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PE Studies > Motor Coaching And Learning > Flashcards

Motor Coaching And Learning Flashcards

1
Q

Transfer of Learning Definition

A

The gain or loss in proficiency of a skill as a result of practice on a different skill.

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2
Q

Positive Effects of Transfer of Learning

A

Occurs when a previous experience facilitates performance of a skill in a new context or the learning of a new skill. Eg. Throwing a ball positively facilitates throwing a javelin.

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3
Q

Negative Effects of Transfer Of Learning

A

Occurs when a previous experience inhibits/negatively affects performance of a skill in a new context or the learning of a new skill. Eg. Learning that you cannot step in netball will physically inhibit a persons movement with the ball when playing basketball.

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4
Q

Zero Effects of Transfer of Learning

A

Occurs when a previous experience has no influence on the performance of a new skill or the learning of a new skill. Eg. Swimming to volleyball

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5
Q

Skill-to-skill Transfer of Learning

A

Occurs when a previous experience or practice of a skill impacts the execution of the skill in a new context or the performance of a new skill. Eg. Batting in cricket and then learning to swing in golf.

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6
Q

Proactive Skill to Skill Transfer of Learning

A

Occurs when skills practiced in the past have an effect on motor skills that you will learn in the future. Eg. Batting in cricket will positively effect learning to bat in baseball.

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7
Q

Retroactive Skill to Skill Transfer of Learning

A

A skill that you have learnt previously is altered by a new skill that you learn. Eg. The skill of shooting in basketball will be negatively affected when an athlete learns to shoot in netball.

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8
Q

Theory to Practice Transfer of Learning

A

Refers to transferring knowledge of sport or skill into the actual performance. Eg. A coach shows/tells you what to do and you put it into action (AFL).

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9
Q

Training to Competition Transfer of Learning

A

To increase the positive transfer between practice and competition, the practice should imitate the competitive situation, by incorporating into the training session:

  • The aspects of the skill
  • The context of the skill
  • The perceptual stimuli (visual, proprioceptive, auditory cues, eg. The crowd, uniform)
  • The time critical nature of making decisions and responding to those stimuli.
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10
Q

Considering the Type of Movement Analysis

A
  • The aim or purpose of the analysis
  • The need to assess the product (what the outcome is) or the process (how the action is performed) of the motor skill
  • Skill level of performers/athletes
  • Environment that the analysis will be performed in
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11
Q

The Motion Analysis Model (Knudsen and Morrison Model)

A
  1. Preparation
  2. Observation
  3. Evaluation
  4. Intervention
  5. Re-observation
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12
Q

The Motion Analysis Model Aim

A

Primary aim is to identify errors that limit performance or prevent injury and is undertaken during the ‘evaluation’ phase of motion analysis.

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13
Q

The Motion Analysis Model Three Main Purposes of Feedback

A
  1. Provide info about performance
  2. Reinforce aspects of movement performed
  3. Motivate athlete to strive towards their goals
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14
Q

The Motion Analysis Model Augmented Feedback

A

Extra info given about performance of skill that cannot be identified by the athlete. Provided as visual, verbal, written or kinaesthetic. Not presented continuously or immediately after performance. Learners are encouraged to self evaluate with inherent feedback.

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15
Q

Descriptive Augmented Feedback

A

Identifies errors

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16
Q

Prescriptive Augmented Feedback

A

Identifies errors and a means to correct them

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17
Q

Visual Cues

A

Demonstrations, visual aids and enhancement of visual environment

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18
Q

Verbal Cues

A

A concise phrase directing attention to important features in the environment, or prompts performers to attend to key components of the skill.

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19
Q

Proprioceptive Feedback

A

Refers to internal sensory info informing one about their joints, muscles and orientation of the body in space (kinaesthesis). Can involve coach moving athlete through the required action.

