Unit 5.3 Flashcards
Distinguish between learning and
performance
Performance - temporary occurrence fluctuates over time
ex - beginners can produce one good shot but not w/ consistency
Learning - a relatively permanent change in performance that results from practice or past
experience
ex - gaining consistency
- a change in performance over time is often used to infer learning
Describe the phases (stages) of learning
Cognitive stage
- Individual tries to make sense of instructions given
- Using perception and decision making
- Mistake are often made
- Attending to irrelevant and relevant information
- Give motivational feedback (intrinsic motivation)
Associative stage
- With practice, the individual knows what to do
- Develops consistency
- Errors decrease
- Aware of plays and the game
- Demonstrates learning
- Constructive feedback (pos and neg)
Autonomous stage
- Individual can perform consistently
- With little cognitive activity
- Can give more harsh feedback
positive acceleration learning curve
- skill difficult to learn at first
- slow progress, quick improvement
negative acceleration learning curve
- quick learning at first
- learning slows down
linear learning curve
- easy to perform skill
- rare
plateau learning curve
- learning is positive
- a period with no improvement
- lack of motivation/ fatigue/
injury - keep practicing
- more learning is demonstrated
Discuss factors that contribute to the different rates of learning
Physical demands - not being fit enough
Motivation - the learner wants to learn
Physical maturation - the learner knows when they are ready to gain a skill
Age - how capable the learner is at absorbing information
Difficulty of task - if too difficult can weaken motivation and vice versa
Teaching - different coaches have different ways of teaching, which may not apply to every
player
Environment - a distracting or pressured environment can be difficult for the learner to
retain information
Define the concept of transfer
Transfer - when the skill can be applied to another sport
Positive type of transfer
when the practice of one task has a good effect on the learning or
performance of another
Negative type of transfer
when a practice of one task has a bad effect on the leaning or performance of another
Zero type of transfer
represents no effect
Skill to skill transfer
from one skill to the next
ex. throwing a ball to throwing the javelin
Practice to performance to skill transfer
training to in-game situation
ex. batting in cricket or baseball against bowling/ pitching machine
Ability to skill transfer
how natural abilities inform acquisition of skill
ex. ability to jump and having the skill to jump higher than the athlete would have the advantage in high jumping
Bilateral skill transfer
when you can transfer the skills from one side to another
ex. a soccer player learning to kick with their weaker foot
Stage to stage skill transfer
From the cognitive, to the associative to the autonomous stage
ex. from three-on-three basketball to full game
Principles to skills transfer
from theories to actual performance
ex. from sitting in a classroom of a play and then going out and
practicing it out on the field
Outline the different types of practice
Fixed Practice
Massed Practice
Distributed Practice
Variable Practice
Mental Practice
Fixed Practice
- Movement is repeated over and over
- Better for closed and discrete skills
- Skills are performed the same way (no change in environment)
ex. basketball free throw
Massed Practice
- little to no gaps in practice; lots of reps, no rest intervals
- Better for older more experienced players
- Suitable for simple skills
- Practices designed to simulate fatigued sortation late in games ex. a field hockey team practices shooting techniques non-stop for 40 min
Distributed Practice
- when practice is interspaced with rest or different activity
- Good for beginners and limited preparation
- Rest intervals to mentally rehearse sills
- Complex and new/dangerous skills
ex. weight training
Variable Practice
- Allows repetition of skill but from different positions and situations
- Good for open skills (simulates real game situation)
- Helps to build up schema to draw upon in a game situation
ex: throwing a ball towards the different target at different distances ot angles
Mental Practice
- When performers think about specific components of the movement without actually performing
ex: a dancer who thinks about complex footwork sequence
Explain the different types of presentation
Whole-Part-Method
Whole Method
Part Method
Progressive Part Method
