Learning, Process and Variables

Question 1

Discuss verbal guidance

Answer 1

+
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

Question 2

Discuss Visual guidance

Answer 2

+
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

Question 3

Describe a Cognitive Learner

Answer 3

Create a mental image
Full of mistakes
Inconsistent and lack of fluency

Question 4

Advantages and limitation of mechanical and manual guidance

Answer 4

+
Help confidence
Develop kinaesthetic feeling
Safety

• Expensive equipment
  Performer may become dependent

Question 5

4 Types of guidance

Answer 5

-Visual
- Verbal
- Mechanical
- Manual

Question 6

Describe an Assosiative Learner

Answer 6

• Improved performance
• More consistent and efficient
• Less errors
• Developing kinaesthetic feedback

Question 7

Describe an Autonomous Learner

Answer 7

• accurate
• Confident
• Kinaesthetic feeling, internal feedback
• Skills are overlearned habitual and grooved

Question 8

Negative Reinforcement

Answer 8

• 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• When learner responds correctly, stimulus of disapproval is withdrawn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

Question 9

Positive Reinforcement

Answer 9

• After success of desired behaviour has been shown, teacher shows approval
• In form of praise/ as intangible e.g ‘well done’ or tangible

Question 10

Explain massed practice method

Answer 10

-Long sessions e.g. swimming
- Increase CVE and ME
- May pick up injury through fatigue
- Mostly autonomous learners

Question 11

Explain Distributed Practice

Answer 11

Lots of breaks providing time for feedback and rest

+ Reduce risk of injury
+All stages of learning
- Information overload, no new skills learnt

Question 12

Explain metal rehearsal

Answer 12

Visualise yourself performing the skill e.g hurdles

+ Great preparation
- No physical improvement
- Autonomous learners

Question 13

Progressive part practice

Answer 13

Learn first part of the skill then learn the second, then link both before moving on e.g gymnastics

Question 14

Varied Practice

Answer 14

Practice the skill in different scenarios, Open skill
+ Game specific
- If used too soon learner may become overloaded

Question 15

Intrinsic feedback

Answer 15

Sensory via proprioceptors
- Autonomous = know kinaesthetic feeling so more capable of correcting
- Need a balance of intrinsic and extrinsic feedback

Question 16

Terminal Feedback-

Answer 16

• Received at the end of a skill
• Doesn’t change incorrect skill until next time / later

Question 17

Concurrent Feedback

Answer 17

Received during the performance
- Associative / Autonomous learners will understand and be able to process information given
- May be overwhelming/ distract you from playing

Question 18

Knowledge of Performance

Answer 18

• Quality of movement internally
  Autonomous = beating PBs
  Cognitive = Setting goals and seeing progress

Question 19

Knowledge of Results

Answer 19

Concerned with the result / outcome
All stages win to be successful
- Dis heartened when loosing

Question 20

Choosing a practice method

Answer 20

An effective coach will use the right method depending on the situation, individual and skill

Question 21

What is punisment

Answer 21

• Give unpleasant simulus to a performer to prevent a response from occuring
• Unpleasant = noxious stimulus is designes to break undesired learning bonds

Question 22

What needs to be remembered when linking stages of learning and guidance?

Answer 22

All types of guidance can be used in all stages of learning

Question 23

Positive Transfer of Learning

Answer 23

Positive - The two skills are similar to each other. Mastering one makes the learning of the second skill easier.
e.g snowboarding and skateboarding

Question 24

Negative Transfer of Learning

Answer 24

• 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

Question 25

Bilateral Transfer of Learning

Answer 25

This is transfer of learning from one limb to another. e.g catching

Question 26

Proactive Transfer of Learning

Answer 26

When a previously learned skill influences a skill that is currently being learned. e.g bean bag when younger can then catch a ball

Question 27

Retroactive Transfer of Learning

Answer 27

When a newly learned skill influences a previously learned skill. e.g javelin improves tennis ( strengthens it due to same movement)

Question 28

What is observational learning?

Answer 28

Learning behaviour through demonstration from significant others

Question 29

What is modelling?

Answer 29

Imitating behaviour of others

Question 30

Describe banduras model of observational learning

Answer 30

DEMO - Clear and accurate - Visual guidance ATTENTION- Learner must focus on demo and should be brief and meaningful RETENTION - Encourage mental rehearsal - Attach second image and repeat. Use verbal g to prevent overload MOTOR REPRODUCTION - Learner must have physical ability to replicate MOTIVATION - Performer must have a drive to match performance

Question 31

Linear learning curve

Answer 31

Rate of improvement is directly proportional to number of practice sessions - constant improvement

Question 32

Positively accelerated Learning curve

Answer 32

- The individuals performance is better in the later sessions than in earlier ones. - Rate of performance is getting faster

Question 33

Negatively Accelerated Learning Curve

Answer 33

- Individuals performance was better in earlier sessions - Rate of performance improvement is slowing. - For example poor coaching and reaching potential

Question 34

Plateau Learning Curve

Answer 34

Caused by athlete being over tired, lack motivation, Mental fatigue or too difficult OVERCOME= Vary sessions, set goals, break down skill