Skill Acquisition Flashcards
The memory hook for Operant Conditioning is STOPPERENT? Using sporting examples explain what the first letter ‘P’ stands for in this theory of how we learn?
LEARNING THROUGH:
P-Positive reinforcement (praise used to strengthen Stimulus-Response bond)
E.g. coach says ‘well done’ for correct shooting technique/scoring
Negative reinforcement (removal of negative stimulus to strengthen Stimulus-Response bond) E.g. coach removing criticism when shot is successful
The memory hook for Observational learning theory is Observer-DAMN-Posh Pronunciation-DARMM. Using sporting examples what does the letter ‘A’ stand for in this theory of how we learn?
A-Attention-observer must focus on key points of the demo
E.g. observer must watch demo of shoulder pass carefully in order to copy it
The memory hook for comparing massed and distributed practice is MASSDDD. What does each letter mean?
GOOD FOR: M-Motor programme grooving (massed practice) A-Ability, performers have high ability and motivation (massed practice) S-Simple skills-low decision making S-Self paced skills D-Discrete skills-end quickly NOT GOOD FOR: D-Dangerous skills (fatigue/injury) D-Demotivating for cognitive learners
The memory hook for Cognitive learning theory is Cog-Prob-Ice Cream-WIPPI. Using sporting examples what does the letter ‘I’ stand for in this theory of how we learn?
SHORT CORNER HOCKEY:
I-Insight-intelligence
E.g. watching an elite hockey team to gain insight into different set plays
Evaluate the use of visual guidance.
+ Good for cognitive learners
+ Allows performer to create clear mental picture
+ Good if demonstration is clear and correct
- Poor demonstrations lead to incorrect technique
The memory hook for Operant Conditioning is STOPPERENT? Using sporting examples explain what the letter ‘S’ stands for in this theory of how we learn?
LEARNING THROUGH:
S-Structured conditions, manipulating the environment
E.g shooting a ball into a goal/cones-you can increase size of target to improve success
What type of Organisational skills (low or high) can be brOken into subroutines? Give a sporting example
Low e.g. triple jump
Evaluate the use of knowledge of performance.
+ Good for cognitive performers (tells them how to improve)
+ Good for autonomous performers (helps them to understand faults in technique)
+ Helpful when technique is good but outcome is bad
+ Can increase motivation/confidence
- If feedback is incorrect can lead to poor technique
- Doesn’t inform performer of end result
- Too much KOP can lead to info overload
- Can decrease motivation/confidence
The memory hook for Observational learning theory is Observer-DAMN-Posh Pronunciation-DARMM. Using sporting examples what do the letters ‘MM’ stand for in this theory of how we learn?
M-Motor reproduction-being physically/mentally able to copy the demo e.g. observer must be physically able to throw a shoulder pass
M-Motivation-observer must be motivated to copy demo e.g. observer must want to practice the shoulder pass in order to improve/a coach could use positive reinforcement to increase motivation
What type of practice involves conditions that are constantly changing/unpredictable? Give a sporting example.
Variable practice e.g 5v3 possession game in football/netball/hockey
To isolate a subroutine and put back into the entire skill is what method of practice? Give a sporting example
Part practice e.g. leg action of front crawl in swimming
The memory hook for comparing variable and fixed practice is VARIES. What does each letter stand for?
GOOD FOR: V A-Ability(high)/Autonomous performers R-Replicates I-Information Processing in games E-Externally paced/Environmental skills (open) S-Schema-developing experiences NOT GOOD FOR: Low ability Closed skills
The memory hook for Cognitive learning theory is Cog-Prob-Ice Cream-WIPPI. Using sporting examples what does the letter ‘I’ stand for in this theory of how we learn?
SHORT CORNER HOCKEY:
I-Intervening variables
E.g. shooter recognises position of goalkeeper and shoots in corner furthest away
Evaluate the use of verbal guidance in learning a new movement skill.
