Psychological factors affecting Performance 2.1 Flashcards
2 types of Muscular Movement?
Gross - Large Muscle Movements - Shot Put
Fine - Intricate Movements - Snooker Shot
2 Types of Environmental Influence?
Open - Environment constantly changing - Skills in Ftball
Closed - Not affected by Environment - Free Throw
3 Types of Continuity?
Discrete - brief, well-defined, clear - A Penalty Flick
Serial - Group of skills to make complex move. - Triple J
Continuous - no obvious start or beginning - Swimming
2 Types of Pacing?
Externally Paced - pay attention to events - ball games
Internally Paced - Controls skills - Javelin Throw
2 Types of Difficulty?
Simple - straightforward with few Judgements - Swimmin
Complex - involve many decisions - Somersault
2 Types of Organisation?
Low - very easy and unorganised - Swimming Strokes
High - many sub routines - Cartwheel
Part Practise?
- Working on isolated sub routine
- Low Organisation
- Allow make sense of skill
- (Practicing Kicking)
Whole Practise?
- Taught without breaking down
- High Organisation
- Recognise Strengths
- (Sprinting and Dribbling)
Whole-Part-Whole Practise?
- Practising, Sub Routine, Practise
- Serial Skills
- Recognise Skills
- Practise whole stroke
Progressive-Part Practise?
- Skills broken down into sub, links then added
- Complex Skills
- Allow performer to learn links
- Gymnastics
Massed Practise?
- Short or no intervals
- Discrete Skills
- To groove Skills
- Jump Shot Practise
Distributed Practise?
- With Rest Intervals
- Continuous Skills
- Feedback and breaks
- Swimming length then pausing
Fixed Practise?
- Specific Sequence repeated lots
- Closed Skills
- Skills become habitual
- Discus
Varied Practise?
- Practised in many environments
- Open Skills
- Development of experiences
- Small sides game
Proactive Transfer of skills
-skill learned previously effects a skill yet to be learned
Retroactive Transfer of skills
-Learning a new skill affects a skill learned previously
Positive Transfer of skills
-learning and performance of one skill help other skill
Negative Transfer of skills
-learning and performance of one skill hinder other skill
Bilateral Transfer of Skills
-learning of one limb to another
How is Positive transfer used
- Coaches use this to inform similarities of two skills
- making sure basics of first skill learned first
How can Negative transfer be avoided
- making sure athlete is aware of diff
- Practise similar to game situation
2 ways Bilateral Transfer takes place
1) Cognitive aspects - why its required
2) Transfer of motor programme
Motor Skill
-action which has a GOAL and requires voluntary body movement, learned rather then innate
4 Learning Theories
1) Operant Conditioning
2) Thorndike’s Law
3) Cognitive theory of learning
4) Observational theory (Bandura’s)
What is Operant conditioning
- Trial and Error learning
- Correct response = rewarded
- reinforced correct response leading to change in behaviour
Example of Operant Conditioning
- Shooting practise aim for right hand corner
- If succeed, rewarded
What is Thorndike’s Law (3 laws)
- based on Strengthening S/R bond
1) Law of Effect
- positive reaction = strengthen
- Negative reaction = weakening
2) Law of Exercise
- rehearsing/repeating strengthens
3) Law of Readiness
- athlete must be mentally and physically ready
What is Cognitive theory
- Intervening variables and insight learning
- best achieved by premising whole skill
- understand skill as a whole
Example of cognitive theory
-cricketer learns to swing a ball by understanding basic mechanics of movement
What is Bandura’s learning theory
- Learning through actions of a significant other
- Form of visual guidance
- Attention, retention, motor reproduction and motivation
Example of Bandura’s theory
-Young rugby player forming game on famous rugby player
3 Stages of Learning
1) Cognitive
2) Associative
3) Autonomous
What is the Cognitive Stage of Learning
- beginner
- creating and mental picture of skill
- Demonstrations vital
- teacher shouldn’t give much information
- Trial and error
What is the Associative Stage of Learning
- practise stage
- attends to relative cues
- Errors fewer and smaller
- Motor programmes developed
- Detailed verbal feedback
What is the Autonomous Stage of Learning
