5.3 Principles of skill learning Flashcards
Definition of learning
Learning is a relatively permanent change in performance brought about by experience, excluding changes due to maturation and degeneration
Definition of performance
Performance is a temporary occurrence, fluctuating over time. A change in performance over time is often used to infer learning. We are not thought to have fully learned a skill until we can perform it with consistency.
What are the three phases of learning?
Cognitive, Associative, Autonomous
Describe the cognitive stage
Movements are slow, inconsistent, and inefficient. Considerable cognitive activity is required. Attention to understand what must move to produce a specific result. Large parts of the movement are controlled consciously. Practice sessions are more performance focussed, less variable & incorporate a clear mental image (technical/visual). ex. for me juggling lots of mistakes, slow inefficient
Describe the associative stage
Movements are more fluid, reliable, and efficient. Less cognitive activity is required. Some parts of the movement are controlled consciously, some automatically. Practice sessions link performance and results, conditions can be varied. Clear mental image —> accurate performance ex. for me playing blackbird on the guitar
Describe the autonomous stage
Movements are accurate, consistent, and efficient. Little or no cognitive activity is required. Movement is largely controlled automatically. Attention can be focused on tactical choices. Practice sessions are more results oriented. Focus is on greater range of motion, speed, acceleration & use of skills in a novel situation. ex. for me playing the c major scale on the piano
What are the four graphs to show the different rates of learning? BE ABLE TO DRAW THEM
Linear learning curve
Positive accelerated curve ex. snowboarding
Negative accelerated curve ex. skiing
Plateau effect
Factors that affect the rate of learning - little sentence thing
The Most Able People Process Information Differently - Teaching environment, Motivation, Age, Physical fitness, Physical maturation, Individual differences in coaching, difficulty of task
Teaching Environment
A safe teaching environment/limited distractions/small group. Learning/attention/facilities and space available for learning
Motivation
Can be related to a person’s inner drive (intrinsic) or external factors such as trophies (extrinsic) the strength of a learner’s drive to achieve is very individual motivation is also linked to a person’s state of arousal
Age
young learners have difficulty in focusing on important cues, difficulty in processing information. young learners make a large number of errors but as learners mature, more motor plans are generated. not physically developed enough to perform skills
Physical maturation
physical maturation/experience/emotional maturity will affect the progress of a learner
Physical fitness
size, shape and level of fitness may assist in learning. one learner may have more flexibility and strength than the other. a learner has an ability to make decisions more effectively if they are not fatigued
Individual differences of coach
a coach’s teaching style (command/reciprocal) may appeal to one learner but not the other. the quality and type of feedback received
Difficulty of task
progress will be slowed if the task is too difficult for the learner, this may have an impact on the motivation of the learner
Explain the interaction of the teaching style ‘command’
Practitioner makes decisions. Participant copies and complies with decisions and instructions.
