5.3 Principles of skill learning

Question 1

Definition of learning

Answer 1

Learning is a relatively permanent change in performance brought about by experience, excluding changes due to maturation and degeneration

Question 2

Definition of performance

Answer 2

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.

Question 3

What are the three phases of learning?

Answer 3

Cognitive, Associative, Autonomous

Question 4

Describe the cognitive stage

Answer 4

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

Question 5

Describe the associative stage

Answer 5

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

Question 6

Describe the autonomous stage

Answer 6

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

Question 7

What are the four graphs to show the different rates of learning? BE ABLE TO DRAW THEM

Answer 7

Linear learning curve
Positive accelerated curve ex. snowboarding
Negative accelerated curve ex. skiing
Plateau effect

Question 8

Factors that affect the rate of learning - little sentence thing

Answer 8

The Most Able People Process Information Differently - Teaching environment, Motivation, Age, Physical fitness, Physical maturation, Individual differences in coaching, difficulty of task

Question 9

Teaching Environment

Answer 9

A safe teaching environment/limited distractions/small group. Learning/attention/facilities and space available for learning

Question 10

Motivation

Answer 10

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

Question 11

Age

Answer 11

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

Question 12

Physical maturation

Answer 12

physical maturation/experience/emotional maturity will affect the progress of a learner

Question 13

Physical fitness

Answer 13

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

Question 14

Individual differences of coach

Answer 14

a coach’s teaching style (command/reciprocal) may appeal to one learner but not the other. the quality and type of feedback received

Question 15

Difficulty of task

Answer 15

progress will be slowed if the task is too difficult for the learner, this may have an impact on the motivation of the learner

Question 16

Explain the interaction of the teaching style ‘command’

Answer 16

Practitioner makes decisions. Participant copies and complies with decisions and instructions.

Question 17

What is the role of practitioner in the command teaching style?

Answer 17

Instructing

Question 18

What is the role of the participant in the command teaching style?

Answer 18

Copying

Question 19

What is the interaction of the reciprocal teaching style?

Answer 19

Participants work together, receiving feedback from each other. Practitioner provides reference points for feedback.

Question 20

What is the role of practitioner in the reciprocal teaching style?

Answer 20

Supporting

Question 21

What is the role of the participant in the reciprocal teaching style?

Answer 21

Performing and peer assessing

Question 22

What is the interaction of the divergent discovery teaching style?

Answer 22

Practitioner sets or frames problems. Participant attempts to create possible solutions

Question 23

What is the role of practitioner in the divergent discovery teaching style?

Answer 23

Prompting

Question 24

What is the role of the participant in the divergent discovery teaching style?

Answer 24

Creating

Question 25

What is the overall feel for the command style?

Answer 25

- authoritarian style - questioning and thinking are not encouraged - teacher/coach in full control of decision-making process - no developing responsibility for their own learning - good for beginners, large groups, and limited time situations

Question 26

What is the overall feel for the reciprocal style?

Answer 26

- 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)

Question 27

What is the overall feel for the divergent (problem solving) style?

Answer 27

- 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

Question 28

What are the two 'vs' of types of practice?

Answer 28

Massed vs distributed Fixed vs variable

Question 29

Explain massed practice (intervals in training)

Answer 29

Little to no gaps in practice Rest intervals are shorter than the time taken to perform the task Can lead to quick improvements Effective for more experienced, older, fitter, and motivated individuals

Question 30

Explain distributed practice (intervals in training)

Answer 30

Practice interspersed with rest or a different activity Intervals between tasks are longer than the time taken to complete a task May lead to better performance as less fatigue & Boredom Effective for beginners, less experience, limited preparation (physical/mental), less motivated

Question 31

Explain fixed practice (order of practice)

Answer 31

One skill is repeated over and over again Can lead to quick improvements, similar to massed practice Effective for skills that require minimal adaptation to the environment closed, interactive, coactive skills

Question 32

Explain variable practice (order of practice)

Answer 32

Practicing of one skill is randomly interspersed with practice of other skills Practicing in different contexts and different situations Key for open and interactive skills

Question 33

What are the four different types of presentation?

Answer 33

whole practice part practice whole-part-whole progressive part

Question 34

Explain whole practice

Answer 34

Practicing the skill in its entirety Used more when parts of the skill are performed simultaneously Learner is able to develop their kinaesthetic awareness (“feel”) for the activity In some activities the components of the skill are unable to be broken down ex. golf swing

Question 35

Explain part practice

Answer 35

Skill is broken down into its parts When parts of the skill are consecutive, it can be broken up Used for complex skills Specific techniques can be taught individually: arm action, breathing pattern, leg movement ex. tennis swing

Question 36

Explain whole-part-whole

Answer 36

Teacher or coach introduces the complete skill, highlighting the important elements. Performer then attempts to carry out the skill Any errors observed from teacher or coach allows them to break down the whole skill into subroutines to allow the performer to practice specific area(s) Once satisfied the “problem area” has been mastered, the part is integrated back into the whole skill ex. using a float to practice leg kick in swimming

Question 37

Explain progressive part

Answer 37

Known as the “chaining method” Parts of a skill are gradually linked into larger blocks that come progressively closer to the real, whole action. Slow process but allows weaknesses to be targeted to better understand the relationships. ex. gymnastic sequences or triple jump

Question 38

Explain the linear learning curve

Answer 38

When learning an easy-to-perform skill Rare that learning is simple as this

Question 39

Explain the positively accelerated curve

Answer 39

Skill is difficult to learn at first Slow progress, then quick improvement

Question 40

Explain the negatively accelerated curve

Answer 40

Quick learning at first Learning then slows down

Question 41

Explain the plateau effect

Answer 41

Learning is positive Then a period with no improvement (horizontal line) With more practice, learning is demonstrated