- Learner can execute skills automatically
- Motor programmes in long term memory
- Needs practise of could drop
4 types of Guidance
1) Verbal
2) Visual
3) Manual
4) Mechanical
Verbal Guidance
- Provided by coach/sig other
- used to explain how to perform activity
+/- of Verbal Guidance
+ Reinforce good movements
+ Hold attention of performer
- Can lead to info overload
- if guidance is inaccurate, skills hindered
Visual Guidance
- Images can be used to help learner
- highlight key points of movement/skill
+/- of Visual Guidance
+ Easy to create mental picture
+ Skill can be seen at different stage
- demonstration incorrect = bad habits
- Visual representation unclear
Manual/Mechanical Guidance
- Manual = Physical
- Mechanical = with a device
+/- of Manual/mechanical Guidance
+ can reduce fear
+ safety
- over restrictive
- false kinaesthesis
6 Types of Feedback
1) Intrinsic Feedback
2) Extrinsic Feedback
3) Positive Feedback
4) Negative Feedback
5) Knowledge of results
6) Knowledge of performance
Intrinsic Feedback
- from internal proprioceptors about feel of movement
- Kinaesthetic feel
Example of Intrinsic Feedback
-feel whether you’ve hit the ball in the middle of the cricket bat
Extrinsic Feedback
- feedback from external sources such as teacher/coach
- received via auditory and visual systems
Example of Extrinsic Feedback
-coach saying need to point toes when diving
Positive Feedback
-received when movement is successful
Negative Feedback
-received when movement is incorrect
Knowledge of results Feedback
- feedback about outcome of movements (extrinsic)
- can be positive/negative
example of Knowledge of Results
-watching back performance on video recording
Knowledge of Performance Feedback
-Concerns movement itself and quality of it (external)
+/- of intrinsic feedback
+ Occurs as movement happens (personal)
- Cognitive stage = not able to know if successful
+/- of Extrinsic feedback
+ Can lead to improvement
+ Significant other
- inaccurate feedback could occur
+/- of Positive feedback
+ Can lead to positive reinforcement (S-R bond)
- Some performers don’t respond to praise
+/- of Negative feedback
+ More determined performer
- Can be demotivating
+/- of Knowledge of Results
+ See outcome of action
- may demotivate performers if unsuccessful
+/- of Knowledge of Performance
+ Allows performer to know what good perf. feels like
- may demotivate performers if unsuccessful
Atkinson and Shiffren’s Multi store Memory model
- three stages for remembering information
- in order to learn more skills
3 stages of Atkinson and Shiffren’s Multi store Memory model
- Short-term sensory store
- Short-term memory
- Long-term memory
Short-term sensory store
- limitless memory store that lasts around 1 second
- Streams of sensory stimuli passed into SSTS and processed
- Selective Attention occurs
Short-term memory
- ‘working memory space’
- SSTS and LTM are used brought together
- info held for as long as attention wants - 1 min
- Chunking occurs
Long-term memory
- well learned, permanent coded info
- past experiences
- movement skills
- LTM can be reused in STM to help store
Selective attention
-relevant info is filtered through STM
irrelevant info lost/forgot
Chunking
-different pieces of info can be chunked (similar)
Movement skills
- action/task that has a goal
- eg motor skill
+/- of Atkinson and Shiffren’s Multi store Memory model
+ simplifies memory process
- too simplified - doesn’t explain how diff info stored
Craig and Lockhart’s levels of processing model
- seeks to explain what we do with information rather than how its stored
- taken to LTM if 3 things occur
- Considered
- Understood
- has meanings
3 levels to how verbal info is processed (Craig and Lockhart’s levels of processing model)
1) Structural Level - paying attention to what words look like
2) Phonetic Level - processing words and sounds
3) Semantic Level - actual meaning of words
+/- of Craig and Lockhart’s levels of processing model
+ if understand info, likely to remember it
+ longer we consider info, more remember
- does not always lead to better recall
- could have individual differences
Ways in which memory can be improved
1) Rehearsal
2) meaningfulness
3) Association
4) Avoiding overload
5) Organising info
6) Mental imagery
