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A-LEVEL P.E YEAR 12 > Skill Acquisition 2.2 > Flashcards

Skill Acquisition 2.2 Flashcards

1
Q

What are the 3 stages of learning?

A
  • The cognitive stage
  • The associative stage
  • The autonomous stage
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2
Q

What is the cognitive stage?

A

Where performer has to carefully think about their actions & try to understand how to copy the demonstrations & instructions they may have seen from a coach

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3
Q

What type of feedback may a performer use if they are in the cognitive stage of learning?

A
  • Extrinsic feedback (has to be carefully considered as they are beginner)

Components of skill that can be stored in memory are not yet developed
Beginnger may use trial & error in approach to task

(e.g.) having a go at skill, thinking & adapting actions & having another attempt to see if any improvements are being made

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4
Q

What is the associative stage of learning?

A
  • Longer duration than cognitve stage- performer moves from competent beginner to accomplished performer
  • To make progress during this stage performer has to practice lots

Performer may compare current level of performance to a top class performer & try tp adjust practice to reach that top level

Movements become smoother & more coordinated

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5
Q

What type of feedback may a performer use during the associative stage of learning?

A
  • Trial & error may still be used to perfect skills 7 performer may still use feedback but its become more internal
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6
Q

What is the autonomous stage of learning?

A
  • Autonomous stage is reached after effective practice & such practice must continue if performer is to remain in this high level stage

Actions are fluent,efficient, & automatically undertaken

Performer can concentrate on fine details of task as basics of task are performed without thinking

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7
Q

What are the different forms of feedback?

A
  • Positive feedback
  • Negative feedback
  • Intrinsic feedback
  • Extrinsic feedback
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8
Q

What is positive feedback?

A
  • Entails information about what was good
  • Tells player what is going well & offers motivation to maintain effort
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9
Q

What is negative feedback?

A
  • Gives performer information about whats going wrong so errors can be corrected & bad habits eliminated

As players gain more experience negative feedback can be appreciated

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10
Q

What is extrinsic feedback?

A
  • Derived from outside source such as coach so performer gains view of what they need to improve on or what they need to maintain
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11
Q

What is intrinsic feedback?

A
  • The feedback that comes from within

Performer may have developed a feel for the task using kinaethesis

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12
Q

What is knowlege of results?

A
  • Concerns the outcome
    Form of feedback gives indication whether or not skill was successful e.g. did the netball shot score?

Successful outcomes need to be maintained- unsuccessful ones eliminated can form early basis of improvement

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13
Q

What is knowlege of performance?

A
  • About technique
    Gives reasons as to why shot went in or not
    & is concerned with how technique can be used to produce a better performance than last attempt
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14
Q

What type of feedback should be given to a beginner in the cognitive stage of learning?

A
  • Lots of encouragement
  • Lots of advice as they have little existing knowlege of skill
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15
Q

What feedback should be given to a performer in the autonomous stage of learning?

A
  • Performer requires detailed feedback on how to control their performance
  • Can benefit from error correction & would use existing knowlege to make internal adjustments
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16
Q

What feedback should be given to a performer in the associative stage of learning?

A

External information would be used to refine movements as at this stage develops more intrinsic feedback used to control performance

Long stage where performer makes steady progress

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17
Q

What is a learning plateu?

A
  • A period during performance when there are no signs of improvement & performer does not appear to be getting any better
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18
Q

What is the learning curve?

A
  • A graphic illustration that shows how rate of learning of a performer doing a closed skill over period of time can vary
  • Learning curve can be divided into 4 stages
19
Q

What are the 4 stages of the learning curve?

A
  • Stage 1- Rate of learning is slow, performance level is poor because performer is new to task & in stage of cognitive learning
  • Stage 2- Rapid acceleration in rate of learning and as performer has begun to master task & gain some success
  • Stage 3- No improvement in rate of learning and performance has reached learning plateu
  • Stage 4- Period towards end of task when perhaps due to fatigue performance may actually deteriorate
20
Q

What causes of the learning plateu are there?

A
  • Lack of motivation- lack of incentives or extrinsic rewards may cause performer to lose drive & energy for task
  • Boredom- Repetitive nature may cause boredom
  • Coaching- Coach may issue incorrect instructions or use incorrect practice methods so skill is not done correctly
  • Limit of ability
  • Targets set too low- Perhaps task is one where learner isnt able to use full range of their skills
  • Fatigue- Continuous action over extended period of time would result in tiredness especially if muscles are being used repeatedly (DOMS)

(Many Bees Can Look Towards Flowers)

21
Q

What solutions are there to solve the plateu effect?

A
  • Task could be extended so that a new challange to test performer is given
  • Player could find a new coach to raise performance levels
  • Coach could offer more praise & positive reinforcement to provide motivation
  • A rest could be taken to avoid fatigue
  • More variety could be added to task so boredom is avoided
22
Q

What is visual guidance?

A
  • A visual demonstration of the required task

-Intention is to create a mental image for a beginner that can be used as a referance point for future practice

23
Q

What are the advantages and disadvantages of visual guidance?

A

Advantages:
- Visual guidance can be used to highlight a specific weakness (e.g. a coach can stop the performer and show learner exact position they need to be in
- VG tries to show what skill should look like as a result of practice
- It creates a mental image

Disadvantages:
- Demonstration must be completely accurate, otherwise may be copied incorrectly & performer may not have ability to perform demonstration if coach does not ensure success
- Also if too much information is given, the performer may become confused

24
Q

What is verbal guidance?

