mr tweedale-chapter 2.2 Flashcards
what are the 3 stages of learning
cognitive
associative
autonomous
cognitive stage of learning
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
what is a motor programme
components of a skill that can be stored in memory
example of cogntive stage of learning
ice hockey player deciding how to pass
associative stage
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
automonous stage
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
types of feedback
negative
positive
postive feedback
tels perfomer what was good
what they did well
offers motivation to maintain effort
may use praising
negaitve feedback
giving info to perfomer of what they have done wrong
so that errors can be corrected
bad habits eliminated
extrinsic feedback
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
knowledge of results
initial outcome of attempted skill
gives indication as to whether skill was successful or not
did the netba;l shot score?
concerned with outcome
knowledge of perfomance
gives reason as to why the shot went in or not
concerned with technique
what type of feedback would a cogntive performer want
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
what type of feedbakc should associative perfomer receive
extrinsic and then slowly lean towards more intrinsic
what type of feedback should autonomous performer recieve
intrinisc only as has feel for moevemtn already
leanring plateau
period during sport where no signs of improvemnt take place
perfomer doesnt seem to be getting any bettre at task
what are the causes of plateau
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)
solutions of plateau
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
methods of guidance
verbal
visual
mecahnical
manual
used by coaches to enhance learning
visual guidance
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
advantages of visual feedback
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
verbal guidance
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
advnatges of verbal guidance
helps to create mental image
can be used as a pair with verbal guidance
disadvantages of verbal guidance
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
manual guidance
involves physical support by coach
e.g. holding gymnast in balanced position
manual guidance advantages
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
disadvantages of manual guidance
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
mechanical guidance
using specialised equipment to support a performer
e.g armband for swimming or harness for trampolining
mechanical guidance advantages
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
disadvantages of mechanical guidance
performer may depend on it too much
motivation may be lost if performer feels they cant do it without equipment/independently
operant conditioning
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
what are the three features of operant conditioning
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
stimulus response bond
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
postive reinforceemnt
increases likelhood of action being perfromed again
example may be using praise to a perfomer whe did correct action
negative reinforcement
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
punishment
coach gives unpleasant stimuli to prevent incorrect actions being repeated
e.g perfomer punished with red card for committing a bad foul
observational learning
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
what are the four processes bandura believes in for coping actions
attention
retention
motor reproduction
motivation
attention
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
retention
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
motor reproduction
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
motivation
drive needed to copy the demonstration
motivate behaviour by giving prasie, rewards
offering postive feedback and postive reinforcement
social development theory
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
inter psychological learning
stage where skills are learned from coach MKO
where learner uses coaches for advice ans feedback
intra pscyhological learning
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
constrictivsm
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
what are the three ways performer will decide how to improve
what can i do
what can i help with
what can i not yet do
what is the zone of proximal development
assessment of what they need to do next to learn the skill
what did vygotsky belive that
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
what is the second stage of social development theory
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
zone of proximal development
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
what does proximal mean
what next?
insight learning
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
advantages of insight learning
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
