Unit 5.3

Question 1

Distinguish between learning and
performance

Answer 1

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

Question 2

Describe the phases (stages) of learning

Answer 2

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

Question 3

positive acceleration learning curve

Answer 3

• skill difficult to learn at first
• slow progress, quick improvement

Question 4

negative acceleration learning curve

Answer 4

• quick learning at first
• learning slows down

Question 5

linear learning curve

Answer 5

• easy to perform skill
• rare

Question 6

plateau learning curve

Answer 6

• learning is positive
• a period with no improvement
• lack of motivation/ fatigue/
  injury
• keep practicing
• more learning is demonstrated

Question 7

Discuss factors that contribute to the different rates of learning

Answer 7

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

Question 8

Define the concept of transfer

Answer 8

Transfer - when the skill can be applied to another sport

Question 9

Positive type of transfer

Answer 9

when the practice of one task has a good effect on the learning or
performance of another

Question 10

Negative type of transfer

Answer 10

when a practice of one task has a bad effect on the leaning or performance of another

Question 11

Zero type of transfer

Answer 11

represents no effect

Question 12

Skill to skill transfer

Answer 12

from one skill to the next
ex. throwing a ball to throwing the javelin

Question 13

Practice to performance to skill transfer

Answer 13

training to in-game situation
ex. batting in cricket or baseball against bowling/ pitching machine

Question 14

Ability to skill transfer

Answer 14

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

Question 15

Bilateral skill transfer

Answer 15

when you can transfer the skills from one side to another
ex. a soccer player learning to kick with their weaker foot

Question 16

Stage to stage skill transfer

Answer 16

From the cognitive, to the associative to the autonomous stage
ex. from three-on-three basketball to full game

Question 17

Principles to skills transfer

Answer 17

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

Question 18

Outline the different types of practice

Answer 18

Fixed Practice
Massed Practice
Distributed Practice
Variable Practice
Mental Practice

Question 19

Fixed Practice

Answer 19

• 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

Question 20

Massed Practice

Answer 20

• 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

Question 21

Distributed Practice

Answer 21

• 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

Question 22

Variable Practice

Answer 22

• 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

Question 23

Mental Practice

Answer 23

• When performers think about specific components of the movement without actually performing
  ex: a dancer who thinks about complex footwork sequence

Question 24

Explain the different types of presentation

Answer 24

Whole-Part-Method
Whole Method
Part Method
Progressive Part Method

Question 25

Explain Whole-Part-Method

Answer 25

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

Question 26

Explain Whole Method

Answer 26

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

Question 27

Explain Part Method

Answer 27

• 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

Question 28

Explain progressive part method:

Answer 28

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

Question 29

Outline the spectrum of teaching styles

Answer 29

Command (traditional)
Reciprocal
Problem-solving

Question 30

Explain Command teaching style

Answer 30

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​

Question 31

Explain Reciprocal teaching style

Answer 31

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

Question 32

Explain Problem-solving teaching style

Answer 32

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