Unit 3: (Chapter 7, 8, 9)

Question 1

Should you have the learner participate in the goal setting porcess?

Answer 1

Yes!
1. increases commitment and understanding
2. internal locus of control

Question 2

What are characteristics of goal-setting?

Answer 2

1. challenging
2. attainable/realistic
3. specific

Question 3

What are 3 types of Goal setting?
Outcome Goals——Performance Goals——Process Goals

Answer 3

Outcome Goals -based on end-product (results) of performance
- PROBLEM: often times little control

Performance goals -improvements in performance as measured against one’s past
performance (i.e., did learner get better?)
PROBLEM

Process goals - specific aspects of skill execution (within the learner’s control)
(Corrections)

Question 4

target skills

Answer 4

motor tasks which need to be developed in order to reach goals

Question 5

Target behaviors

Answer 5

observable behaviors which are necessary to do target skills
(be able to measure)

Question 6

Target Context

Answer 6

exact environmental situation in which the target
skills will be used

Question 7

Transfer of Learning

Answer 7

How much effect practice on one task will be seen on the performance of another task;

Positive Transfer — good second task
Negative Transfer— Poor second task

Question 8

Learning: Near Transfer

Answer 8

Taking skills learned through practice and applying them in game situations

Question 9

Learning: Far Transfer

Answer 9

Applying movement patterns learned for one skill to an altogether different skill

Question 10

What are things that you have to consider for the learner?

Answer 10

Motivation;
Past Experiences—Far transfer
Abilities

Question 11

Teaching: Motivation

Answer 11

Motivation;
Why the goals are realistic/attainable
Relevance—How does it help them?
What stages of learning are they in?

Question 12

Teaching: Past Experiences

Answer 12

When teaching someone a new skill, emphasize the similarities between the present skill and past skills already learned

Far transfer

Question 13

Teaching: Abilities

Answer 13

You can’t develope abilities;
So its better to spend coaching time on the practice of the actual sport skill…

Question 14

Teaching: Learning level
How should you teach for each level?

Answer 14

Verbal-cognitive—Self Talk through steps
— Instructiosn
—Far transfer
—Demonstrations

Motor (Associative)— refine a skill
—Practice and precise feedback

Autonomous—
— Practice, Practice, Practice

Question 15

Stages of Learning: Verbal-Cognitive

Answer 15

Self Talk;

TEACH—
Instructions
link the present skill to previously learned skills (far transfer)
demonstrations/visual models

Question 16

Stages of Learning: Motor

Answer 16

Associative Stage;
Refinement of the skill;
Can correct themselves without a coach

TEACH— Precise feedback

Question 17

Stages of Learning: Autonomous

Answer 17

automatic performance; Don’t think about it

**Performance changes
**increased self-confidence
better error detection
little or no self-talk

** Teaching
** Stay in Practice so you can stay in te autonomous stage

Question 18

ASSESSING PROGRESS

Answer 18

How do you know they’ve learned the skill?
1. be sure to assess something which is related to what the learner is attempting to do
2. The validity of the assessment
— Outcome measurement
— Process Measures

Question 19

What are two ways to measure skill?

Answer 19

Outcome Measures— deal with the results of movement
(Speed, distance, frequencey, accuracy & consistency)

Process Measures— attempt to measure quality of movement
(Lab—EMG—altered rate of heartbeat. practical techniques. Like anyalizing videos)

Outcome

Question 20

How can you tell learning has occurred?
What are products of Learning? 6

Answer 20

Knowledge of Concepts
—knows rules + strategies
—Speed of decision-making
—Reduction of errors

Control and Coordination
—Smoothness of an action
—Fluidity

Muscles used
—Less “co–contraction of agonsists and antagonists
— More sequential contraction

Movement Effecientcy
—More energy efficient
—Less fatigue
—Lower exertion

Attention
—greater attentional capacity thats sustainable
— The ability to react to change

Error Detection and Correction
— more attention = more feedback

Question 21

HOW to Assess Progress

Answer 21

try to evaluate in a situation as close to the “real” situation as possible using the target context
(Practice how you play)

Question 22

Directing attention: Once learner understands movement mechanics (transitioning from verbal-cognitive stage to motor), emphasize an ___ focus

Answer 22

external;
Don’t focus internally= mess up.
“Focus on the ball”

Question 23

anxiety is ___ when performance is evaluated. How do we reduce anxity in a learner?

