Learning & Performance

Question 1

Fitts and Posner’s 3 stage model of learning:

Answer 1

Cognitive stage - development of basic patterns

Associative stage - refinement of movement pattern

Autonomous stage - performance of movement virtually automatic

Question 2

Main characteristics of cognitive stage are:

Answer 2

• Technical information crucial, to develop appropriate motor programme
• Mental image, demonstrations, guidance and key cues
• Visualisation - making it more relevant
• Reinforcement
• Breaking the skill down into key components
• Various mistakes
• Command style of teaching
• Full attention on performance

Question 3

Main characteristics of associative stage:

Answer 3

• Performance close to the correct model
• Rapid improvement
• More efficient and aesthetically pleasing skill
• More complex feedback
• Training became more varied and competitive
• Specific teaching points
• Able to detect mistakes and correct them
• Intrinsic and kinaesthetic feedback

Question 4

Main characteristics of autonomous stage:

Answer 4

• Perform without thinking
• Performance looks effortless
• Skills and information processed easily
• Concentrate on higher level strategies, tactics, decision making
• Elite level
• Consistent technique
• Little thought
• No focus on technique - ingrained and consistent
• Self-evaluation

Question 5

Intrinsic/internal/inherited feedback is…

Answer 5

Feedback that the performer receives from proprioceptors (state of muscle contraction, joint position)
Known as KINAESTHETIC feedback

Question 6

Extrinsic/External/Augmented feedback:

Answer 6

Feedback that is received from the outside through our senses, often given by coaches, teammates, teachers
Linked to knowledge of results

Question 7

Positive feedback is…

Answer 7

Feedback received when performance or the performer has been successful
Strengthens the likelihood of the action being repeated

Question 8

Negative feedback is…

Answer 8

Received after unsuccessful performance

Can be internal or external

Question 9

Terminal feedback is…

Answer 9

Feedback given after the performance

May be delayed

Question 10

Concurrent/contiguous feedback is…

Answer 10

Feedback received during performance
Often internal from proprioceptors
Could also be from a coach

Question 11

Feedback at cognitive stage is:

Answer 11

Positive
External
Terminal
Knowledge of results
Right or wrong

Question 12

Feedback at associative stage is:

Answer 12

Positive/negative
Internal/external
Terminal/concurrent

Question 13

Feedback at autonomous stage is:

Answer 13

Internal 
Negative
Concurrent
Knowledge of performance
Critical of how they perform

Question 14

A learning plateau is a …

Answer 14

Period of no improvement in performance

Question 15

A learning plateau occurs when a learner…

Answer 15

Stops progressing and no improvement is evident

Question 16

Reasons why a plateau occurs are:

Answer 16

• Learner physically not ready to make improvement or go to the next stage
• Learner lacks the ability to develop or modify current skills
• Early faulty skill learning means that the learner is unable to master the next step
• Fatigue -learner is simple too tied to make any further progress
• The next stage is too high or complex for the learner
• Boredom due to lack of variety of length of practice
• Motivation: performer lacks the desire to move on - goals set too high

Question 17

Overcome a learning plateau by:

Answer 17

• Ensure learner is physically ready for next step
• Take a break to realise the enjoyment of that sport
• Reset the goal to an achievable level
• Avoid fatigue and boredom by breaking the practice session into shorter time periods
• Break the skill down into component parts
• Allow time for mental rehearsal
• Try to generate more motivation and enthusiasm by providing external rewards or by providing opposition

Question 18

4 types of performance curve:

Answer 18

Positive
Negative
Linear
S-shaped

Question 19

Positive performance curve shows…

Answer 19

Slight gain in early improvement but great improvement later on

Question 20

Negative performance curve shows:

Answer 20

Early improvement but led down during latter practice as tactics and more detailed structure hard to understand

Question 21

Linear performance curve shows:

Answer 21

Proportional increase in performance over time

Question 22

S-shaped shows:

Answer 22

Combination of performance curves

Question 23

Motivation is…

Answer 23

Internal states and external pressures that direct an individual towards a goal or a course of action

Question 24

Main types of motivation are:

Answer 24

Intrinsic

Extrinsic

Question 25

Intrinsic motivation is...

Answer 25

The drive that comes from within, the need to achieve something for personal satisfaction, a sense of mastery, a sense of accomplishment. The reward may be feelings of greater self-worth, status

Question 26

Extrinsic motivation is...

Answer 26

The drive we experience when we are offered an external reward, prize, medal, money, or praise from another individual External rewards may be divided into tangible and intangible

Question 27

Tangible rewards are...

Answer 27

Those rewards that can be touched/held or have physical substance, e.g. Medals/trophies/money

Question 28

Intangible rewards are...

Answer 28

External rewards that cannot be touched, e.g. Cheers from the crowd, praise form coach, teammates

Question 29

Intrinsic and extrinsic rewards both...

Answer 29

Overlap

Question 30

Intrinsic is better than extrinsic for many reasons:

Answer 30

Extrinsic rewards lose their power If focus is purely on extrinsic rewards then the enjoyment of the activity can decrease Extrinsic reward may not be valued by the performer, e.g. Another one Individuals can become dependant on extrinsic rewards Too many extrinsic rewards can lead to pressure and cheating

Question 31

Although external rewards may play a part in motivating learned they should always be linked to feelings of...

Answer 31

Accomplishment, success and increased self-worth (intrinsic rewards developed)

Question 32

A coach could motivate a group of performers, of differing abilities, who regularly practise together by...

Answer 32

Allowing handicap races/groups of similar abilities Use of external rewards/prizes Make it fun Use of role models Praise/verbal encouragement Emphasise personal improvement/set goals Avoid punishment