones so rate of improvement is getting faster
what does the negatively accelerated graph show
shows that the individual has performed better in earlier sessions than in alter ones could be due to a fluke or boredom
what does the plateau graph show
often occurs when athlete is trying too much or is over tired
what is a learning plateau
no definite change in performance
what is drive reduction
an end of task period when performance may get worse you have succeeded so may have lost drive
what are the 3 stages of learning
cognitive
associative
autonomous
what are the key points of a cognitive phase
thinking and understanding
extrinsic feedback
slow movements
motor programmes
trial and error work
lots of error made
visual manual and verbal guidance are important
what are the key points of a associative phase
a long time in this phase
lots of practice
feedback may be more intrinsic
may model by copying professionals
movements are smoother
what are the key points of a associative phase
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
what is a stimulus
any information that enters the body via sensory system
what is response
an action
what is practice
makes SR (stimulus- response) bond stronger which means we are learning, practice makes permanent
what are the key features of operant conditioning
based on trial and error
shapes behaviour
manipulates environment
what is operant conditioning
shaping behaviour through consequences
pleasant consequences will strengthen behaviour through positive and negative reinforcement
unpleasant consequences will weaken behaviour through punishment
what is positive reinforcement
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
what is negative reinforcement
taking away an unpleasant stimulus after correct response
increases probability of increasing behaviour
eg coach shouting to pass the ball
what is punishment
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
what is reinforcement
the process which increases behaviour happening again it strengthens SR bond
what is social learning
that we learn by observing others- observational learning, social reinforcement
what does DARMMM stand for
demonstration
attention
retention
motor reproduction
motivation
matching performance
what is DARMMM
how skills are taught through demonstration
which parts of DARMMM are cognitive
demonstration
attention
retention
which parts of DARMMM are phsyical
motor reproduction
motivation
matching performance
what is demonstration
demonstrate the skill by a significant other
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
what is retention
the observer must remember the models performance
what is motor reproduction
the learner should attempt the skill but they must be physically able and need time to carry out skill
what is motivation
use positive reinforcement to increase motivation to imitate skills
what is matching performance
if the stages before are done correctly, the skill should be matched by performer
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
what is inhibition
boredom
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
what happens if a skill is massed practised in drive reduction theory
the greater the inhibition
what is transfer of learning
the influence or effect that learning one task has on learning another
what is positive transfer
the learning of one skill or action helps the learning of another
example of positive transfer
tennis serve and volleyball serve
what is negative transfer
the learning of one skill hinders the learning of another
what is zero transfer
when learning of one skill has no effect on the learning of another
example of negative transfer
basketball and netball shooting (weight of the ball)
example of zero transfer
swimming and football
what is bi-lateral transfer
learning is transferred from limb to limb
what is proactive transfer
when a skill presently learned has an effect on future skills or tasks (can be positive negative or zero)
example of proactive transfer
completing drill at the start of session followed by a game assuming positive transfer will occur
what is retroactive transfer
when a skill presently being learned has an effect on previously learnt skills or tasks
example of retroactive transfer
tennis player playing badminton all summer and returning to it in september experiences negative transfer
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)
what is guidance
any information we give learners to help them develop their skills
what factors affect the type of guidance
- stage of learning of the individual (cognitive,associative, autonomous)
- nature of activity
- individual preferences
what are the 4 types of guidance
visual
verbal
mechanical
manual
examples of visual guidance
demo
picture
video
diagram
why would we use visual guidance
used to create a mental image that can be used as a point of reference
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
examples of verbal guidance
highlight key points
give instructions
give tactics
saftey
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
what is manual guidance
giving support
what is mechanical
use of equipment of artificial aid
examples of manual
supporting gym move
assisting a golf swing
assisting a tennis serve
example of mechanical
scrum machine
armbands
bike stabilizers
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
disadvantage of visual guidance
problems if no accurate image available
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
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
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
disadvanatages of manual and mechanical guidance
performer can become dependent
can give an unrealistic feeling causing the skill to be performed wrong without it
when is verbal guidance used
all stages of learning
cognitive- simple explanations
autonomous- more in depth
when is visual guidance used
all stages of learning
when should manual mehcanical guidance be used
all stages of learning
cognitive- help learner get the feel for the skill
autonomous- for safety
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
what is the whole method of practise
learner performs the skill as a complete unit or whole action
what is the part method of practise
skill is broken into its components that are then learnt seperately
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
what is the progressive part method of practise
parts are progressively built upon
eg A AB ABC ABCD ABCDE
when to use whole method of practise
when the skill is continuous and cannot be broken down into sub routines
when to use the part method of practise
when the skill level is low in organisation and when learning serial and complex skills
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
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
what is a cognitive explanation for mental rehearsal
thinking about strategies and tactics can help a performer make the correct decision
what is a nueromuscular explanation for mental rehearsal
the muscular neurons fire as if the muscle is actually active the contractions are very small
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
what is massed practise
no rest periods
what is distributed practice
frequent rest periods
when to use fixed practise
learning closed skills
when to use variable practise
learning open skills
(lots of decision making involved in the competitive performance)
when to use massed practise
simple skills
practise needs to be done in a fatigued situation
practise time is short
experienced performers
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
when to use mental practice
dangerous situations
improve confidence
during warm up
analysis of fixed practice
+ promotes over learning
- doesnt always prepare performers for when things go wrong
analysis of variable practice
+ can practice in more realistic situations
- difficult to simulate appropriate competitive situations
analysis of massed practice
+ good for grooving skills
+ learning discrete skills of short duration
- lead to fatigue and boredom
analysis of distributed practice
+learning most skills
+ time to recover physically and mentally
+ good for potentially dangerous situations
analysis of mental practice
+improves confidence of performer
- not effective as physical practice when used on its own
what is feedback
the information that is available to the performer either during or after performing
3 functions of feedack
M motivate
R reinforce
I informs
feedback is most effective when
accurate
concise
immediate
easily understood
truthful
what is intrinsic feedback
comes from inside the perfromer and is recieved through sense organs
(can be kinaesthetic, equilibrium, touch)
what is extrinsic feedback
comes from an outside source
can be tangible and non tangible
what is knowledge of results
information about end result
what is knowledge of performance
detailed analysis of the action
how well the response is being performed
what is positive feedback
what is going well
reinforces skill so it will be repeated
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
what is terminal feedback
feedback after performance
can be immediate or delayed
what is concurrent feedback
feedback is given during performance
intrinsic or extrinsic
what are the 5 key principles of effective feedback
posittive
specific and consitent
immediate
frequently
accurate
