Practice and Guidance :)

Question 1

whole practice

Answer 1

skill is presented as a whole and not broken down

skill is:

• highly organised
• continuous
• simple
• discrete

performer is:
-autonomous

Question 2

whole pros and cons

Answer 2

pros: kinaethesis developed, fluency maintained, not time consuming, clear mental image, easily transferred to game, helps understanding
cons: not good for cognitive/new performers, can cause fatigue or information overload, need to be physically able to perform whole skill

Question 3

progressive part practice

Answer 3

first subroutine taught and perfected then next subroutines gradually added until whole skill is done

skill is:

• low organisation
• serial
• complex
• dangerous

performer is:
-cognitive

Question 4

progressive pros and cons

Answer 4

pros: reduces chance of overload or fatigue, helps understanding, confidence increases, danger reduced
cons: time consuming, fluency can be hard, kinaethesis not properly developed, can get boring

Question 5

whole-part-whole practice

Answer 5

learner attempts full skill then breaks into subroutines then back into whole skill

skill is:

• complex
• fast

performer is:

• cognitive (working on specific parts)
• autonomous (practicing specific weakness)

Question 6

whole-part-whole pros and cons

Answer 6

pros: kinaethesis maintained, weak subroutines can be improved, fluency maintained, confidence increases
cons: time consuming, can’t use on highly organised skills, kinaethesis could be affected if not quickly integrated

Question 7

cognitive stage

Answer 7

• starts creating mental images of skills (mental rehearsal used)
• trial and error used (mistakes made)
• accurate demonstration needed

feedback:

• extrinsic
• positive
• knowledge of results

Question 8

associative stage

Answer 8

• models performance on more skilled athletes
• begins focusing on finer details of skill
• demonstrations and mental rehearsal
• smoother and more co-ordinated movements

feedback:

• intrinsic (kinaethesis)
• extrinsic
• knowledge of performance

Question 9

autonomous stage

Answer 9

• fluid, efficient and habitual movements
• skills are automatic
• fully formed motor programmes (long term memories)
• concentrate on fine details, tactics and advanced strategies

feedback:

• intrinsic (kinaethesis)
• extrinsic
• knowledge of performance

Question 10

learning plateaus

Answer 10

period of performance when there are no signs of improvement

Question 11

causes of plateau effect

Answer 11

• loss of motivation
• mental/physical fatigue
• limit of ability reached
• poor coaching
• incorrect goals set

Question 12

solutions of plateau effect

Answer 12

• set new tasks/challenges
• variable practice
• offer tangible rewards
• allow rest periods
• distributed practice
• alternative coach
• set SMARTER goals

Question 13

cognitive: insight learning (gestalt)

Answer 13

learn through whole skill rather than isolated sub-routines
-learning skill as whole develops kinaethesis and full understanding

performers think about what to do but use previous experiences to help

• use insight and adapt to sporting situation
• uses creativity to develop own strategies and tactics

Question 14

behaviourism: operant conditioning (skinner)

Answer 14

learning happens by strengthening a link between stimulus and response
-once sr bond is made it increases chance of desired response happening

coach should:

• allow use of trial and error
• manipulate environment to allow desired behaviour to be achieved
• offer a satisfier when correct response shown so its repeated
• offer an annoyer (such as lap) for incorrect responses

Question 15

social learning: observational (bandura)

Answer 15

learn by watching and replicating actions of ‘models’ around us

more likely to copy:

• significant others
• models with similar characteristics
• successful skills
• reinforced skills

1. Attention- need to concentrate on accurate model
2. Retention- remember by repetition + mental image
3. Motor Reproduction- be able to physically copy model
4. Motivation- determination to copy skill

Question 16

constructivism: social development (vygotsky)

Answer 16

learning is a social process with help of others
-social interaction plays key role in development

1.role of social interaction
inter-psychological learning- learn through watching mkos
intra-psychological learning- apply to themselves and construct actions

2.more knowledgeable others
coach or teacher who gives technical advice and feedback

3.zone of proximal development
what learner needs to reach the next skill - gap in knowledge

Question 17

massed practice

Answer 17

continuous practice without rest periods

skill is:
closed
discrete
self-paced
simple

performer is:
motivated
autonomous
fit

Question 18

massed pros and cons

Answer 18

pros: overlearns skills so they become habital, motor programmes formed, improved fitness, kinaethesis developed
cons: causes fatigue, performer may not be fit enough, no time for feedback

Question 19

variable practice

Answer 19

practicing skills in constantly changing environments

skill is:
open
externally paced
complex

performer is:
cognitive
lacking motivation

Question 20

variable pros and cons

Answer 20

pros: develops schema, increases motivation, performer gains experience in different environments, positive transfer
cons: time consuming, can cause fatigue, possibility of info overload, could cause negative transfer

Question 21

distributed practice

Answer 21

practice with rest periods included

skill is:
continuous
complex
serial
low organisation
dangerous
externally paced
open

performer is:
cognitive
unfit
lacking motivation

Question 22

distributed pros and cons

Answer 22

pros: more effective than massed, allows time for recovery, allows time for mental practice, time for feedback, motivational
cons: time consuming, negative transfer to competition situations

Question 23

mental practice

Answer 23

practicing skill in your head

skill is:
complex
serial

performer is:
cognitive- build mental image of basics
autonomous- focus on key strategies/tactics

Question 24

mental pros and cons

Answer 24

pros: produces clear mental image, performers can see them succeeding, reduces anxiety, muscles are stimulated, reaction time improves
cons: difficult for cognitive perf to complete fully, mental image must be fully accurate, difficult if environment is not quiet

Question 25

visual guidance

Answer 25

performer shown the correct way to perform skill -videos, demonstration, pictures can be paired with verbal guidance as well

Question 26

visual pros and cons

Answer 26

pros: good for cognitive performers, helps create mental image, highlights weakness, clear what to do cons: demonstration needs to be accurate, too much info can lead to overload, needs to be replicated

Question 27

verbal guidance

Answer 27

coach instructs verbally, explaining and directing how to perform skills used to give tactical, strategic and technical information, but needs to be kept short

Question 28

verbal pros and cons

Answer 28

pros: immediate, good for open skills and quick decisions, works for autonomous performers cons: could cause information overload, cognitive performers wont understand, cause lack of focus

Question 29

manual guidance

Answer 29

coach uses their own body to physically support or manipulate performers body to aid them

Question 30

manual pros and cons

Answer 30

pros: good for cognitive, used for dangerous skills, reduces fear of hard skills, whole skill can be attempted, kinaethesis developed cons: could become reliant on support, cause incorrect kinaethesis, bad habits formed, performer could feel demotivated, uncomfortable by physical contact?

Question 31

mechanical guidance

Answer 31

any equipment, apparatus or device used to aid and shape movement

Question 32

mechanical pros and cons

Answer 32

pros: good for cognitive, used for dangerous skills, reduces fear and anxiety, whole skill can be attempted, allows performer to develop kinaethesis cons: could become reliant on support, cause incorrect kinaethesis, bad habits formed, performer could feel demotivated as not alone

Question 33

knowledge of performance

Answer 33

information about WHY skill was successful /unsuccessful | -technique and quality of action

Question 34

knowledge of results

Answer 34

information about WETHER skill was successful (repeat it) or unsuccessful (adjust next time)

Question 35

positive feedback

Answer 35

information about what was correct - so repeated

Question 36

negative feedback

Answer 36

information about incorrect actions - not repeated

Question 37

intrinsic feedback

Answer 37

using kinaethesis, feel if the action if correct or incorrect

Question 38

extrinsic feedback

Answer 38

from outside source- can be positive or negative