Learning & Performance Flashcards
Fitts and Posner’s 3 stage model of learning:
Cognitive stage - development of basic patterns
Associative stage - refinement of movement pattern
Autonomous stage - performance of movement virtually automatic
Main characteristics of cognitive stage are:
- Technical information crucial, to develop appropriate motor programme
- Mental image, demonstrations, guidance and key cues
- Visualisation - making it more relevant
- Reinforcement
- Breaking the skill down into key components
- Various mistakes
- Command style of teaching
- Full attention on performance
Main characteristics of associative stage:
- Performance close to the correct model
- Rapid improvement
- More efficient and aesthetically pleasing skill
- More complex feedback
- Training became more varied and competitive
- Specific teaching points
- Able to detect mistakes and correct them
- Intrinsic and kinaesthetic feedback
Main characteristics of autonomous stage:
- Perform without thinking
- Performance looks effortless
- Skills and information processed easily
- Concentrate on higher level strategies, tactics, decision making
- Elite level
- Consistent technique
- Little thought
- No focus on technique - ingrained and consistent
- Self-evaluation
Intrinsic/internal/inherited feedback is…
Feedback that the performer receives from proprioceptors (state of muscle contraction, joint position)
Known as KINAESTHETIC feedback
Extrinsic/External/Augmented feedback:
Feedback that is received from the outside through our senses, often given by coaches, teammates, teachers
Linked to knowledge of results
Positive feedback is…
Feedback received when performance or the performer has been successful
Strengthens the likelihood of the action being repeated
Negative feedback is…
Received after unsuccessful performance
Can be internal or external
Terminal feedback is…
Feedback given after the performance
May be delayed
Concurrent/contiguous feedback is…
Feedback received during performance
Often internal from proprioceptors
Could also be from a coach
Feedback at cognitive stage is:
Positive External Terminal Knowledge of results Right or wrong
Feedback at associative stage is:
Positive/negative
Internal/external
Terminal/concurrent
Feedback at autonomous stage is:
Internal Negative Concurrent Knowledge of performance Critical of how they perform
A learning plateau is a …
Period of no improvement in performance
A learning plateau occurs when a learner…
Stops progressing and no improvement is evident
Reasons why a plateau occurs are:
- Learner physically not ready to make improvement or go to the next stage
- Learner lacks the ability to develop or modify current skills
- Early faulty skill learning means that the learner is unable to master the next step
- Fatigue -learner is simple too tied to make any further progress
- The next stage is too high or complex for the learner
- Boredom due to lack of variety of length of practice
- Motivation: performer lacks the desire to move on - goals set too high
Overcome a learning plateau by:
- Ensure learner is physically ready for next step
- Take a break to realise the enjoyment of that sport
- Reset the goal to an achievable level
- Avoid fatigue and boredom by breaking the practice session into shorter time periods
- Break the skill down into component parts
- Allow time for mental rehearsal
- Try to generate more motivation and enthusiasm by providing external rewards or by providing opposition
4 types of performance curve:
Positive
Negative
Linear
S-shaped
Positive performance curve shows…
Slight gain in early improvement but great improvement later on
Negative performance curve shows:
Early improvement but led down during latter practice as tactics and more detailed structure hard to understand
Linear performance curve shows:
Proportional increase in performance over time
S-shaped shows:
Combination of performance curves
Motivation is…
Internal states and external pressures that direct an individual towards a goal or a course of action
Main types of motivation are:
Intrinsic
Extrinsic
Intrinsic motivation is…
The drive that comes from within, the need to achieve something for personal satisfaction, a sense of mastery, a sense of accomplishment.
The reward may be feelings of greater self-worth, status
Extrinsic motivation is…
The drive we experience when we are offered an external reward, prize, medal, money, or praise from another individual
External rewards may be divided into tangible and intangible
Tangible rewards are…
Those rewards that can be touched/held or have physical substance, e.g. Medals/trophies/money
Intangible rewards are…
External rewards that cannot be touched, e.g. Cheers from the crowd, praise form coach, teammates
Intrinsic and extrinsic rewards both…
Overlap
Intrinsic is better than extrinsic for many reasons:
Extrinsic rewards lose their power
If focus is purely on extrinsic rewards then the enjoyment of the activity can decrease
Extrinsic reward may not be valued by the performer, e.g. Another one
Individuals can become dependant on extrinsic rewards
Too many extrinsic rewards can lead to pressure and cheating
Although external rewards may play a part in motivating learned they should always be linked to feelings of…
Accomplishment, success and increased self-worth (intrinsic rewards developed)
A coach could motivate a group of performers, of differing abilities, who regularly practise together by…
Allowing handicap races/groups of similar abilities
Use of external rewards/prizes
Make it fun
Use of role models
Praise/verbal encouragement
Emphasise personal improvement/set goals
Avoid punishment
