Learning, Process and Variables Flashcards
Discuss verbal guidance
+
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
Discuss Visual guidance
+
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
Describe a Cognitive Learner
Create a mental image
Full of mistakes
Inconsistent and lack of fluency
Advantages and limitation of mechanical and manual guidance
+
Help confidence
Develop kinaesthetic feeling
Safety
- Expensive equipment
Performer may become dependent
4 Types of guidance
-Visual
- Verbal
- Mechanical
- Manual
Describe an Assosiative Learner
- Improved performance
- More consistent and efficient
- Less errors
- Developing kinaesthetic feedback
Describe an Autonomous Learner
- accurate
- Confident
- Kinaesthetic feeling, internal feedback
- Skills are overlearned habitual and grooved
Negative Reinforcement
- 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- When learner responds correctly, stimulus of disapproval is withdrawn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
Positive Reinforcement
- After success of desired behaviour has been shown, teacher shows approval
- In form of praise/ as intangible e.g ‘well done’ or tangible
Explain massed practice method
-Long sessions e.g. swimming
- Increase CVE and ME
- May pick up injury through fatigue
- Mostly autonomous learners
Explain Distributed Practice
Lots of breaks providing time for feedback and rest
+ Reduce risk of injury
+All stages of learning
- Information overload, no new skills learnt
Explain metal rehearsal
Visualise yourself performing the skill e.g hurdles
+ Great preparation
- No physical improvement
- Autonomous learners
Progressive part practice
Learn first part of the skill then learn the second, then link both before moving on e.g gymnastics
Varied Practice
Practice the skill in different scenarios, Open skill
+ Game specific
- If used too soon learner may become overloaded
Intrinsic feedback
Sensory via proprioceptors
- Autonomous = know kinaesthetic feeling so more capable of correcting
- Need a balance of intrinsic and extrinsic feedback
Terminal Feedback-
- Received at the end of a skill
- Doesn’t change incorrect skill until next time / later
Concurrent Feedback
Received during the performance
- Associative / Autonomous learners will understand and be able to process information given
- May be overwhelming/ distract you from playing
Knowledge of Performance
- Quality of movement internally
Autonomous = beating PBs
Cognitive = Setting goals and seeing progress
Knowledge of Results
Concerned with the result / outcome
All stages win to be successful
- Dis heartened when loosing
Choosing a practice method
An effective coach will use the right method depending on the situation, individual and skill
What is punisment
- Give unpleasant simulus to a performer to prevent a response from occuring
- Unpleasant = noxious stimulus is designes to break undesired learning bonds
What needs to be remembered when linking stages of learning and guidance?
All types of guidance can be used in all stages of learning
Positive Transfer of Learning
Positive - The two skills are similar to each other. Mastering one makes the learning of the second skill easier.
e.g snowboarding and skateboarding
Negative Transfer of Learning
- 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