\+ Good for autonomous learners \+ Quick way to learn \+ Good if instructions are clear/concise - Can lead to information overload - Some skills are hard to explain - Incorrect information leads to poor technique/errors
What type of Continuity skills (discrete, serial or continuous) have a several subroutines? Give a sporting example
Serial e.g. triple jump
To practice a skill in it’s entirety, isolate and practice a weak subroutine and put back into the entire skill is what method of practice? Give a sporting example
Whole part whole practice e.g. tennis serve-isolate ball toss, practice, put back into entire skill
Evaluate the use of manual and mechanical guidance in learning a new movement skill.
\+ Good for cognitive learners \+ Helps to build confidence \+ Increases safety \+ Helps develops kinaesthetic feel of movement - Can be become over reliant on support - False kinaesthetic feel of movement - Might not like being touched be coach
What type of Continuity skills (discrete, serial or continuous) have no Clear beginning or end? Give a sporting example
Continuous e.g.running/cycling
The memory hook for Cognitive learning theory is Cog-Prob-Ice Cream-WIPPI. Using sporting examples what do the letters ‘PP’ stand for in this theory of how we learn?
SHORT CORNER HOCKEY:
P-Perception e.g. shooter sees they are not in best position to shoot so passes to teammate in space
P-Past experience-to formulate new ideas e.g. shooter knows from past games against goalkeeper they are weaker diving to the left
What type of Difficulty skills (simple or complex) have low levels of Decision making? Give a sporting example
Simple e.g. shot putt
What type of Continuity skills (discrete, serial or continuous) have a Clear beginning and end? Give a sporting example
Discrete e.g. a pass in football/netball/hockey
The memory hook for Operant Conditioning is STOPPERENT? Using sporting examples explain what the second letter ‘P’ stands for in this theory of how we learn?
LEARNING THROUGH:
P-Punishment (negative stimulus to weaken Stimulus-Response bond)
E.g. 10 laps/push ups for missing shot/goal
Using Atkinson & Shiffren’s multi-store memory model and Craik & Lockhart’s levels of processing model identify strategies to help a performer retain more information.
- Chunking/grouping
- Rehearsal/practice/repetition
- Association/linking
- Relevant/meaningful
- Avoid overload
What type of Organisational skills (low or high) can not be brOken into subroutines? Give a sporting example
High e.g. shot putt
The memory hook for Operant Conditioning is STOPPERENT? Using sporting examples explain what the letter ‘T’ stands for in this theory of how we learn?
LEARNING THROUGH:
T-Trial & error
E.g. 10 attempts at shooting into a goal-player learns to adjust his/her technique through multiple attempts
To isolate subroutines separately and progressively chain together is what method of practice? Give a sporting example
Part progressive practice e.g. triple jump-run, hop, run & hop, step, run & hop & step, jump, run & hop & step & jump together
To practice a skill in it’s entirety is what method of practice? Give a sporting example
Whole practice e.g. shot putt/golf swing
Identify the 3 memory stores in Atkinson & Shiffren’s multi-store memory model and state the capacity & duration of each.
- Sensory memory (unlimited/up to 1 sec)
- Short term memory (5-9 items/up to 30secs)
- Long term memory (unlimited/permanent)
The cognitive (beginner) stage of learning has what characteristics? Remember FFASES
F-Fluency-low levels
F-Feedback-extrinsic feedback is relied upon
A-Creates a mental picture, trial and error, low levels of consistency
SES-basketball dribble at head height with very little control
Name 3 factors that affect successful modelling (demonstrations) in sport?
- Clear
- Correct
- Performed by significant other (teacher/coach)
- Observer is motivated
- Selective attention ensures relevant info
- Performed by someone with same gender/race
What practice type involves conditions that do not change/predictable? Give a sporting example
Fixed e.g. shot putt
The memory hook for Observational learning theory is Observer-DAMN-Posh Pronunciation-DARMM. Using sporting examples what does the letter ‘D’ stand for in this theory of how we learn?
D-Demonstration-a coach showing how to perform a skill
E.g. shoulder pass in netball
The memory hook for characteristics of the stages of learning = stages=phases=FFASES but what does each letter mean?
F-Fluency
F-Feedback
A-Additional information
SES-Sporting examples
What type of skills (open or closed) are NOT affected by the environment? Give a sporting example
Closed e.g. shot putt
What are the strengths of the Cognitive learning theory?
