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pe a level > principles and theories of learning and performance > Flashcards

principles and theories of learning and performance Flashcards

1
Q

what is learning

A

a permanent change in behaviour as a result of pratice

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2
Q

performance

A

a temporary occurrence that can change from time to time because of many external and internal influences

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3
Q

what is the cognitive stage of learning

A

the first stage of learning used by a novice. understanding and sub-routines are explored by trial and error

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4
Q

what is the associative stage of learning

A

the second stage of learning as motor programmes are developed and performance is smoother

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5
Q

what is the autonomous stage of learning

A

the final stage of learning used by an expert when movements detailed and specific

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6
Q

what is the purpose of feedback

A

to allow performer to identify there strengths and weakness, so that they can work on them in order to improve their sporting peformance

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7
Q

what is feedback

A

information to aid error correction

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8
Q

what is positive feedback

A

encouragment

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9
Q

what is negative feedback

A

error correction

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10
Q

what is extrinsic feedback

A

from an outside source

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11
Q

what is intrinsic feedback

A

from within

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12
Q

what is knowledge of results

A

concerns with the outcome

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13
Q

what is knowledge of performance

A

about the technique

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14
Q

what would one use with someone in the cognitive stage of learning (feedback type and knowledge of…

A

extrinsic feedback and knowledge of results, due to the novice, not knowing what a successful performance should feel like

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15
Q

what should the coach do before giving feedback

A

recognise what is appropriate based on what stage of learning the performer is at

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16
Q

what is a plateau

A

a period of no improvement

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17
Q

what is stage 1 of the learning curve

A

where the rate of learning is slow due to the performance level being poor, this is because the performer is new to the skill

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18
Q

what is stage 2 of the learning curve

A

there is a rapid increase in the rate of learning, due to the perform learning how to master the task, and they have gain some success whilst doing the skill

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19
Q

stage 3 of the learning curve

A

there is no improvement in the rate of learning and the performer has reached a plateau

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20
Q

state 6 things that lead to the plateau in peformance

A
  • lack of motivation
  • boredom
  • coaching
  • limit of your ability
  • targets set to low
  • fatigue
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21
Q

state 3 possible solutions to the plateau effect

A
  • the task could be increased in difficulty to create a challenge for the performer
  • the player could experiment with a different coach
  • they could add more variety to the task, to eliminate the amount of boredom
22
Q

what is visual guidance

A

guidance that can be seen, for example this could be a demonstration of a basketball pass

23
Q

state 2 advantages and 2 disadvantages of visual guidance

A
  • can be used to highlight a specific weakness (ADV
  • creates a mental image of what the perfect model looks like (ADV)
  • the demonstration must be accurate and match that of the skill level of the performer (DIS)
  • the demonstration could lead to the performer becoming further confused about how to perform the skill (DIS)
24
Q

what is verbal guidance

A

using words to explain the task

25
Q

state 1 advantages and 2 disadvantages of verbal guidance

A
  • verbal guidance, can also overlap with a coach giving feedback (ADV)
  • the performer may loose concentration and not pick up key bits of information, unless the coach keeps it clear and concise (DIS)
  • it must be relevant to the skill being performer in order to make sense to the performer (DIS)
26
Q

what is manual guidance

A

physically supporting/manipulating a performer during a movement

27
Q

state 2 advantages and 2 disadvantages of manual guidance

A
  • has the ability to eliminate the danger from a task (ADV)
  • it helps the performer build confidence before performing the skill without assistance (ADV)
  • allows performer to understand how the skill should feel (ADV)
  • if over used it can have a largely negative impact on the athlete’s ability to perform the skill (DIS)
  • requires the coach to physically manipulate the performer which some people may not be comfortable with (DIS)
28
Q

what is mechanical guidance

A

using artificial aids to help a performance

29
Q

state 2 advantages and 2 disadvantages of mechanical guidance

A
  • eliminates danger (ADV)
  • allows disable athletes or injured athletes to try skills whilst unable to do them unassisted (ADV)
  • the performer may loose motivation when unable to perform the skill without the mechanical aid (DIS)
  • the performer could become over reliant on it which would lead to difficulty when tyring to perform the skill without the use of the aid
30
Q

what is punishment

A

an unpleasant stimulus to prevent incorrect actions recurring

31
Q

who is responsible for operant conditioning

A

Skinner

32
Q

what is operant conditioning

A

the use of reinforcement to ensure that correct responses are repeated

33
Q

what are the three main features that characterise operant conditioning

A
  • trial and error learning
  • the coach manipulating the environment when using operant conditioning
  • it shapes behaviours by using reinforcement
34
Q

what basis does operant conditioning work on

A

that reinforced actions are strengthened and that incorrect actions can be weaken

35
Q

what is operant conditioning tyring to strengthen or weaken

A

the stimulus - response bond (the S-R bond)

36
Q

what is positive reinforcement

A

is when a good stimulus is given to increase the likelihood of a correct response occurring again in the future (e.g. praise when the correct action has been completed)

37
Q

what is behaviour theory

A

this attempts to explain how actions can be linked to stimuli

38
Q

what is negative reinforcement

A

promotes correct actions occurring to a stimulus by taking away a bad stimulus when the action is completed correctly (e.g. the coach doesn’t shout at the performer when the action is done right

39
Q

what is attention

A

making the demonstration attractive to the performer

40
Q

what is retention

A

remembering the demonstration and being able to recall it

41
Q

what is motor reproduction

A

having the mental and physical ability to do the task

42
Q

what is motivation

A

having the drive to do the task

43
Q

what are the 4 key things to remember with observational learning ?

A
  • attention
  • retention
  • motor reproduction
  • motivation
44
Q

what is punishment

A

an unpleasant stimulus to prevent incorrect actions recurring

45
Q

what is social development

A

learning by association with others

46
Q

what is inter - phycological learning

A

learning from others externally

47
Q

what is intra-psychological learning

A

learning from within after gaining external knowledge from other

48
Q

constructivism

A

building up learning in stages, based on the current level of performance
- what can I do alone
- what can I do with help
- what can I not do yet

49
Q

zone of proximal development

A

the next stage of learning based on the performers needs, expectation and current level of performance

50
Q

what is an MKO

A

a more knowledgeable other

pe a level (34 decks)

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