practice and feedback (SAC 1)

Question 1

distribution of practice (HOW OFTEN): massed practice

Answer 1

• involves scheduling training sessions that are long in duration but less frequent.
  e.g local team training 2 times a week for 3 hrs
  SUITS: non-professional and social teams, people with family and school commitments

(coaches need to be awareness of athletes physical and mental fatigue)

Question 2

distribution of practice (HOW OFTEN): distributed practice

Answer 2

• involves scheduling frequent short training sessions.
  e.g a professional team training 5 times a week for 75 minutes
  SUITS: professional, highly motivated, participation in work is physically demanding

Question 3

variability of practice: blocked practice

Answer 3

• involves practising the same skill over and over again.
  e.g hitting 100 golf drives
  SUITS: beginners learning a new skill, relatively simple task, high motivation, low physical demands

Question 4

variability of practice: random practice

Answer 4

• involves participating in a variety of skills in the same drill or session.
  e.g rallying in tennis using a mixture of strokes
  SUITS: associative or autonomous learners, promotes decision making, game sense

Question 5

what are the best practice strategies for learners in the cognitive, associative and autonomous

Answer 5

cognitive - massed and blocked
associative- random and massed
autonomous - distributed and random

Question 6

intrinsic feedback

Answer 6

• information about the feel of the movement
• feel of the movement as it is being performed
• sight, feel, sound
  (relate to discus)

Question 7

augmented feedback

Answer 7

• information from external sources
  (coach)
• can be provided as knowledge of results (how many point and assists you got) or knowledge of performance (you did this technique incorrect and that why it failed)
• knowledge of results is better for cognitive/learners
• knowledge of performance is better for autonomous and associative players

Question 8

what is feedback?

Answer 8

• the information the athlete receives about their performance.
• can be internal or external
• allows for modification, reinforces learning and provides motivation
  EFFECTIVE WHEN: SPECIFIC, PRECISE AND TIMELY

Question 9

frequency of feedback

Answer 9

• need a balanced approach to feedback frequency
• feedback frequency should decrease as learner progresses through the stage of learning and can self analyse

Question 10

too little feedback

Answer 10

• will be detrimental to progress

Question 11

too much feedback

Answer 11

• create information overload and confusion

Question 12

square continuum/diagram

Answer 12

S.O.L: ________cog__________assoc___________auto
coaching: direct <———————————–>constraints
variability: block <————————————-> random
feedback: results <—————————–> performance