20
Q

Ways to Provide Feedback/Methods of Reflection

A
  • Video Analysis
  • Reflective Journal
  • Peer/mentor/coach Feedback
  • Questionnaires
21
Q

The Motion Analysis Model Preparation

A

Knowledge of the skill

Identify key variables

22
Q

The Motion Analysis Model Observation

A

Correct viewpoint (side/front)
Number of observations
Extended observations (fatigue)
Game or practice

23
Q

The Motion Analysis Model Evaluation

A

Measure critical variables

Prioritise weaknesses

24
Q

The Motion Analysis Model Intervention

A

Select appropriate intervention

Provide feedback

25
Q

Complex Skills

A

Have a large number of components and demand a lot of attentional resources

26
Q

Simple Skills

A

Have few components and low demand of attention

27
Q

6 Ways to Simplify Complex Motor Skills

A
  1. Reduce object difficulty
  2. Reduce attention demands
  3. Reduce speed
  4. Add auditory cues
  5. Sequencing skill progressions
  6. Simulators or virtual reality
28
Q

Shaping a Skill

A

When simplified or incomplete versions of the skill are rehearsed initially and then missing components are gradually added.

29
Q

Chaining a skill

A

When the skill is broken down into components that are rehearsed separately, as if they were isolated skills. Over time, the components of the skill are put together to perform the whole skill.

30
Q

Forward Chaining of a Skill

A

Skill components are rehearsed in the order that the whole skill is performed.

31
Q

Backward Chaining of a Skill

A

Last component is practiced first and the whole skill is built by working backwards.

32
Q

Whole Practice

A

Practicing the entire motor skill. Used for skills low in complexity and high in organisation.

33
Q

Part Practice

A

Breaking down the skill into parts that can be rehearsed separately. Used for skills that are high in complexity and low in organisation.

34
Q

Static Drill

A

Athlete stays on the same spot and performs the skill, reducing the attention demands.

35
Q

Dynamic Drill

A

Performed whilst the athlete is in a form of locomotion.

36
Q

Autocratic Leaders

A

Make decisions. Suit athletes who:

  • Need support and answers
  • Value extrinsic motivation
  • Value extrinsic setting of benchmarks and are goal driven
37
Q

Democratic Leaders

A

Consult, ask the group to ba apart of the decision-making processes. Suit athletes who:

  • Have their own answers
  • Are intrinsically motivated
  • Want to contribute
38
Q

Laissez-faire Leaders

A

When the teacher or coach ‘let people do as they choose’. Suit athletes who:

  • Want to focus on participation, socialisation and enjoyment
  • Are intrinsically motivated
  • Determine self-defined standards of performance
  • Are experienced or Masters level
39
Q

Checklists and Videos

A

Provide a mechanism for feedback as part of an ongoing performance evaluation and error correction process. Checklists are a record of performance in relation to a set of predetermined criteria.

40
Q

Coaches use checklists and videos to:

A
  • Supplement visual, verbal and written feedback
  • Improve the quality of performance analyses
  • Provide a more objective review
  • De-personalise feedback
41
Q

Athletes use videos and checklists to:

A
  • Improve understanding
  • Be more involved in correcting their own performance
  • Determine the impact of mental or physical performance
  • Engage in reflective learning
42
Q

Learning (Analysis of Learning for Improved Performance)

A

The change in the capability to perform a skill that is derived from a relatively permanent improvement in performance as a result if practice or experience.

43
Q

Performance (Analysis of Learning for Improved Performance)

A

An observable behaviour at a specific time of location.

44
Q

When analysing with reflective learning

A

Focus on assessing a number of performances over a period of time. Reflective learning sees the athlete actively involved in gaining and examining feedback to improve performance.

45
Q

Comparisons between goals

A

Athletes make comparisons between the goals that have been set previously and what is actually occurring, planning for improvement and also by monitoring improvement by considering:

  • What and how they are learning
  • Strengths and challenges
  • How to improve
  • Working towards goals

PE Studies (5 decks)

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