mr tweedale-chapter 2.2

Question 1

what are the 3 stages of learning

Answer 1

cognitive
associative
autonomous

Question 2

cognitive stage of learning

Answer 2

used by novice/beginner
understanding sub routines explored by trial and error
performer has to think more and copy demonstrations
use extrinsic feedback to help them
movements are often slow and uncoordinated
performers motor programme not yet developed
may use trial and error-make attempt then see what they did wrong make adaptions and then try again

Question 3

what is a motor programme

Answer 3

components of a skill that can be stored in memory

Question 4

example of cogntive stage of learning

Answer 4

ice hockey player deciding how to pass

Question 5

associative stage

Answer 5

where perfomer moves from being beginnger to accomplished performer
to make porgress, perfomer has to practice and practice
trial and error is still used
still use external feedback nut also internal
movements become smoother and more coordinatd as closer to top level
motor programme is forming

Question 6

automonous stage

Answer 6

expert level
actions are fluent and efficient
automitacillay undertaken not much thinking when perfom skills
basics are perfomed without thinking so finer more controlled movemnts are looked more into
motor programme fully devloped
perfomer classed as expert

Question 7

types of feedback

Answer 7

negative
positive

Question 8

postive feedback

Answer 8

tels perfomer what was good
what they did well
offers motivation to maintain effort
may use praising

Question 9

negaitve feedback

Answer 9

giving info to perfomer of what they have done wrong
so that errors can be corrected
bad habits eliminated

Question 10

extrinsic feedback

Answer 10

derived from outside sources such as coach
this can help perfomer know what they need to do to imporve
intrinsic feedback-internal feelign of whether they did it right/kinethesis

Question 11

knowledge of results

Answer 11

initial outcome of attempted skill
gives indication as to whether skill was successful or not
did the netba;l shot score?
concerned with outcome

Question 12

knowledge of perfomance

Answer 12

gives reason as to why the shot went in or not
concerned with technique

Question 13

what type of feedback would a cogntive performer want

Answer 13

benefit most from extrinisc feeback as wont know how to do it correctly themselves
will need mostly posive feedback as want to be told good things to keep them going

Question 14

what type of feedbakc should associative perfomer receive

Answer 14

extrinsic and then slowly lean towards more intrinsic

Question 15

what type of feedback should autonomous performer recieve

Answer 15

intrinisc only as has feel for moevemtn already

Question 16

leanring plateau

Answer 16

period during sport where no signs of improvemnt take place
perfomer doesnt seem to be getting any bettre at task

Question 17

what are the causes of plateau

Answer 17

lack of motivation-lack of extrinsic awards may cause performer to loose drive
boredom-repitive nature may cause boredom
limit of ability-pefomer may have gotten to the best of their ability, cant get any better as not capbale/do not have underlyning skill level
targets set too low-skill that does not allow perfomer to use all the ranging skills they are capable of
fatigue-people getting overworked increasing levels of DOMS (delayed onset muscle soreness)

Question 18

solutions of plateau

Answer 18

player could find new coach to raise performance levels
coach could offer more praise and positive reinforcement
rest taken to avoid fatigue
more could be added to task to reduce boredom

Question 19

methods of guidance

Answer 19

verbal
visual
mecahnical
manual
used by coaches to enhance learning

Question 20

visual guidance

Answer 20

demonstration of required task
creates a mental image for beginner
coach should allow performer time to copy it
the demonstration being copied should be the same level as ability for a beginner
mental rehearsal, going over it in the mind, may be used for a beginner to memorise the demonstration

Question 21

advantages of visual feedback

Answer 21

creates a mental image for performer
highlight specific weaknesses
e.g. coach may use visual guidance to show them where to position their feet on the rocks

Question 22

verbal guidance

Answer 22

explanation of task
almost always used with visual guidance
helps build correct mental image in brain
can also be used for expert performers, using more detailed technical advice
coach may only need to explain content of session rather then with visual guidance too

Question 23

advnatges of verbal guidance

Answer 23

helps to create mental image
can be used as a pair with verbal guidance

Question 24

disadvantages of verbal guidance

Answer 24

too much info given, may cause confusion
performer may lose concentration unless coach makes it brief, relevant
language used by coach must be understandable, the words experts may understand, beginners may not

Question 25

manual guidance

Answer 25

involves physical support by coach
e.g. holding gymnast in balanced position

Question 26

manual guidance advantages

Answer 26

helps eliminate danger e.g. support gymnast will prevent them falling
helps build confidence of performer who may not be able to get feel for task without support
fear and anxiety for dangerous or difficult tasks may be reduced

Question 27

disadvantages of manual guidance

Answer 27

may get too much reliance on physical support, may feel uncapable without, therefore causing confidence to decrease
coach should restrict and control to make sure its not over used
-may be off-putting with the coach being in such close proximity to the performer

Question 28

mechanical guidance

Answer 28

using specialised equipment to support a performer
e.g armband for swimming or harness for trampolining

