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
Explain Whole-Part-Method
The whole action is demonstrated and practiced in parts
- the individual elements are identified and improved before returning skill to whole
- pupil trues the whole action, weak elements are indemnified and the practiced in
isolation - If a skill is very complex, ‘mini skills’ can be taught (ex. mini tennis instead of full
tennis game)
Advantages:
- performer gets a feel for whole skill then
practices elements of it
- success is continual if weak elements are
practiced
- practices can be focused very carefully
Disadvantages:
- transfer from part to whole may be
difficult
e.g. front crawl → weak elements are identified → using a float to practice leg kick
Explain Whole Method
the action is demonstrated and then practiced as a whole by the pupils
Advantages:
- learner appreciated end product
- learner gets a feel for timing
- learner understands relationship between
subroutines
Disadvantages:
- not suitable for complex skills
- high attention demand, difficult for
beginners
- not good for dangerous skills
ex. a golf swing
Explain Part Method
- the subroutines of the skill are demonstrated and practiced in isolation
- this method is useful if skills are complex or dangerous
Advantages:
- useful for complex skills where performed
cna cope only with small parts of skill
- teacher can focus on specific elements
- motivation is maintained through
continued success
Disadvantages:
- transfer from part to whole may not be
effective
- not useful for highly organized skills
- reduces kinaesthetic awareness
- lack of continuity
ex. tennis coach teaching a tennis serve
Explain progressive part method:
skill is broken into subroutines, which are then practiced in
isolation and well learnt
- part one is well learned, so is part then, then the two are joined together
- part three is learnt in isolation and then added
Advantages :
- weaknesses are targeted then practiced
and improved
Performer understands the relationships of
subroutines
Disadvantages:
takes time to get to full skill
ex. breaking down gymnastic sequences or triple jump
Outline the spectrum of teaching styles
Command (traditional)
Reciprocal
Problem-solving
Explain Command teaching style
Authoritarian style
Minimal consideration to the individual- learners are treated the same way.
Inhibits cognitive learning- questioning and thinking are not encouraged
Teacher/coach is in full control of decision-making process- no opportunity for learner to
develop responsibility for their own learning
Beneficial for beginners (skill development), large groups and limited time situations
Explain Reciprocal teaching style
Peer coaching/teaching
Coach/teacher sets agenda, picks topic and encourages learner to work with peers to provide
feedback on the task.
Gives confidence, encourages communication and cognitive skills
Mistakes are not seen as bad, but as room for improvement (progress)
ex.students teach other students
Explain Problem-solving teaching style
Problem-solving approach
Teacher/coach presents a problem/task and lets learners find a solution
More independence, increased self-esteem, innovation
Important to set realistic goals
Experience is required
