Unit 3: (Chapter 7, 8, 9) Flashcards
Should you have the learner participate in the goal setting porcess?
Yes!
1. increases commitment and understanding
2. internal locus of control
What are characteristics of goal-setting?
- challenging
- attainable/realistic
- specific
What are 3 types of Goal setting?
Outcome Goals——Performance Goals——Process Goals
Outcome Goals -based on end-product (results) of performance
- PROBLEM: often times little control
Performance goals -improvements in performance as measured against one’s past
performance (i.e., did learner get better?)
PROBLEM
Process goals - specific aspects of skill execution (within the learner’s control)
(Corrections)
target skills
motor tasks which need to be developed in order to reach goals
Target behaviors
observable behaviors which are necessary to do target skills
(be able to measure)
Target Context
exact environmental situation in which the target
skills will be used
Transfer of Learning
How much effect practice on one task will be seen on the performance of another task;
Positive Transfer — good second task
Negative Transfer— Poor second task
Learning: Near Transfer
Taking skills learned through practice and applying them in game situations
Learning: Far Transfer
Applying movement patterns learned for one skill to an altogether different skill
What are things that you have to consider for the learner?
Motivation;
Past Experiences—Far transfer
Abilities
Teaching: Motivation
Motivation;
Why the goals are realistic/attainable
Relevance—How does it help them?
What stages of learning are they in?
Teaching: Past Experiences
When teaching someone a new skill, emphasize the similarities between the present skill and past skills already learned
Far transfer
Teaching: Abilities
You can’t develope abilities;
So its better to spend coaching time on the practice of the actual sport skill…
Teaching: Learning level
How should you teach for each level?
Verbal-cognitive—Self Talk through steps
— Instructiosn
—Far transfer
—Demonstrations
Motor (Associative)— refine a skill
—Practice and precise feedback
Autonomous—
— Practice, Practice, Practice
Stages of Learning: Verbal-Cognitive
Self Talk;
TEACH—
Instructions
link the present skill to previously learned skills (far transfer)
demonstrations/visual models
Stages of Learning: Motor
Associative Stage;
Refinement of the skill;
Can correct themselves without a coach
TEACH— Precise feedback
Stages of Learning: Autonomous
automatic performance; Don’t think about it
**Performance changes
**increased self-confidence
better error detection
little or no self-talk
** Teaching
** Stay in Practice so you can stay in te autonomous stage
ASSESSING PROGRESS
How do you know they’ve learned the skill?
1. be sure to assess something which is related to what the learner is attempting to do
2. The validity of the assessment
— Outcome measurement
— Process Measures
What are two ways to measure skill?
Outcome Measures— deal with the results of movement
(Speed, distance, frequencey, accuracy & consistency)
Process Measures— attempt to measure quality of movement
(Lab—EMG—altered rate of heartbeat. practical techniques. Like anyalizing videos)
Outcome
How can you tell learning has occurred?
What are products of Learning? 6
Knowledge of Concepts
—knows rules + strategies
—Speed of decision-making
—Reduction of errors
Control and Coordination
—Smoothness of an action
—Fluidity
Muscles used
—Less “co–contraction of agonsists and antagonists
— More sequential contraction
Movement Effecientcy
—More energy efficient
—Less fatigue
—Lower exertion
Attention
—greater attentional capacity thats sustainable
— The ability to react to change
Error Detection and Correction
— more attention = more feedback
HOW to Assess Progress
try to evaluate in a situation as close to the “real” situation as possible using the target context
(Practice how you play)
Directing attention: Once learner understands movement mechanics (transitioning from verbal-cognitive stage to motor), emphasize an ___ focus
external;
Don’t focus internally= mess up.
“Focus on the ball”
anxiety is ___ when performance is evaluated. How do we reduce anxity in a learner?
elevated;
People are nervous when learning a new skill// Being evaluated
-
emphasize process goals (ONLY EARLY ON when they are still learning)
-“Smooth release” “Follow through” - Help learnerer set realistic goals
What is Mass vs Distributed practice? Which one is better and why?
