learning and performance Flashcards
what are the 3 stages of learning
cognitive
associative
autonomous
cognitive stage
- lack coordination
- large number of errors
- trial and error
- motor programme not developed
associative stage
- more smooth movement
- practice is used
- motor programmes start to form
autonomous stage
- motor programmes formed
- practice to stay expert
- no errors
define feedback and the types
feedback = information to aid error correction negative feedback: error correction intrinsic: from within positive: encouragement performance: about technique extrinsic: outside source results: about outcome
what feedback for cognitive performer
- positive for encouragement
- extrinsic as they have no knowledge
what feedback for an associative performer
extrinsic to refine movements
intrinsic
what feedback for an autonomous performer
negative
but intrinsic
plateau
period of no improvement in performance
drive reduction
an end of task period when performance may get worse
causes of a plateau
motivation boredom coaching limit to ability target too low fatigue
solutions to overcome a plateau
extended variety explained rest coach feedback
what are the methods of guidance
visual guidance
verbal
manual
mechanical
visual guidance
= guidance that can be seen to create a mental image that can be used as a reference in the future
- demonstration
- media
books
pros and cons of visual guidance
- good for beginners
- clear movement
- specific cues
- used to correct weakness
- demotivating if skill is beyond capacity
- contains too much info
- poor replication if inaccurate
verbal guidance
= an explanation, technical and detailed advice
- used in conjunction with visual guidance
pros and cons of verbal guidance
- good for all stages
- helps for a mental picture
- promotes tactics
- may misunderstand
- may be difficult to explain
- boring
- lose concentration
manual guidance
= physical support such as holding a gymnast on a vault
pros and cons of manual guidance
- all stages
- reduces fear and danger
- builds confidence
- over-reliant
- do not learn from mistakes
- difficult in large group situations
mechanical guidance
= an artificial aid
pros and cons of mechanical guidance
- builds confidence
- disabled athletes
- eliminate danger
- early feel for skill
- bad habit
- too dependant
- lessen motivation
what are the theories of learning
operant conditioning insight learning (gestaltist theories) constructivism (vygotsky) observational learning (bandura)
observational learning
= leanred by copying others
Attention - should be clear, bright, successful, accurate
Retention - should be meaningful and relevant
Motor reproduction - capable of doing task
Motivation - rewards, praise
Bandura
cognitive learning/ insight learning
Gestalt
= using experience and understanding to solve problems relating to whole skill
- thinking and understanding
- problem solving
- past experience
- seeking skill as whole
works because motivation and self satisfaction and better than being told
constructivism
Vygotsky
= leaning by association with others
learner uses zone of proximal development so asses what they need to do which are:
What i can do?
What i can do with help?
what I can’t do
stage 1 = inter psychological leaning (from others)
stage 2 = intra psychological learning (think and construct actions based on what they learnt)
- skills learned by MKO
operation conditioning
= use of reinforcement to link between stimulus and response
3 features
- based on trial and error learning
- coach might manipulate environment
- shapes behaviour by using reinforcement
learning
= change in behaviour as a result of practice
zone of proximal development
the next stage of learning based on the performers needs, expectations and current level of performance
satisfier
an action that promotes a pleasant feeling so that responses are repeated
annoyer
action that creates unease to promote the avoidance of incorrect responses
positive reinforcement
a pleasant stimulus after the correct response
negatie reinforcement
taking away an unpleasant stimulus after the correct response
punishment
an unpleasant stimulus to prevent incorrect actions occurring
