Motor Learning And Coaching

Question 1

Define a cue

Answer 1

A signal for action or a hint on how to respond to a particular circumstance

Question 2

Visual cues

Answer 2

Provide performer with the opportunity to see both what’s required in the execution of a skill and the result of their performer

Question 3

Verbal cues

Answer 3

Used for instruction, during competitive events and as feedback.
It’s used to clarify important components of the skill and convey instructions in practise and games.
Important for beginners, verbal cues should be Short and sharp

Question 4

Proprioceptive cues

Answer 4

Refers to our perceptions and sensations of how the bodies positioned and moving.

• it is having the correct feeling of the body pattern through performance/ skill
• beginner performers may benefit from the coach moving the body part into the correct position and leading them through the movement

Question 5

Describe the Phases of learning

Answer 5

Beginner - has to consider lots of different elements when learning a new skill. Eg. How to hold the racket.
Skilled - doesn’t have to concentrate on these elements. They’re now considering the tactical components. Eg. What type of wicket when bowling.

Question 6

Describe Fits and Posner’s phases of learning

Answer 6

Cognitive - many errors, large in nature, can’t correct errors, variability in attempts. - Coach should demonstrate the skill.
Associative - movement becomes smoother, skill improves rapidly,
Large errors are eliminated - coach should give feedback but not as much is required.
Autonomous - high degree of accuracy, consistency and reliability, timing/movement patterns are automatic. - Coach should make a more difficult environment eg add defenders in.

Question 7

Transfers of learning

Answer 7

Positive transfer - when the skill learned in one situation benefits learning in another. Eg. When the skills are similar
No transfer - when learning a skill doesn’t affect learning in another action.
Negative transfer - learning of a new task is interfered with knowledge of a similar task. Eg a firm wrist in tennis is interfered by a flexible wrist in squash.

Question 8

Information processing mode

Answer 8

1. Perceiving (stimuli/Input) 2. Deciding (processing) 3. Acting 4. Evaluating (feedback)

Question 9

Motor skills can be classified into

Answer 9

Muscle involvement, pacing, complexity, continuity, environmental impact

Question 10

What is Feedback ?

Answer 10

It compare present performance to the desired goal and is the information that comes to the performer during, or as a consequence of the performers actions.

Question 11

what is Internal feedback

Answer 11

The information regarding is the movement is kinaesthetically felt by the performer

Question 12

What is internal feedback?

Answer 12

Is the information that assists in the performance and can be seen, felt or heard via the sense organs which receive cues from the outside body. Eg seeing the arrow miss the target.

Question 13

Purposes of feedback

Answer 13

General feedback: such as “well done” helps to motivate the performer but DOESNT provide any information on how he performed.
Specific feedback: such as “Greg your elbows are still lower than your hands when doing freestyle. You need to lift them higher” - It provides information that will help him understand how he has performed”

Question 14

Feedback is effective when it’s…

Answer 14

• specific
• constructive
• sooner
• clear and concise
• positive
• informative
• directed at changeable behaviour

Question 15

When learning or teaching a new skill it’s important to take into account..

Answer 15

• age
• gender
• skill level
• training background
• fitness level
• motivation to participation
• injuries
• disabilities