Chapter 7: Preparing For The Learning Experience

Front 1

motor learning

Back 1

changes associated with practice or experience with mental processes

Front 2

learning experiences

Back 2

situation where people attempt to improve their performance of a particular action

group learning, individual, with a coach

Front 3

goal setting

Back 3

establishing targets for performance

Front 4

good goals are...?

Back 4

Challenging, Attainable, Realistic, Specific

Front 5

outcome goals

Back 5

targets that focus on the end result of the activity

Front 6

performance goals

Back 6

targets that focus on improving some aspect of performance based on previous results

Front 7

process goals

Back 7

targets that focus on the quality of the movement, improving movement while it is happening

Front 8

target skills

Back 8

skills a person wishes to perform

Front 9

target behaviors

Back 9

actions a person must be able to produce in order to perform target skills

Front 10

target context

Back 10

environmental context in which one expects to perform skills

Front 11

transfer of learning

Back 11

gain or loss of proficiency of a given task as a result of previous experience

Front 12

generalization or near transfer

Back 12

transfer of learning from one task to a very similar task or situation

Front 13

far transfer

Back 13

transfer of learning from one task to a very different task or situation

kids learning to throw, run, and jump

Front 14

aspects of the learner

Back 14

motivation, past experiences, abilities, stages of learning

Front 15

achievement motivation

Back 15

direction and intensity of a person's effort to reach a performance goal

task reference, personal goals
norm reference, the competition

different levels of motivation between an olympic athlete and a high school student who hates gym class

Front 16

past experiences

Back 16

movement elements: deal with fundamental patterns associated with good performance

perceptual elements: environmental or movement information associated with good performance

conceptual elements: rules, principles, guidelines, or strategies for performance.

specificity of learning: best learning experiences mimic the movements and environmental conditions of the target skill

Front 17

can past experiences be a negative for learning a new skill?

Back 17

yes, being conditioned to perform a certain way may prevent effective transfer into a very different skill

Front 18

everyone has an inherent ability to perform a task, so...?

Back 18

set workouts and practice based on their ability

consider kids vs. adults

keep in mind that drills don't always translate to performance of a complex task

Front 19

stages of learning

Back 19

relatively distinct and sequential phases in the learning process

verbal cognitive, motor, autonomous

Front 20

verbal cognitive stage of learning

Back 20

unfamiliar with the movement

self-talk about strategies that might work

large improvements that happen quickly

need instruction and demo, try to relate ot previous experiences

Front 21

motor stage of learning

Back 21

refining the movement or skill

focus on a variety of processes needed for skill refinement

more doing than talking

open vs. closed skills

develop consistency/efficiency

improvement is slower

Front 22

autonomous stage of learning

Back 22

actions produced with little or no attention

can perform for long period of time with little though

little self-talk

performance changes may be difficult to detect

lasts forever, can always improve

Front 23

assessing progress

Back 23

must be able to assess progress in a reliable ways that is relevant to the movement

must identify valid indicators of skill, observable products of learning, how often to assess

Front 24

valid indicators of skill

Back 24

validity: does the measurement measure what you want it to?

outcome measure: performance observation indicative of the end result (time, distance, frequency, accuracy, consistency)

process measure: performance observations that indicate the quality of movement (EMG, EEG, subjective ratings by practitioners)

Front 25

error measures

Back 25

constant error: deviation from target with respect to amount and direction, consistent error

variable error: random error, inconsistency of results

Front 26

observable products of learning

Back 26

increased use of automatic processes at the SI stage

improved selection and programming of movements (response selection/programming stage)

development of more effective motor programs (motor program stage)

knowledge of concepts

control and coordination

muscles used

movement efficiency

attention

error detection

Front 27

how often to assess performance?

Back 27

no exact rule

context similar to real performance

aware of temporary factors that may influence performance evaluation

use both process and outcome assessments

number of assessments depends on the individual learner or team