Skill Acquisition Flashcards
(51 cards)
The memory hook for Operant Conditioning is STOPPERENT? Using sporting examples explain what the first letter ‘P’ stands for in this theory of how we learn?
LEARNING THROUGH:
P-Positive reinforcement (praise used to strengthen Stimulus-Response bond)
E.g. coach says ‘well done’ for correct shooting technique/scoring
Negative reinforcement (removal of negative stimulus to strengthen Stimulus-Response bond) E.g. coach removing criticism when shot is successful
The memory hook for Observational learning theory is Observer-DAMN-Posh Pronunciation-DARMM. Using sporting examples what does the letter ‘A’ stand for in this theory of how we learn?
A-Attention-observer must focus on key points of the demo
E.g. observer must watch demo of shoulder pass carefully in order to copy it
The memory hook for comparing massed and distributed practice is MASSDDD. What does each letter mean?
GOOD FOR: M-Motor programme grooving (massed practice) A-Ability, performers have high ability and motivation (massed practice) S-Simple skills-low decision making S-Self paced skills D-Discrete skills-end quickly NOT GOOD FOR: D-Dangerous skills (fatigue/injury) D-Demotivating for cognitive learners
The memory hook for Cognitive learning theory is Cog-Prob-Ice Cream-WIPPI. Using sporting examples what does the letter ‘I’ stand for in this theory of how we learn?
SHORT CORNER HOCKEY:
I-Insight-intelligence
E.g. watching an elite hockey team to gain insight into different set plays
Evaluate the use of visual guidance.
+ Good for cognitive learners
+ Allows performer to create clear mental picture
+ Good if demonstration is clear and correct
- Poor demonstrations lead to incorrect technique
The memory hook for Operant Conditioning is STOPPERENT? Using sporting examples explain what the letter ‘S’ stands for in this theory of how we learn?
LEARNING THROUGH:
S-Structured conditions, manipulating the environment
E.g shooting a ball into a goal/cones-you can increase size of target to improve success
What type of Organisational skills (low or high) can be brOken into subroutines? Give a sporting example
Low e.g. triple jump
Evaluate the use of knowledge of performance.
+ Good for cognitive performers (tells them how to improve)
+ Good for autonomous performers (helps them to understand faults in technique)
+ Helpful when technique is good but outcome is bad
+ Can increase motivation/confidence
- If feedback is incorrect can lead to poor technique
- Doesn’t inform performer of end result
- Too much KOP can lead to info overload
- Can decrease motivation/confidence
The memory hook for Observational learning theory is Observer-DAMN-Posh Pronunciation-DARMM. Using sporting examples what do the letters ‘MM’ stand for in this theory of how we learn?
M-Motor reproduction-being physically/mentally able to copy the demo e.g. observer must be physically able to throw a shoulder pass
M-Motivation-observer must be motivated to copy demo e.g. observer must want to practice the shoulder pass in order to improve/a coach could use positive reinforcement to increase motivation
What type of practice involves conditions that are constantly changing/unpredictable? Give a sporting example.
Variable practice e.g 5v3 possession game in football/netball/hockey
To isolate a subroutine and put back into the entire skill is what method of practice? Give a sporting example
Part practice e.g. leg action of front crawl in swimming
The memory hook for comparing variable and fixed practice is VARIES. What does each letter stand for?
GOOD FOR: V A-Ability(high)/Autonomous performers R-Replicates I-Information Processing in games E-Externally paced/Environmental skills (open) S-Schema-developing experiences NOT GOOD FOR: Low ability Closed skills
The memory hook for Cognitive learning theory is Cog-Prob-Ice Cream-WIPPI. Using sporting examples what does the letter ‘I’ stand for in this theory of how we learn?
SHORT CORNER HOCKEY:
I-Intervening variables
E.g. shooter recognises position of goalkeeper and shoots in corner furthest away
Evaluate the use of verbal guidance in learning a new movement skill.
\+ Good for autonomous learners \+ Quick way to learn \+ Good if instructions are clear/concise - Can lead to information overload - Some skills are hard to explain - Incorrect information leads to poor technique/errors
What type of Continuity skills (discrete, serial or continuous) have a several subroutines? Give a sporting example
Serial e.g. triple jump
To practice a skill in it’s entirety, isolate and practice a weak subroutine and put back into the entire skill is what method of practice? Give a sporting example
Whole part whole practice e.g. tennis serve-isolate ball toss, practice, put back into entire skill
Evaluate the use of manual and mechanical guidance in learning a new movement skill.
\+ Good for cognitive learners \+ Helps to build confidence \+ Increases safety \+ Helps develops kinaesthetic feel of movement - Can be become over reliant on support - False kinaesthetic feel of movement - Might not like being touched be coach
What type of Continuity skills (discrete, serial or continuous) have no Clear beginning or end? Give a sporting example
Continuous e.g.running/cycling
The memory hook for Cognitive learning theory is Cog-Prob-Ice Cream-WIPPI. Using sporting examples what do the letters ‘PP’ stand for in this theory of how we learn?
SHORT CORNER HOCKEY:
P-Perception e.g. shooter sees they are not in best position to shoot so passes to teammate in space
P-Past experience-to formulate new ideas e.g. shooter knows from past games against goalkeeper they are weaker diving to the left
What type of Difficulty skills (simple or complex) have low levels of Decision making? Give a sporting example
Simple e.g. shot putt
What type of Continuity skills (discrete, serial or continuous) have a Clear beginning and end? Give a sporting example
Discrete e.g. a pass in football/netball/hockey
The memory hook for Operant Conditioning is STOPPERENT? Using sporting examples explain what the second letter ‘P’ stands for in this theory of how we learn?
LEARNING THROUGH:
P-Punishment (negative stimulus to weaken Stimulus-Response bond)
E.g. 10 laps/push ups for missing shot/goal
Using Atkinson & Shiffren’s multi-store memory model and Craik & Lockhart’s levels of processing model identify strategies to help a performer retain more information.
- Chunking/grouping
- Rehearsal/practice/repetition
- Association/linking
- Relevant/meaningful
- Avoid overload
What type of Organisational skills (low or high) can not be brOken into subroutines? Give a sporting example
High e.g. shot putt
