3 stages of learning
- cognitive
- associative
-autonomous
cognitive stage
- beginner
- attention is on movement production
- inconsistent performance
- stiff unrelaxed movements
- hasn’t developed error correction (they are aware of what’s wrong though)
- rapid improvment
- blocked practice in a closed enviro with short and to the point instructions
Associative stage
- beginner is beginning to refine their movement and technique
- more consistent with fewer errors made
- performer develops strategies to eliminate errors after detecting them
- improvement is slower and gradual
- not al learners advance through this stage to the autonomous stage
- practice in a slightly more open environment with more massed nature sessions
Autonomous stage
- skills becoming largely autonomous
- performed without consciously thinking about it
attention can be focused elsewhere on external cues and opponents - performer has developed anticipation detects own errors and correct them
- small variability in performance
- specific feedback, open, distributed, random practice most beneficial for developing game sense and tactical awareness
principle of diminishing returns
early improvement is rapid as the athlete progresses the rate of improvement reduces
- time spent on task- loss of interest if spent too long on task
amount of practice 4 types
- distributed
- massed
- blocked
- random
distributed practice
- Shorter and more frequent sessions
- Shorter and more frequent attempt in a session
- AFL - one session in the morning and afternoon
- Consider age and skill
Massed
- Less frequent session that last longer periods or time
Due to constraints - work, family, school, time management- minimal rest between attempts 9
blocked variability
same skill continuously without changing to a different task
- Isolation from other skills before moving to the next skill
- e.g- 50 basketball free throws
- Appropriate for cognitive stage of learning who would benefit from this being performed in a more closed environment to focus on replicating the movement pattern
random practice
involves varies sequencing of different motor skills in the same training session
- Most beneficial for athletes in the associative and autonomous stage of learning
In a study by Farrow and Maschette, blocked practice lead to better performance during training. However, greater learning was seen in the random practice regim
intrinsic feedback
Information the performer receives directly from their sensory systems
- VISUAL, PROPRIOCEPTIVE and CUTANEOUS( skin pain temp and pressure
EG basketball throw:
- coordination ( proprioceptive) feels ( cutaneous) and sees spin ( visual)
Extrinsic feedback
Augmented feedback - information about the skill performance that comes from an external source
COACH- telling player free throws falling short due to lack of knee bend and extension
- video analysis
2 Types of feedback
- knowledge of performance
- knowledge of results
Knowledge of performance
- How well the skill was performed
- tennis player knowing how well they were able to time their serve with the ball and toss and hitting the ball as its highest point on the way down
- Intrinsic + extrinsic
Knowledge of results
- is information related to the outcome of the skill
- seeing the tennis serve hit the net and going for a fault
- beginner athletes in the cognitive stage
feedback frequency
frequency- refers to how often an external source provides feedback to the learner
- provided regularly to facilitate skill acquisition
timing of feedback ( 2 types)
- terminal feedback
- concurrent feedback
Terminal feedback
- information and feedback given at the end of the performance
advantage to the performance as they can give their full attention to the skill - important for novice performers
concurrent feedback
- information or feedback given during the performance
e.g.- rowing coach speaking to their athletes as they perform
ADVANATGES- has an immediate impact on skill performance
Coaching methods
- direct instruction approach( traditional)
- Constraints based approach to instruction
Direct instructions approach
- ’ skill and drill’
- Effective in early stages of learning as the tyoe of practice is massed and very repetitive
- Coach/instructor driven
- Learners are given explicit instruction about skill execution and tactical awareness
- Learner told what to do and when to do it
- Coach organizes structured skills and provided feedback
- Breaks skill down into sub components ( tennis - forehand and backhand )
- Increased skill, coach increases complexity
Coach will move from more closed to more open as skills progress
Direct instruction approach advantages
- Coach centered keeps the athlete on task ( avoid distractions)
- Predictable environment and closed assists the beginning athlete
- Facilitates early stage learning
- Improvements in performance are rapid compared with indirect instructions
- Strong emphasis is on mastering technique
Constraints based approach to instructions
- Learner driven method
- Develops technical awareness through small sided games and modified games
- Participants are put in a game sense ( situation )
- Perception action coupling - the reciprocal relationship between what the performer sees ( perception) and the actions they take that is the performers perception influences their actions and in turn their actions influence what they see. This relationship between perception and action underlines the importance of using games in practice
constraints based approach to instruction advantages
- Practice closely replicates the game environment, facilitating the development of more applicable skills
- Practice is more varies ensuring the development of versatile skills as well as providing the learner with more interesting and engaging environment
- Implicit learning makes athletes better problem solvers and are less likely to choke at times of stress
- Develops both technical and tactical awareness.
