exam questions Flashcards
State three characteristics of a skill
- coordinated
- smooth
- aesthetically pleasing
Identify the first stage of learning and justify the use of demonstrations at this stage
cognitive stage. Demonstrations allow performer to from mental images
classify the skill continua for the skill of springboard diving
closed - unchanging environment
self-paced - performer decides when to start and speed of movement
discrete - distinct beginning and end
gross - large muscle groups
Justify the classification of a free throw on the following three continua:
open or closed
self-paced or externally paced
discrete, serial or continuous
closed - as the environment is predictable
self-paced - performer controls when they start and how fast the shot is performed
discrete - as the skill has a clear beginning and ends
discuss whether massed practice is suitable for a basketball player wanting to develop the skill of a free throw
2 advantages:
- the free throw has natural breaks, therefore massed practice good as no need for recovery
- massed practice can support adopting a quicker feel/kinaesthesis for the free throw
2 disadvantages:
- massed practice is not suitable if cognitive learner as the basketball player may develop the wrong technique
- repeated failure can result in loss of motivation
Suggest strategies a coach may use to help a performer to overcome a learning plateau
- introduce a different coach
- provide feedback
- make practices more varied
- allow rest to prevent fatigue
classify the triple jump using the following continua:
open - closed
self-paced - externally paced
discrete - serial - continuous
gross - fine
- closed - towards the end of the continuum as no other athlete can directly interfere with the triple jumper
- towards self paced end of continuum because the athlete decides when they start their run up towards the take off board
- serial because the triple jump is made up of discrete skills of the run , hop, step and jump
- gross because the triple jump uses large muscle groups
Springboard divers often train using trampolines . Explain how a coach can ensure that practising on a trampoline assists the learning of skills in diving
- there will be a positive transfer of learning. makes the performer more aware of transfer potential of skills that are similar
- practising on trampolines is safer which will intern reduce risk of injury
- will make practise sessions more realistic and relevant
- only use if performer is confident and well motivated
explain three reasons why a coach would use massed practice to produce optimum improvements in performance
- performer will have high levels off fitness they can work for longer without fatigue affecting the learning of the skill
- skills are simple , therefore take a short time to perform
- replicates fatigue of a game situation so the performer becomes familiar with conditions they will need to perform the skill under
suggest factors that a coach should consider when deciding to use whole or part methods methods of practice
- age of learner
- motivation of learner
- fitness of learner
- level of experience
- type of skill
give one example of positive feedback and one example negative feedback in athletics
positive - praise when your hurdle technique was good
negative - criticism when you didn’t keep leg straight when hurdling
evaluate whether positive or negative feedback is most effective when coaching an athletics performer in the cognitive stage of learning
- positive feedback is most effective as it increases confidence and maintains motivation in cognitive performers
- negative feedback is less effective as can decrease confidence and motivation
- too much positive feedback can have a negative impact as it gives a false impression of success
‘verbal guidance is a suitable way of introducing a new skill to a cognitive learner’
discuss this statement
advantages:
- can be used in conjunction with visual guidance too give cognitive learner more information
- helps to build correct mental image which cognitive learner can refer back to
disadvantages:
- too much information may cause confusion
- technical terms may not be understood by a cognitive performer
- verbal guidance during a performance can cause the performer to lose concentration especially in the cognitive stage
explain how a coach can strengthen the stimulus-response bond for a player passing a ball in a game of football
- positive reinforcement - when a player makes the correct pass the coach may offer praise or a reward to encourage the correct response to be repeated
- negative reinforcement - a coach may make negative comments when player miss places a pass , but stop when the correct pass is made
describe the four processes of observational learning
ARMM
attention - ensure performer takes notice by making demonstration clear
retention - ability to remember skills important information , by being able to recall demonstration in memory
motor production - capability to physically and mentally copy demonstration , through appropriate being set to give success
motivation - the drive needed to copy the demonstration. offer praise and rewards through positive reinforcement
Explain how the Vygotsky theory applies to a badminton player learning a new skill
what can be done alone - e.g. grip racket , get into position and make contact with shuttle to perform overhead clear
what can I do with help from a coach - e.g generating more power to clear shuttle further , by getting my feet and body in better position
what cannot be done yet - e.g generating consistent power
to help the badminton player would need to observe and copy others and set targets