Massed—Cramed info over short time
Distributed—Spread out info over longer time;
distributed practice more effective becuase:
1. less practice in any one session … therefore more time “relearning” material each time
2. 1 hour/day less tiresome … helps to keep interest and attention
3. Less fatigue than mass
What are 3 verbal way to convey Instructions?
Words
1. General naturue of skill
2. how to use skill
3. movement tips
4. Things to pay attention to
Cues
– feelings and sensations
Pull from past experiences
How should you give instructions?
when giving instructions:
1. brief and to the point
2. 1-2 main points at one time (Don’t overload them)
3. relate to things already known
4. direct attention to an external focus (once general movement mechanics are learned)–––––(When learning is done!)
Written/verbal instructions are usually (is or not sufficient) to explain motor tasks…
not sufficient
What is observational
watching an action
then, performing the action
mimicking
during demonstraitions
When should you use verbal cues?
Give verbal cues along with a demonstration to enhance visual information;
Use verbal cues while performing key aspects of skills
Focus on movement outcome—Not internal self
(Use as necssasary)
What is guidance procedures verbal vs. Physical?
**Guidance = assistance during early rehearsal/practice
verbal guidance – talking someone through the movement
physical guidance – actual manipulation of limbs and/or whole body
What are guidance procedures Active vs. Passive guidance?
Under physical guidance
Active Guidance —(mechanical guidance) allows learner to “get a feel” for the movement
Passive Guidance —(Physically move) better visually to see errors; but not exerting nay force
Issues with Guidance
Guidnace is good early on but needs to be elimenated later
(Slide 17)
only way to develop motor program is through ___
repetition
“Practice makes perfect”
What is a Simulator Practice? When should you use it?
simulator = any type of device that approximates the “real thing”
useful when:
1. real task is too expernsive
2. when too dangerous
3. If you don’t have access because of facillity or bad weather
–like a flight simulator
* generalizability to actual target skill*
Only use simulator when neccisary—But better than nothing
When a skill is too complicated we have to break down a skill. What are 3 types of part practice?
fractionization – practice individual components of a skill separately
segmentation – gradually add parts until full sequence is learned
simplification – reduce difficulty of some part of the skill (Like T-Ball)
With Part practice Will there be positive transfer for serial and descrete taks?
(Positive transfer—transfer skill to performance)
Serial—YES
Descrete—NO
–because its already a part task
–Confuse—It could unlearn or complicate the task
should you practice in slow motion? What does the specifiity hypothesis and generalized motor prgam say about it?
Whatare the diffrenet scenes for Error Detection practice
Result of practice = improved ability to detect errors
able to see, hear and feel errors.
Examples:
Kinesthetic–feeling
Visual–sight
Auditory–sound
(teachable)
Blocked practice
blocked practice = rehearsal of one task for extended period of time, followed by the next, and then the next, etc.
—allows for concentration of one skill
Blocked = Drill
Random Practice
Random practice = multiple skills mixed up in random order
—never practice the same skill several times in a row
Which practice structure is best for learning? Random or blocked? Why?
Random Practice—Better retentioin of movement
1. contexual interference effect
2. poor inital peformance leads to better performance (learn fro mistakes)
Why is random practice so effective? Use the Elaboration Hypothesis and forgetting hypothesis in explaination
Elaboration Hypothesis
—tell teh difrenece between tasks
—notice similatrities and diffreneces
—Spatial learning
—Frustrated= more meaning and diffrenec in the various tasks
Forgetting Hypothesis
—”forget”–Relearn how to do task
—Retreval of GMP and adjusting parameters
— retrieve from long term memory
—Know where to find the GMP
—response selection = finding GMP
— Response program = adjusting parameters
What stage of learning should you use blocked practice?
in verbal cognitive stage.
You want to get away from it as soon as movement is learned.
