Prepractice Considerations - Chapter 18

Question 1

What are the 4 pre practice considerations in this chapter?

Answer 1

• Goal setting
• Demonstrations
• Verbal Instruction
• Directing attention and providing guidance

Question 2

What is goal setting?

Answer 2

Goal setting refers to a self-regulatory skill that monitors progress toward self-determined goals

Question 3

How does one make effective goals?

Answer 3

They are specific, attainable, challenging, and realistic

• Goals should focus on attention, produce greater effort, promote learning strategies, and positively influence condifence and anxiety

Question 4

What are the three types of goals?

Answer 4

Outcome, performance, and process goals

Question 5

From these description, which types of goals are they? (Process, performance, and outcome goals)

• A) Improve time on state championsip course by 10%
• b) Finish in the top three at the state championship meet
• c) Lean forward on the downhill to take advatage of the momentum

Answer 5

A) Performance goal
B) Outcome goals
C) Process goals

Question 6

What does SMART goals stand for?

Answer 6

S - specific
M - Measurable
A - Attainable
R - Relevant
T - Timely

Question 7

What are demonstrations?

Answer 7

Are visual examples of how a skill should be performed

Question 8

What are the three functions of demonstrations?

Answer 8

1. Acquire new skills
2. Elicit already learned behaviors
3. Reduce avoidance behaviors

Question 9

What does it mean by acquire new skills in terms of demonstrations?

Answer 9

Demonstrations help learners see how a new skill is performed giving them a clear model

Question 10

What does it mean by elicit already learned behaviors?

Answer 10

A demonstration can remind learners of skills they already know but may have forgotten or not currently performing correctly

Question 11

What does it mean by reduce avoidance behaviors?

Answer 11

Showing a safe and successful performance can reduce fear, uncertainty, or hesitation. Especially skills that seem risky

Question 12

When may demonstration be effective?

Answer 12

• The person is acquiring a new pattern of coordination
• The person is learning a movement sequence
• The person is learning strategies and decision making
• The person is learning to cope with difficult emotional situations

Question 13

When is a demonstration not always the best or not effective to teach a skill?

Answer 13

• The task is simpple
• the person already knows the task and its requirements
• The task involves a change in parameters
• The outcome is more important than how the movement is performed
• The outcome is clear and performance feedback is available

Question 14

What is an expert model? When is it helpful?

Answer 14

A demonstration performed by someone who can do the skill

Provides a perfect example of what the skill should look like

• Learners mimic a gold standard and a strong perceptual trace is desirable

When is it helpful?
Early in learning when learners need to see the correct technique

Question 15

What is learning model? When is it helpful?

Answer 15

A demonstration performed by someone who is still learning the skill
OR
Novice or peer who is practicing and actively involved in learning, receiving feedback, demonstrating variability, making errors

When is it helpful?
When understanding error correction is important

Question 16

What is a con of an expert model?

Answer 16

Harder for beginners to relate to

Question 17

What is a possible con for a learning model?

Answer 17

Demonstration may include incorrect technique

• May not. show a skill in a way that doesn’t represents the ideal movement pattern

Question 18

What are motor learning theories? What are schema?

Answer 18

Schema = A set of rules the body uses to produce and evaluate movement

Motor learning theories = is the guide on how the movements are produced. Schemas help you adapt a skill to different situation.

Question 19

What is a recall schema? What does it help answer?

Answer 19

Stores information used to produce the movement

Help answer:
How much force should I use

• What speed should I move at?

Question 20

What is recognition schema? What does it help answer?

Answer 20

stores information used to evaluate and correct the movement

Help Answer:
- Did the movement feel right?

• How should I adjust it next time

Question 21

If a template (schema) already exists ____

Answer 21

A demonstration helps refine the existing template giving new information

Question 22

If a template does not exists _____

Answer 22

A demonstration helps the learner start building one.

Question 23

What does social learning theory say?

Answer 23

Attention, retention, production, motivation

Attention
- Observer cognitive capabilities and arousal

Retention
- Reformulating the event into a memory representation

Production
- How to reproduce spatial and timing aspects if movements

Motivation
- Reinforcement of observed models or actions by the observer enhances the motivation of the observer to reproduce the action demonstrations

Question 24

What is functional constraints?

Answer 24

Are internal factors related to a persons psychological, cognitive, and emotional functioning that affect motor performance

Question 25

What are the best demonstration effectiveness on development?

Answer 25

- Show and tell works best for learners ages four to five - Promote verbal cuing and rehearsal with demonstrations in early elementary school - Children focus on tasks goals not movement form

Question 26

What is explicit learning?

Answer 26

Learning that involves conscious awareness, attention, and verbal instruction. The learner knows what they are learning and can often describe it Like a coach telling a student have to perform a specific movement OR How to use force to ride a tricycle

Question 27

What is implicit learning? What is an example?

Answer 27

Learning that occurs without conscious awareness. The learner acquires the skill naturally through practice or experience, without being able to fully verbalize the rules - A child learns to ride a bike by practicing repeatedly without focusing on specific body mechanics OR I watch the ball into my hands

Question 28

In terms of verbal instruction, skills with high perceptual, what types of instruction might benefit or less from these skills?

Answer 28

Motor demands or complexly might benefit less from explicit instructions and more from permitting learners to discover how best to achieve task goals (discovery learning)

Question 29

What is internal focus?

Answer 29

Focus on ones own movement while performing a task

Question 30

What is external focus?

Answer 30

Focus on the effect of your movement on the environment or the outcome of the action OR The intended effects of the movement

Question 31

What type of focus produces greater accuracy consistency, and effciency? why?

Answer 31

External focus Why? Promotes automatic control - Reduces constraining of movements

Question 32

Much research over the past 20 years has demonstrated the superiority of an external focus for learners. As a future teacher, coach, or therapist, identify five skills and list the external and internal cues that might be used in teaching them

Answer 32

1. Basketball free throw Internal cue: bend your knees and extend your arm External cue: Aim for the back of the rim 2. Soccer kick Internal cue: swing your leg through and lock your ankle External cue: Kick the ball to the corner of the goal 3. Golf swing Internal cue: rotate your torso and keep your wrists firm External cue: Send the ball toward the flag on the green

Question 33

Pick two activities. Provide examples of outcome goals, performance goals, and process goals. Use table 18.1 as a guide if necessary. soccer and basketball

Answer 33

Soccer Outcome goal: Score 3 out of 5 penality kicks in a game Performance goal: Improve penality kick success rate to 80% in practice Process goal: Focus on plating your non-kicking foor correctly and following through wiith the kiciking leg Basketball outcome: make 8 our of 10 free throws in a game Performance goal: increase free throw accuracy to 85% during practice Process goal: maintain proper hand positioning and follow-through on each shot

Question 34

Goal setting is clearly essential to learning and performance. Would your approach to goal setting differ depending on (a) the task and (b) the age of your students or clients? Explain

Answer 34

A) if a task is simple and closed skills, emphasize process goal and include performance goals. Outcomes goals are less critical B) Age consideration - Young children usually need simple concrete short-term goals - Mostly on process goals Closed skills (stable, predictable environment, performer control when and how to act.)

Question 35

How can learning models (novice models) can be more effective than expert models?

Answer 35

1. Relatability 2. Confidence building