Factors That Influence Learning (part 2)

Question 1

When teachers emphasize a behaviourist or information processing learning model what instruction is used

Answer 1

Direct instruction

Question 2

when teachers emphasize a cognitive strategy learning model what instruction is used

Answer 2

Indirect instruction

Question 3

Why does behaviourist model fit well with direct instruction

Answer 3

• easier to give positive reinforcement
• teacher loses control if using indirect
• from safety perspective need to be there

Question 4

What do direct and indirect approaches depend on

Answer 4

On the needs of the learner and the nature of what is being taught

Question 5

What will most teachers do with the different learning models

Answer 5

Flow between them

Question 6

Dynamical systems theory

Answer 6

one of the more popular theories for explaining movement responses

Question 7

What does the dynamical systems theory suggest

Answer 7

Movement responses are controlled by 3 categories of constraints
Organismic (the body)
Environment (social and physical)
Task (what body is being asked to do)

Question 8

Organismic constraints

Answer 8

Refer to physical ability and maturity level of the learner

Question 9

Environment constraints

Answer 9

Refer to physical and social environment considerations (e.g., weather -physical, toxic masculinity - social)

Question 10

Task constraints

Answer 10

Refer to practical things like equipment and the rules of the game

Question 11

Stages of motor learning

Answer 11

• cognitive stage
• associative stage
• automatic stage

Question 12

Cognitive stage

Answer 12

Learner is simply trying to make sense of what is required by the skill (beginner)

Question 13

associative stage

Answer 13

Learner is trying to coordinate the different parts of the skill (intermediate)

Question 14

Automatic stage

Answer 14

Learner no longer has to concentrate on the skill
Been placed in a lower brain center which leaves the learner free to concentrate on other things (intermediate to expert)

Question 15

What does the learner rely on in cognitive stage

Answer 15

Info- visual and auditory - to try and understand what to do
Learner has to think clearly and carefully about each aspect of the skill and how the different aspects go together

Question 16

Why are more general movement patterns more common in cognitive stage

Answer 16

Because learner has not yet developed the neural pathways for more refined movement patterns

Question 17

What is helpful for cognitive stage learner

Answer 17

Demonstration
Need to see, and if possible, feel the proper skill execution

Question 18

What has research shown about the cause of fear of failure

Answer 18

Caused by fear of aversive consequences of failure
(Fine to fail, consequences that matter)

Question 19

What are the 5 aversive consequences associated with fear of failure in individuals

Answer 19

1. feeling of shame and embarrassment
2. feeling a decline in self-esteem
3. Feeling they ave disappointed important others
4. Feeling important others are less interested in them
5. Feeling they have negatively affected their future prospects

Question 20

When is fear of failure much more an issue

Answer 20

Cognitive stage
- don’t know if doing correctly (competence)
- dont have confidence that doing correctly

Question 21

How can teacher manage fear of failure

Answer 21

• structure the class experience to minimize potential consequences
• as student work to become more proficient, should not experience isolation or situations where they are on public display
• they should not be subjected to challenge of social comparison (e.g., teacher selects teams)

Question 22

In the in between associative stage what is the learner now able to being embracing

Answer 22

Expanding skill challenges (e.g., shooting a bball while being more closely defended)

Question 23

What will the learner still not demonstrate in the associative stage

Answer 23

Consistency of skill execution
- beginning of a transition from more general movement patterns to more refined

Question 24

How long can someone be in associative stage

Answer 24

Very long time - especially with complex skills
Appropriate and accurate teacher feedback is very important at this time
- may never move out of this stage
- why group instruction is hard

Question 25

What is the goal of all motor learning

Answer 25

For skill to become automatic Learner does not have to intentionally think about skill execution

Question 26

Demonstrate consistency of skill execution

Answer 26

Automatic stage

Question 27

At automatic stage what can the learner apply their skill to

Answer 27

In more and more challenging environments (e..g, more relationships)

Question 28

The higher levels of functioning in cognitive learning result in increased cognitive processing whereas what happens in motor skill acquisition

Answer 28

Higher levels of learning in motor skill acquisition result in less cognitive processing Increase skill, decrease cognitive function

Question 29

What is the objective of motor skill learning

Answer 29

Have learners not focused on their (motor) response

Question 30

Examples of how a teacher can structure their instructional plan to maximize the students’ learning experience

