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PE > Learning, Process and Variables > Flashcards

Learning, Process and Variables Flashcards

1
Q

Discuss verbal guidance

A

+
Build on knowledge gained by visual guidance
Build knowledge on terminology
Good for tactics and strategies

  • May cause information overload
    Learners only remember limited information
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2
Q

Discuss Visual guidance

A

+
Provide mental image for performer
Demonstrate correct technique
Provide greater understanding
-
Poor technique may be used and therefore developed
Needs to be used alongside verbal guidance

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3
Q

Describe a Cognitive Learner

A

Create a mental image
Full of mistakes
Inconsistent and lack of fluency

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4
Q

Advantages and limitation of mechanical and manual guidance

A

+
Help confidence
Develop kinaesthetic feeling
Safety

  • Expensive equipment
    Performer may become dependent
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5
Q

4 Types of guidance

A

-Visual
- Verbal
- Mechanical
- Manual

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6
Q

Describe an Assosiative Learner

A
  • Improved performance
  • More consistent and efficient
  • Less errors
  • Developing kinaesthetic feedback
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7
Q

Describe an Autonomous Learner

A
  • accurate
  • Confident
  • Kinaesthetic feeling, internal feedback
  • Skills are overlearned habitual and grooved
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8
Q

Negative Reinforcement

A
  • Negative or aversive stimulus (disapproval)
  • When learner responds correctly, stimulus of disapproval is withdrawn
  • Weakens the S-R bonds and corrects the learning bonds
    e.g when diving incorrect technique = pain from belly flop, when corrected pain is taken away
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9
Q

Positive Reinforcement

A
  • After success of desired behaviour has been shown, teacher shows approval
  • In form of praise/ as intangible e.g ‘well done’ or tangible
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10
Q

Explain massed practice method

A

-Long sessions e.g. swimming
- Increase CVE and ME
- May pick up injury through fatigue
- Mostly autonomous learners

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11
Q

Explain Distributed Practice

A

Lots of breaks providing time for feedback and rest

+ Reduce risk of injury
+All stages of learning
- Information overload, no new skills learnt

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12
Q

Explain metal rehearsal

A

Visualise yourself performing the skill e.g hurdles

+ Great preparation
- No physical improvement
- Autonomous learners

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13
Q

Progressive part practice

A

Learn first part of the skill then learn the second, then link both before moving on e.g gymnastics

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14
Q

Varied Practice

A

Practice the skill in different scenarios, Open skill
+ Game specific
- If used too soon learner may become overloaded

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15
Q

Intrinsic feedback

A

Sensory via proprioceptors
- Autonomous = know kinaesthetic feeling so more capable of correcting
- Need a balance of intrinsic and extrinsic feedback

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16
Q

Terminal Feedback-

A
  • Received at the end of a skill
  • Doesn’t change incorrect skill until next time / later
17
Q

Concurrent Feedback

A

Received during the performance
- Associative / Autonomous learners will understand and be able to process information given
- May be overwhelming/ distract you from playing

18
Q

Knowledge of Performance

A
  • Quality of movement internally
    Autonomous = beating PBs
    Cognitive = Setting goals and seeing progress
19
Q

Knowledge of Results

A

Concerned with the result / outcome
All stages win to be successful
- Dis heartened when loosing

20
Q

Choosing a practice method

A

An effective coach will use the right method depending on the situation, individual and skill

21
Q

What is punisment

A
  • Give unpleasant simulus to a performer to prevent a response from occuring
  • Unpleasant = noxious stimulus is designes to break undesired learning bonds
22
Q

What needs to be remembered when linking stages of learning and guidance?

A

All types of guidance can be used in all stages of learning

23
Q

Positive Transfer of Learning

A

Positive - The two skills are similar to each other. Mastering one makes the learning of the second skill easier.
e.g snowboarding and skateboarding

24
Q

Negative Transfer of Learning

A
  • the learning of one skill, makes the learning of the second skill difficult.
  • a stimulus in both skills, require a different response.
    e.g tennis and badminton
25
Q

Bilateral Transfer of Learning

A

This is transfer of learning from one limb to another. e.g catching

26
Q

Proactive Transfer of Learning

A

When a previously learned skill influences a skill that is currently being learned.
e.g bean bag when younger can then catch a ball

27
Q

Retroactive Transfer of Learning

A

When a newly learned skill influences a previously learned skill.
e.g javelin improves tennis ( strengthens it due to same movement)

28
Q

What is observational learning?

A

Learning behaviour through demonstration from significant others

29
Q

What is modelling?

A

Imitating behaviour of others

30
Q

Describe banduras model of observational learning

A

DEMO - Clear and accurate
- Visual guidance

ATTENTION- Learner must focus on demo and should be brief and meaningful

RETENTION - Encourage mental rehearsal
- Attach second image and repeat. Use verbal g to prevent overload

MOTOR REPRODUCTION - Learner must have physical ability to replicate

MOTIVATION - Performer must have a drive to match performance

31
Q

Linear learning curve

A

Rate of improvement is directly proportional to number of practice sessions - constant improvement

32
Q

Positively accelerated Learning curve

A
  • The individuals performance is better in the later sessions than in earlier ones.
  • Rate of performance is getting faster
33
Q

Negatively Accelerated Learning Curve

A
  • Individuals performance was better in earlier sessions
  • Rate of performance improvement is slowing.
  • For example poor coaching and reaching potential
34
Q

Plateau Learning Curve

A

Caused by athlete being over tired, lack motivation, Mental fatigue or too difficult
OVERCOME= Vary sessions, set goals, break down skill

PE (13 decks)

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