Supplementing the learning experience

Question 1

Explicit learning

Answer 1

• declarative
• facts
• events
• conscious recall
• High level processing*
• **occurs in pre-frontal cortex, associative corticies

Question 2

Implicit learning

Answer 2

• non-declarative
• habituation
• associative learning
• procedural - automatic
• Low level processing*
• **occurs in basal ganglia & cerebellum

Question 3

External focus of attention

Answer 3

• cues or info in/from the environment

- “watch spot on the wall”

Question 4

Attention is…

Answer 4

• limited
• can impact performance
• narrows with anxiety

Question 5

Attentional focus:

Answer 5

help learner focus on task relevant info at all times

Question 6

Internal focus of attention

Answer 6

• attending to personal thoughts, sensations, and feelings

- “focus on hips”

Question 7

Narrow focus

Answer 7

• attending to a small or narrow amount of info at one time

“aim for center of target”

Question 8

Broad focus

Answer 8

• sensitive to a large number or wide range of cues at teh same time
  “follow movement of the offense”

Question 9

What does a practitioner need to consider for directing attention?

Answer 9

Challenge is to determine optimal focus (task relevant cues) for each learner and task
Identify cues
Allow learners to develop attentional control

Question 10

Massed practice

Answer 10

• rest is shorter than the amount of time spent practicing

- practice must be more than 50% of total time of session ( 1 minute plyo, 30 seconds rest)

Question 11

Distributed practice

Answer 11

• amount of rest is longer than the amount of time spent practicing

Question 12

How much rest/practice is optimal for DISCRETE skills?

Answer 12

less rest is better

• repetition is necessary
• prevents boredom

Question 13

For continuous skills that cause fatigue, is less rest good or bad for performance?

Answer 13

bad - less rest in endurance exercise can decrease performance

Question 14

Guidelines for providing instructions

Answer 14

• general info about skill and cues
• clear and concise
• speak their language
• keep points to a minimum
• **like squats - make them do it, then make quick changes to correct movement and keep it basic

Question 15

Guidelines for demonstrating skills

Answer 15

• visual requires less processing than verbal - show them, don’t tell them
• direct attention to desired and relevant cues
• observational learning
• assist in error detection
• beginners learn faster

Question 16

Providing guidance

Answer 16

• direct learners through the task (physically, verbally, or visually) by providing temporary assistance during early rehearsal

Question 17

Active guidance

Answer 17

• learner assumes control of the movement in independent fashion
• promotes the development of the desired coordination pattern without the assistance of guidance
• reduces fear and risk of injury

Question 18

passive guidance

Answer 18

• practictioner moves learner; learner is passive
• modifies sensory feedback
• reduced decision-making
• diminishes learner’s experience of being able to feel and correct performance errors

Question 19

Simulator practice

Answer 19

• mimics real world
• for when target task is expensive or dangerous, etc
• must be realistic and have motor, perceptual, and conceptual elements of target context
• allows transfer learning

Question 20

Part practice

Answer 20

initial rehearsal occurs in three phases:

1. fractionization - parts of a complex skill practiced separately
2. segmentation - part of the skill is practiced, then a second added until entire skill is practiced (progressions)
3. simplification - difficulty of target skill is reduced in some manner

Question 21

Slow motion practice

Answer 21

can allow better understanding of fine motor control

Question 22

error detection practice

Answer 22

learner must be sensitive to info produced by movement and adept at interpreting feedback
- difficult during performance and may impede so

Question 23

mental rehearsal

Answer 23

• thinks through cognitive elements