Answer 23

elevated;
People are nervous when learning a new skill// Being evaluated

1. emphasize process goals (ONLY EARLY ON when they are still learning)
   -“Smooth release” “Follow through”
2. Help learnerer set realistic goals

Question 24

What is Mass vs Distributed practice? Which one is better and why?

Answer 24

Massed—Cramed info over short time
Distributed—Spread out info over longer time;

distributed practice more effective becuase:
1. less practice in any one session … therefore more time “relearning” material each time
2. 1 hour/day less tiresome … helps to keep interest and attention
3. Less fatigue than mass

Question 25

What are 3 verbal way to convey Instructions?

Answer 25

Words 1. General naturue of skill 2. how to use skill 3. movement tips 4. Things to pay attention to Cues – feelings and sensations Pull from past experiences

Question 26

How should you give instructions?

Answer 26

when giving instructions: 1. brief and to the point 2. 1-2 main points at one time (Don't overload them) 3. relate to things already known 4. direct attention to an ***external focus*** (once general movement mechanics are learned)–––––(When learning is done!)

Question 27

Written/verbal instructions are usually (**is or not sufficient**) to explain motor tasks...

Answer 27

not sufficient

Question 28

What is observational

Answer 28

watching an action then, performing the action mimicking during demonstraitions

Question 29

When should you use verbal ***cues***?

Answer 29

Give verbal cues along with a demonstration to enhance visual information; Use verbal cues while performing key aspects of skills Focus on movement outcome—Not internal self (Use as necssasary)

Question 30

What is guidance procedures verbal vs. Physical?

Answer 30

***Guidance = assistance during early rehearsal/practice **verbal guidance** – talking someone through t*he movement **physical guidance** – actual manipulation of limbs and/or whole body

Question 31

What are guidance procedures Active vs. Passive guidance?

Answer 31

Under physical guidance Active Guidance —(mechanical guidance) allows learner to “get a feel” for the movement Passive Guidance —(Physically move) better visually to see errors; but not exerting nay force

Question 32

Issues with Guidance

Answer 32

Guidnace is good early on but needs to be elimenated later (Slide 17)

Question 33

only way to develop motor program is through ___

Answer 33

repetition "Practice makes perfect"

Question 34

What is a Simulator Practice? When should you use it?

Answer 34

simulator = any type of device that approximates the "real thing" useful when: 1. real task is too expernsive 2. when too dangerous 3. If you don't have access because of facillity or bad weather –like a flight simulator *** generalizability to actual target skill*** Only use simulator when neccisary—But better than nothing

Question 35

When a skill is too complicated we have to break down a skill. What are 3 types of part practice?

Answer 35

**fractionization** – practice individual components of a skill separately **segmentation** – gradually add parts until full sequence is learned **simplification** – reduce difficulty of some part of the skill (Like T-Ball)

Question 36

With **Part practice** Will there be **positive transfer** for **serial** and **descrete** taks?

Answer 36

(Positive transfer—transfer skill to performance) **Serial**—YES **Descrete**—NO –because its already a part task –Confuse—It could unlearn or complicate the task

Question 37

should you practice in slow motion? What does the specifiity hypothesis and generalized motor prgam say about it?

Question 38

Whatare the diffrenet scenes for Error Detection practice

Answer 38

Result of practice = improved ability to detect errors able to see, hear and feel errors. *Examples:* Kinesthetic–feeling Visual–sight Auditory–sound (teachable)

Question 39

Blocked practice

Answer 39

**blocked practice** = rehearsal of one task for extended period of time, followed by the next, and then the next, etc. —allows for concentration of one skill **Blocked = Drill**

Question 40

Random Practice

Answer 40

Random practice = multiple skills mixed up in random order —*never practice the same skill several times in a row*

Question 41

Which practice structure is best for learning? Random or blocked? Why?

Answer 41

Random Practice—Better retentioin of movement 1. contexual interference effect 2. poor inital peformance leads to better performance (learn fro mistakes)

Question 42

Why is random practice so effective? Use the Elaboration Hypothesis and forgetting hypothesis in explaination

Answer 42

Elaboration Hypothesis —tell teh difrenece between tasks —notice similatrities and diffreneces —Spatial learning —Frustrated= more meaning and diffrenec in the various tasks Forgetting Hypothesis —"forget"–Relearn how to do task —Retreval of GMP and adjusting parameters — retrieve from long term memory —Know where to find the GMP —response selection = finding GMP — Response program = adjusting parameters

Question 43

What stage of learning should you use blocked practice?

Answer 43

in verbal cognitive stage. You want to get away from it as soon as movement is learned.