A
  • An explanation of the task
  • Nearly always used in conjunction w visual guidance
  • Helps to build correct mental image in memory
  • VG can also be used for experience player, when technical & detailed advice is given to complement actions in practice or advice given during performance
25
Q

What are the problems and considerations when using verbal guidance?

A
  • If too much info is given to perfromer it may cause confusion & place too much demand on memory
  • Performer may loose concentration unless coach makes verbal info brief, relevant & meaningful
  • Language used by coach should be understandable
26
Q

What is manual guidance?

A
  • Involves physical support
27
Q

What are the advantages & disadvanatges of manual guidance?

A

Advantages:
- Very important of helping to eliminate danger e.g. supporting a gymnast will prevent a fall
- Helps build confidence for performer who may not be able to gain feel of the whole task without help & support from MG
- Fear & Anxiety of difficult/dangerous tasks may be reduced if support is on hand to help performer.

Disadvantages:
- Can have a detrimental effect on performance if over used
- Permissions
- Too much reliance on physical support could begin to interfere with feel of task

28
Q

What is mechanical guidance?

A
  • An artificial aid used to help performance e.g. a trampoline harness
29
Q

What are the advantages of mechanical guidance?

A
  • Builds confidence- the successful completion of the task even though assistance was given, gives performer sense they can do it
  • Eliminates danger & can prevent injury
  • Can be used with disabled atheletes or those recovering from injury
30
Q

What are the problems with mechanical guidance?

A
  • If used for too much time, mechancial guidance can interfere with feel of task
  • Performer might depend on it too much, so a sense that task cant be completed without artifical help couls promote loss of conifdence
  • Motivation could be lost if performer thinks skill is not being performed independantly

(Similar to manual guidance)

31
Q

What is operant conditioning?

A
  • The use of reinforcement to ensure that correct responses are repeated
    Part of the behaviourist theory
    Based on work of Skinner who obserevd rats in a cage called skinners box
  • Cage was fitted with a mechanism that delivered food to the rats everytime it was touched
  • At first rats hit the mechanism by accident but quickly learnt to hit the mechanism to gain a reward
32
Q

What are the 3 characteristics that operant conditioning is characterised by?

A
  • Based on trial and error learning
  • Coach might manipulate environment when using operant conditioning
  • Shapes behaviour by using reinforcement
33
Q

What prinicple does operant conditioning work on?

A
  • Reinforced actions are strengthend and that incorrect actions can be weakened
34
Q

How does operant conditioning & the stimulus response bond work?

A
  • OC works by strengthening the link between the stimulus and the response ( known as the S-R bond)

e.g. in a game of badminton if a shuttle cock is reuturned high in air the best response would be to do a smash shot.

35
Q

What is postive reinforcement?

A

When a pleasant stimulus is given to increase the likelihood of a correct response occuring again in the future.
e.g. praise/reward

36
Q

What is negative reinforcement?

A
  • Promotes correct actions occuring to a stimulus by taking away an unpleasant stimulus when performer does it right

e.g. negative critisism is removed when performer does well

37
Q

What is punishment?

A

When a coach gives an unpleasant stimulus to prevent incorrect actions from happening again.

e.g. a performer recieveing a red card in football - so dont do those actions again

38
Q

What was Banduras theory?

A
  • Suggests that both acceptable & unacceptable behaviour can be learned by watching then copying other people
39
Q

What 4 processes did Bandura suggest where a performer is more likely to copy a model?

A
  • Attention- Make sure performer takes note of relevant cues, more attractive the demo is to the player the more likely it is to be copied
  • Retention- Ability to rember important information & recall it from memory system. Make sure the learner is able to recall the demonstration from memory by breaking any info given into chunks & repeating it.
  • Motor Production- Making sure player is physicall capable of physically copying the demonstration i.e giving a task thats set at same level of ability. Player should be given time to practice & learn well before moving onto next part of task
  • Motivation- The drive needed to copy the demonstration. Motivate the learner by giving praise,rewards etc
40
Q

What was Vygotskys social development theory?

A
  • Interaction with others plays a vital role in learning
  • Interaction with others can produce learning by social development
  • In sport – skills can be learned from others such as teacher/coaches/peers
  • These are known as more knowledgeable other (MKO)
    The MKO gives direct examples & advice & demonstrates values and actions
  • During development the skills are learned from the coach by a process called inter-psychological learning

Once external advice has been observed they will use it to learn​

  • The learning from within, after the inter-psychological stage is called the intra-psychological stage
  • Vygotsky also suggested that learning can be constructed in stages
  • The learner will use 3 stages to construct learning
40
Q

What is constructivisim that Vygotsky suggested?

A
  • Build on what you know
  • Working with others helps to develop skills
  • Learning from actions of those, more experienced
  • During intra-psychological learning the learner will evaluate own level and assess what is required to move onto next level
  • MKO/coach may intervene to give advice as skills advance
  • 3 levels of performance to assess possible improvements.
  • Learner uses zone of proximal development to assess next stages of learning the skill.
41
Q

What are the 3 stages of proximal development?

A
  • What can I do alone?
  • What can I do with help?
  • What can I not yet do?
42
Q

What is insight learning?

A
  • Performer uses existing knowledge to form an idea of how to deal with a problematic sporting situation
  • General knowledge- put into practice

Example: In 3000m race, runner knows other athletes have a strong finish, so starts quickly to try to catch them out, if this works the same tactic will be used again.

43
Q

What are the features of insight learning?

A

Features:

Concentrates on the whole task – useful in realistic situations

May provide self-satisfaction and intrinsic motivation as performer has worked out the tactic by themselves

Not trial and error – poses questions to the performer

A-LEVEL P.E YEAR 12 (14 decks)

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