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A-Level Physical Education > Practice and Guidance :) > Flashcards

Practice and Guidance :) Flashcards

1
Q

whole practice

A

skill is presented as a whole and not broken down

skill is:

  • highly organised
  • continuous
  • simple
  • discrete

performer is:
-autonomous

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2
Q

whole pros and cons

A

pros: kinaethesis developed, fluency maintained, not time consuming, clear mental image, easily transferred to game, helps understanding
cons: not good for cognitive/new performers, can cause fatigue or information overload, need to be physically able to perform whole skill

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3
Q

progressive part practice

A

first subroutine taught and perfected then next subroutines gradually added until whole skill is done

skill is:

  • low organisation
  • serial
  • complex
  • dangerous

performer is:
-cognitive

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4
Q

progressive pros and cons

A

pros: reduces chance of overload or fatigue, helps understanding, confidence increases, danger reduced
cons: time consuming, fluency can be hard, kinaethesis not properly developed, can get boring

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5
Q

whole-part-whole practice

A

learner attempts full skill then breaks into subroutines then back into whole skill

skill is:

  • complex
  • fast

performer is:

  • cognitive (working on specific parts)
  • autonomous (practicing specific weakness)
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6
Q

whole-part-whole pros and cons

A

pros: kinaethesis maintained, weak subroutines can be improved, fluency maintained, confidence increases
cons: time consuming, can’t use on highly organised skills, kinaethesis could be affected if not quickly integrated

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7
Q

cognitive stage

A
  • starts creating mental images of skills (mental rehearsal used)
  • trial and error used (mistakes made)
  • accurate demonstration needed

feedback:

  • extrinsic
  • positive
  • knowledge of results
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8
Q

associative stage

A
  • models performance on more skilled athletes
  • begins focusing on finer details of skill
  • demonstrations and mental rehearsal
  • smoother and more co-ordinated movements

feedback:

  • intrinsic (kinaethesis)
  • extrinsic
  • knowledge of performance
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9
Q

autonomous stage

A
  • fluid, efficient and habitual movements
  • skills are automatic
  • fully formed motor programmes (long term memories)
  • concentrate on fine details, tactics and advanced strategies

feedback:

  • intrinsic (kinaethesis)
  • extrinsic
  • knowledge of performance
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10
Q

learning plateaus

A

period of performance when there are no signs of improvement

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11
Q

causes of plateau effect

A
  • loss of motivation
  • mental/physical fatigue
  • limit of ability reached
  • poor coaching
  • incorrect goals set
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12
Q

solutions of plateau effect

A
  • set new tasks/challenges
  • variable practice
  • offer tangible rewards
  • allow rest periods
  • distributed practice
  • alternative coach
  • set SMARTER goals
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13
Q

cognitive: insight learning (gestalt)

A

learn through whole skill rather than isolated sub-routines
-learning skill as whole develops kinaethesis and full understanding

performers think about what to do but use previous experiences to help

  • use insight and adapt to sporting situation
  • uses creativity to develop own strategies and tactics
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14
Q

behaviourism: operant conditioning (skinner)

A

learning happens by strengthening a link between stimulus and response
-once sr bond is made it increases chance of desired response happening

coach should:

  • allow use of trial and error
  • manipulate environment to allow desired behaviour to be achieved
  • offer a satisfier when correct response shown so its repeated
  • offer an annoyer (such as lap) for incorrect responses
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15
Q

social learning: observational (bandura)

A

learn by watching and replicating actions of ‘models’ around us

more likely to copy:

  • significant others
  • models with similar characteristics
  • successful skills
  • reinforced skills
  1. Attention- need to concentrate on accurate model
  2. Retention- remember by repetition + mental image
  3. Motor Reproduction- be able to physically copy model
  4. Motivation- determination to copy skill
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16
Q

constructivism: social development (vygotsky)

A

learning is a social process with help of others
-social interaction plays key role in development

1.role of social interaction
inter-psychological learning- learn through watching mkos
intra-psychological learning- apply to themselves and construct actions

2.more knowledgeable others
coach or teacher who gives technical advice and feedback

3.zone of proximal development
what learner needs to reach the next skill - gap in knowledge

17
Q

massed practice

A

continuous practice without rest periods

skill is:
closed
discrete
self-paced
simple

performer is:
motivated
autonomous
fit

18
Q

massed pros and cons

A

pros: overlearns skills so they become habital, motor programmes formed, improved fitness, kinaethesis developed
cons: causes fatigue, performer may not be fit enough, no time for feedback

19
Q

variable practice

A

practicing skills in constantly changing environments

skill is:
open
externally paced
complex

performer is:
cognitive
lacking motivation

20
Q

variable pros and cons

A

pros: develops schema, increases motivation, performer gains experience in different environments, positive transfer
cons: time consuming, can cause fatigue, possibility of info overload, could cause negative transfer

21
Q

distributed practice

A

practice with rest periods included

skill is:
continuous
complex
serial
low organisation
dangerous
externally paced
open

performer is:
cognitive
unfit
lacking motivation

22
Q

distributed pros and cons

A

pros: more effective than massed, allows time for recovery, allows time for mental practice, time for feedback, motivational
cons: time consuming, negative transfer to competition situations

23
Q

mental practice

A

practicing skill in your head

skill is:
complex
serial

performer is:
cognitive- build mental image of basics
autonomous- focus on key strategies/tactics

24
Q

mental pros and cons

A

pros: produces clear mental image, performers can see them succeeding, reduces anxiety, muscles are stimulated, reaction time improves
cons: difficult for cognitive perf to complete fully, mental image must be fully accurate, difficult if environment is not quiet

25
Q

visual guidance

A

performer shown the correct way to perform skill
-videos, demonstration, pictures
can be paired with verbal guidance as well

26
Q

visual pros and cons

A

pros: good for cognitive performers, helps create mental image, highlights weakness, clear what to do
cons: demonstration needs to be accurate, too much info can lead to overload, needs to be replicated

27
Q

verbal guidance

A

coach instructs verbally, explaining and directing how to perform skills

used to give tactical, strategic and technical information, but needs to be kept short

28
Q

verbal pros and cons

A

pros: immediate, good for open skills and quick decisions, works for autonomous performers
cons: could cause information overload, cognitive performers wont understand, cause lack of focus

29
Q

manual guidance

A

coach uses their own body to physically support or manipulate performers body to aid them

30
Q

manual pros and cons

A

pros: good for cognitive, used for dangerous skills, reduces fear of hard skills, whole skill can be attempted, kinaethesis developed
cons: could become reliant on support, cause incorrect kinaethesis, bad habits formed, performer could feel demotivated, uncomfortable by physical contact?

31
Q

mechanical guidance

A

any equipment, apparatus or device used to aid and shape movement

32
Q

mechanical pros and cons

A

pros: good for cognitive, used for dangerous skills, reduces fear and anxiety, whole skill can be attempted, allows performer to develop kinaethesis
cons: could become reliant on support, cause incorrect kinaethesis, bad habits formed, performer could feel demotivated as not alone

33
Q

knowledge of performance

A

information about WHY skill was successful /unsuccessful

-technique and quality of action

34
Q

knowledge of results

A

information about WETHER skill was successful (repeat it) or unsuccessful (adjust next time)

35
Q

positive feedback

A

information about what was correct - so repeated

36
Q

negative feedback

A

information about incorrect actions - not repeated

37
Q

intrinsic feedback

A

using kinaethesis, feel if the action if correct or incorrect

38
Q

extrinsic feedback

A

from outside source- can be positive or negative

A-Level Physical Education (30 decks)

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