Question 29

mechanical guidance advantages

Answer 29

confidence increased as gives pefomer sense they can do it
eliminates danger-harness on trampoline prevents falling off and prevents injury
can be used for disabled athletes, or those recovering from injury

Question 30

disadvantages of mechanical guidance

Answer 30

performer may depend on it too much
motivation may be lost if performer feels they cant do it without equipment/independently

Question 31

operant conditioning

Answer 31

if action is rewarded, more likely to be repeated
use of reinforcement to link correct response to a stimulus
based on work of skinner
observed rats in cage called skinners box
shapes behaviour by using reinforcement
based on trial and error learning

Question 32

what are the three features of operant conditioning

Answer 32

based on trial and error learning
shapes behaviour
manipulates the environment
if repsonse is rewarded, then likely to be repeated
if repsonse is ignored, then likely to be avoided

Question 33

stimulus response bond

Answer 33

works by strengthening link between stimulus and response
known as stimulus response bond
example of SR bond is shuttlecock high in the air shot in badminton
persons best response to this shot would be to do a smash shot
by linking both, actions can be learned
the ways coach could link these is by positive reinforcement, negative reinforcement and punishment

Question 34

postive reinforceemnt

Answer 34

increases likelhood of action being perfromed again
example may be using praise to a perfomer whe did correct action

Question 35

negative reinforcement

Answer 35

promotes correct actions by taking away unpleasant stimulus when performer does it right
coach uses negative feedback on technique until performer gets it correct, then enagtive feedback stops and turns to postive feedback
e.g coach brings in extra training after heavy defeat

Question 36

punishment

Answer 36

coach gives unpleasant stimuli to prevent incorrect actions being repeated
e.g perfomer punished with red card for committing a bad foul

Question 37

observational learning

Answer 37

Bandura
suggest acceptable and unacceptable behaviour can be leaned by copying others
bandura suggests perrfomer more likely to copy a behaviour if coach uses 4 processes

Question 38

what are the four processes bandura believes in for coping actions

Answer 38

attention
retention
motor reproduction
motivation

Question 39

attention

Answer 39

grabbing attention by demonstration
more attractive the demo is, more liekly to be copied
make model stand out by making it bright, attractive
therefore, more memorable for perfomer
any info given is loud and clear

Question 40

retention

Answer 40

ability to remember imporant info and store it in memory system
make sure demo is accurate and clear
learner should attempt it as soon as possible, so stays in mind

Question 41

motor reproduction

Answer 41

making sure performer is capable of physically copying the demonstration
making sure task is at same level as performer and making sure understood at early stages of practice

Question 42

motivation

Answer 42

drive needed to copy the demonstration
motivate behaviour by giving prasie, rewards
offering postive feedback and postive reinforcement

Question 43

social development theory

Answer 43

vygotsky
looked at development of children
interaction with others plays vital role in learning
skills can be learned from others e.g. teachers and coaches
these influential others known as more knowledgeable other
these people may influence learner e.g. healthy lifestyle, degree of effort

Question 44

inter psychological learning

Answer 44

stage where skills are learned from coach MKO
where learner uses coaches for advice ans feedback

Question 45

intra pscyhological learning

Answer 45

stage after inter-psychological learning where perfomer thinks about actions they have learnt externally and analyse them internally
they will assess where they are at and how to progress onto next stage

Question 46

constrictivsm

Answer 46

idea of buliding
leanring from experienced others can then add on to what you already know yourself
during intra-pscyhological learning learner will figure out what level they are at and how to progress to next

Question 47

what are the three ways performer will decide how to improve

Answer 47

what can i do
what can i help with
what can i not yet do

Question 48

what is the zone of proximal development

Answer 48

assessment of what they need to do next to learn the skill

Question 49

what did vygotsky belive that

Answer 49

development, skills learnt from coaches as process called inter-psychological process
where leanrer uses the knowledgae other to get advice, feedback and tactical knowledge
once absorbed, leanrer can use internal anlysis , think about constructing actions based on what they learnt externally

Question 50

what is the second stage of social development theory

Answer 50

intra-pschological learning
perfomer will assess what level they are at and how to improve to next level
MKO may give advice
perfomer will use three levels to suggest how they can improve
this is called zone of proximal development

Question 51

zone of proximal development

Answer 51

where perfomer uses three stages to asses how to improve
what can i do alone
what can i do with help
what can i not do yet

Question 52

what does proximal mean

Answer 52

what next?

Question 53

insight learning

Answer 53

where performer uses existing knowledge to help them in dealing with problematic sporting situations
pefomer is given probelm so uses sporting knowldge as a solution
e.g runner may know some of the runners and how they run fast at start then slow down
she knows she needs to go at a fast pace throughout whole race
concentrates on whoel task so good for relaistic situations

Question 54

advantages of insight learning

Answer 54

as solutio has been worked out by pefomer themselve, may gain intrinsic motiavtion
thinking is used meaning cognitive process
perfomer thinks for themselves rather then others input