Answer 30

- equalize competition - skilled paired with less skilled - divide by skill level

Question 31

Beginnner

Answer 31

Body and space

Question 32

intermediate

Answer 32

Body, Space and force

Question 33

Advanced

Answer 33

Body, space, Force and relationships

Question 34

Movement patterns (10)

Answer 34

Sending Receiving Accompanying Evading Locomotions Landings Statics Swings Rotations Springs

Question 35

5 requirements needed to learn a motor skill

Answer 35

Prerequisites Clear idea of the task Motivational/attentional disposition to the skill Practice Feedback

Question 36

What do prerequisites for motor skill learning often involve

Answer 36

- learner having mastered some preliminary skills and abilities that are easier but related - learner having reached a certain level of physical maturation (e.g., strength and flexibility)

Question 37

What is it important that teachers do in relation to prerequisites

Answer 37

Do not assume students have attained the level of physical maturation or mastered the preliminary skills necessary to learn a particular motor skill

Question 38

In relation to prerequisites, what may be an issue if motor skills are not being performed proficiently

Answer 38

Student may not have the foundational skill or strength to perform the skill

Question 39

When learner has prerequisites for skill what is the next important step

Answer 39

Determine if they understand what they are being asked to do (clear idea of the task)

Question 40

Why do most skill-learning problems occur

Answer 40

The learners do not have a clear vision in their minds of what they are being asked to do

Question 41

What do teachers need to provide for a clear idea of the task

Answer 41

Clear and specific instructions so they can develop, in their minds, motor programs that they than activate to facilitate movement

Question 42

Motor programs

Answer 42

Memory representation for a pattern of movement that is rather abstract and usually does not involve a specific movement performed by a specific set of muscles and limbs but a pattern that is general to a variety of responses

Question 43

What does good instruction facilitate

Answer 43

Acquisition of accurate motor programs Good demonstrations and careful selection of info given to learners

Question 44

Why is the motor program an important idea

Answer 44

It emphasizes the extreme importance of cognitive function in motor skill acquisition

Question 45

What do most problems with motor skill development have to do with

Answer 45

The faulty installation of a motor program, or the faulty interpretation of a motor program

Question 46

Motivational/attentional disposition to skill

Answer 46

World of nurturing within students the desire to a learn a skill

Question 47

What is the best way to nurture motivational/attentional disposition to skill

Answer 47

Try and make the learning meaningful to the student

Question 48

In addition to enhancing student motivation, what does meaningfulness enhance

Answer 48

The actual learning process because our brains are wired to more effectively process info we find most relevant

Question 49

What is a practice plan essential for

Answer 49

As motor skills are learned as motor programs that are general and not specific to muscle groups

Question 50

What do motor programs allow a learner to do

Answer 50

More easily adapt movement patterns to different situations

Question 51

Why are motor programs less consistent and more variable

Answer 51

Because they are not learned as a specific set of instructions for a particular set of muscles

Question 52

Practice of motor skills is essential for what

Answer 52

Developing and refining the motor program and reducing variability Specific practice plan should be put in place before instruction

Question 53

Feedback refers to

Answer 53

Information being provided to learners about how they are doing

Question 54

How can learners receive feedback

Answer 54

Internally (e.g., their own kinaesthetic sense) and externally (e.g., teacher comments)

Question 55

What does a teacher need before beginning instruction

Answer 55

Feedback philosophy

Question 56

What does feedback need to be

Answer 56

Specific, prioritized, and free of judgment Needs to make room for further student attempts

Question 57

What is the most important requirement for learning a motor skill

Answer 57

Feedback So issues can be fixed and faulty movement patterns don’t develop

Question 58

What should feedback regarding motor skills primarily focus on

Answer 58

On the technique rather than the outcome (ex: how you got the goal)

Question 59

What is the rationale for the focus on techniques not outcome

Answer 59

Centers around thought that good motor skill technique will lead to good motor skill outcomes

Question 60

Example of focus on technique

Answer 60

Good bball jump shooting technique should lead to more made jump shots

Question 61

What are required to improve motor skill proficiency

Answer 61

Patience, passion, and perseverance- grit

Question 62

Important quality for students to possess to facilitate the development of motor skill proficiency

Answer 62

Grit