- Develops kinesthesis
1. Develops problem solving/creativity
What are the weaknesses of the Cognitive learning theory?
- Not good for dangerous skills e.g. tumbling/trampoline routine
- Not good for complex skills e.g. tennis serve
What type of Difficulty skills (simple or complex) have high levels of Decision making? Give a sporting example
Complex e.g. a pass in football/netball/hockey
What type of skills (open or closed) are affected by the environment? Give a sporting example
Open e.g. receiving a pass in football/netball/hockey
Evaluate the use of negative feedback.
+ Good for cognitive & autonomous performers (tells them how to improve/what they are doing wrong)
+ Can increase motivation to improve
- Can decrease motivation and confidence especially if over used
- If feedback is incorrect can result in errors/poor technique
- If feedback is poor doesn’t tell the performer how to improve
The memory hook for Operant Conditioning is STOPPERENT? Using sporting examples explain what the letter ‘O’ stands for in this theory of how we learn?
LEARNING THROUGH:
O🔼⏹-Behaviour shaping
E.g. successful attempts lead to correct response and coach giving ‘high five’ for scoring
The memory hook for Observational learning theory is Observer-DAMN-Posh Pronunciation-DARMM. Using sporting examples what does the letter ‘R’ stand for in this theory of how we learn?
R-Retention-observer must be able to remember the demo/create a mental picture
E.g. observer remembers demo of shoulder pass and repeats it
The autonomous (highest/elite) stage of learning has what characteristics? Remember FFASES
F-Fluency-high levels
F-Feedback-intrinsic feedback to detect and correct errors
A-Focus on tactics & strategies, skills are automatic/habitual
SES-basketball dribble at waist height, looking up and thinking about next pass
The memory hook for Cognitive learning theory is Cog-Prob-Ice Cream-WIPPI. Using sporting examples what does the letter ‘W’ stand for in this theory of how we learn?
SHORT CORNER HOCKEY:
W-Whole learning-skills learnt best as a whole
E.g. passing and shooting routine learnt together as a whole
The associative (intermediate) stage of learning has what characteristics? Remember FFASES
F-Fluency-improved levels
F-Feedback-intrinsic feedback starts to be used along extrinsic feedback
A-Makes links between mental picture & performance, practice stage
SES-basketball dribble at chest height with very improved control
The memory hook for comparing whole and part practice is HO FART. What does each letter mean?
HO-high organisation skills (whole practice)
F-Fluency develops/kinesthesis (whole practice)
A-Ability is high/understand skill (whole practice)
R-Realistic type of practice (whole practice)
T-Time less time consuming (whole practice)
OPPOSITE FOR PART PRACTICE
The memory hook for Operant Conditioning is STOPPERENT? What do the letters ‘ERENT’ stand for in this theory of how we learn?
E-Exercise-the performer must practice to strengthen S-R bond
R-Readiness-S-R bonds can only be created and strengthened if performer is physically/mentally mature enough
E-Effect-when a correct action is shown ‘praise’ should be given to strengthen S-R bond
T-THORNDIKES LAWS:
Evaluate knowledge of results. REMEMBER-think stages of learning, confidence and motivation.
+ Good for cognitive performers (they can see success e.g. they score a goal)
+ Good for autonomous performers (provides data/stats on success/failure e.g. netball we scored 9 out of 10 shots)
+ Can increase motivation/confidence
- Doesn’t provide feedback on technique
- Too focussed on data/stats
- Can decrease motivation/confidence
Using a sporting example, define knowledge of performance.
Information about the technique of the performer e.g. a netball coach TELLING a netball player they shot well because their elbow was at 90 degrees (coaching points)
Using a sporting example, define knowledge of results.
Information about the OUTCOME of the performance (usually statistics) e.g. a netball player seeing their shot go in the goal/net. Scoring 7 goals in a game.
Using a sporting example, define massed practice.
Continuous practice with NO breaks e.g. practicing a basketball free throw, dart throw, golf shot continuously.
Using a sporting example, define distributed (disrupted) practice.
Practice WITH breaks for feedback e.g. practicing triple jump/trampolining routine then having a break
