Ch. 8 Flashcards
Motivating People to Learn Motor Skills
***Goal setting Praise/criticism ***Success/failure Self-esteem Competition/cooperation
***Goal setting:
Specific (80% free throw %) better than general (“do my best”).
Short and short + long term goals better than long-term goals only.
Moderate goals better than difficult and easy goals.
Self established goals lead to better results compared to coach or group determined goals.
Praise/criticism
Praise usually better
Praise for introverts
Criticism for extroverts
Constructive criticism!
***Success/failure
Experience of success—> adequate, confident
Experience of failure—> anxious, less confident
Self-esteem
– how learners view themselves.
High self-esteem accept success (either self-determined or external)
Low self-esteem reject their success. However, inclined to be motivated by success as result from “luck”.
Competition/Cooperation
Guidelines for using competition:
Individuals should be encouraged to perform at personal best;
Plan competition to allow all different individuals to experience success.
Introducing and Explaining Movement Skills
Introduction
Explanation
Focus of attention
Internal focus of attention
External focus of attention (generally leads to better results)
Relate content to the learners’ background!
Introducing and Explaining Movement Skills (2)
Demonstration/Modeling and Observational Learning
Influenced by:
Learner characteristics – cognitive/memory development.
Not very effective for children 4-7
Model characteristics
Expert model – provides correct info
Novice model – improves learners’ confidence
Novice model with feedback from instructor – engages learner in problem solving
Modeling more effective when learning new pattern of movement!
Guidelines for using demonstrations
Maximize selective attention and active rehearsal.
Type of model
Ask learners to recall important aspects of demo.
Encourage self-talk, encoding, labelling.
Provide feedback/info during demonstration
Physical and mental demonstrations (imagery) have similar effects.
Explanations for effectiveness of demonstrations
Social Learning Theory
Bandura – designed for social skills
Influence of other people governs learning
Direct Perception Approach
Individual extract “relative motion” from demonstrations
Discovery Learning: An Alternative Approach
Learner discovers optimal solution to a given movement problem on his/her own.
Promote exploration of strategies vs. imitation.
Two important advantages:
Forces the learner to problemsolve more than other techniques.
Shifts the role of practitioner from teacher to facilitator.
How to Apply the Principles of Discovery Learning?
Present a Movement Problem:
The learner is left to discover the appropriate strategy to achieve the goal.
After sufficient exploration, the emerging strategies are compared by the students.
Strategies are then refined until the more effective ones emerge.
Simplify the Learning Environment
Reduce the things to be controlled (df) e.g., holding on to the back of a bicycle.
