mr tweedale-chapter 2.2 Flashcards

Question

manual guidance

Answer 1

involves physical support by coach e.g. holding gymnast in balanced position

Answer 2

helps eliminate danger e.g. support gymnast will prevent them falling helps build confidence of performer who may not be able to get feel for task without support fear and anxiety for dangerous or difficult tasks may be reduced

Answer 3

may get too much reliance on physical support, may feel uncapable without, therefore causing confidence to decrease coach should restrict and control to make sure its not over used -may be off-putting with the coach being in such close proximity to the performer

Answer 4

using specialised equipment to support a performer e.g armband for swimming or harness for trampolining

Answer 5

confidence increased as gives pefomer sense they can do it eliminates danger-harness on trampoline prevents falling off and prevents injury can be used for disabled athletes, or those recovering from injury

Answer 6

performer may depend on it too much motivation may be lost if performer feels they cant do it without equipment/independently

Answer 7

if action is rewarded, more likely to be repeated use of reinforcement to link correct response to a stimulus based on work of skinner observed rats in cage called skinners box shapes behaviour by using reinforcement based on trial and error learning

Answer 8

based on trial and error learning shapes behaviour manipulates the environment if repsonse is rewarded, then likely to be repeated if repsonse is ignored, then likely to be avoided

Answer 9

works by strengthening link between stimulus and response known as stimulus response bond example of SR bond is shuttlecock high in the air shot in badminton persons best response to this shot would be to do a smash shot by linking both, actions can be learned the ways coach could link these is by positive reinforcement, negative reinforcement and punishment

Answer 10

increases likelhood of action being perfromed again example may be using praise to a perfomer whe did correct action

Answer 11

promotes correct actions by taking away unpleasant stimulus when performer does it right coach uses negative feedback on technique until performer gets it correct, then enagtive feedback stops and turns to postive feedback e.g coach brings in extra training after heavy defeat

Answer 12

coach gives unpleasant stimuli to prevent incorrect actions being repeated e.g perfomer punished with red card for committing a bad foul

Answer 13

Bandura suggest acceptable and unacceptable behaviour can be leaned by copying others bandura suggests perrfomer more likely to copy a behaviour if coach uses 4 processes

Answer 14

attention retention motor reproduction motivation

Answer 15

grabbing attention by demonstration more attractive the demo is, more liekly to be copied make model stand out by making it bright, attractive therefore, more memorable for perfomer any info given is loud and clear

Answer 16

ability to remember imporant info and store it in memory system make sure demo is accurate and clear learner should attempt it as soon as possible, so stays in mind

Answer 17

making sure performer is capable of physically copying the demonstration making sure task is at same level as performer and making sure understood at early stages of practice

Answer 18

drive needed to copy the demonstration motivate behaviour by giving prasie, rewards offering postive feedback and postive reinforcement

Answer 19

vygotsky looked at development of children interaction with others plays vital role in learning skills can be learned from others e.g. teachers and coaches these influential others known as more knowledgeable other these people may influence learner e.g. healthy lifestyle, degree of effort

Answer 20

stage where skills are learned from coach MKO where learner uses coaches for advice ans feedback

Answer 21

stage after inter-psychological learning where perfomer thinks about actions they have learnt externally and analyse them internally they will assess where they are at and how to progress onto next stage

Answer 22

idea of buliding leanring from experienced others can then add on to what you already know yourself during intra-pscyhological learning learner will figure out what level they are at and how to progress to next

Answer 23

what can i do what can i help with what can i not yet do

Answer 24

assessment of what they need to do next to learn the skill

Answer 25

development, skills learnt from coaches as process called inter-psychological process where leanrer uses the knowledgae other to get advice, feedback and tactical knowledge once absorbed, leanrer can use internal anlysis , think about constructing actions based on what they learnt externally

Answer 26

intra-pschological learning perfomer will assess what level they are at and how to improve to next level MKO may give advice perfomer will use three levels to suggest how they can improve this is called zone of proximal development

Answer 27

where perfomer uses three stages to asses how to improve what can i do alone what can i do with help what can i not do yet

Answer 28

what next?

Answer 29

where performer uses existing knowledge to help them in dealing with problematic sporting situations pefomer is given probelm so uses sporting knowldge as a solution e.g runner may know some of the runners and how they run fast at start then slow down she knows she needs to go at a fast pace throughout whole race concentrates on whoel task so good for relaistic situations

Answer 30

as solutio has been worked out by pefomer themselve, may gain intrinsic motiavtion thinking is used meaning cognitive process perfomer thinks for themselves rather then others input

mr tweedale-chapter 2.2 Flashcards

(55 cards)