Use LEFT and RIGHT arrow keys to navigate between flashcards;
Use UP and DOWN arrow keys to flip the card;
H to show hint;
A reads text to speech;
51 Cards in this Set
- Front
- Back
|
Practice |
defined as dedicated effort toward improving upon a skill or task. It is NOT training |
|
|
Training |
aimed at improving physiological functioning and physical proficiency abilities. |
|
|
True of false effective practice is repetition after repetition until "perfect." |
false |
|
|
what does effective practice lead to? |
a wide adaptable movement repertoire to overcome situational challenges and take advantage of situational opportunities. |
|
|
Five essential characteristics of practice |
1. specific intention to improve and master a skill 2. strong motivation and effort 3. individual-based practice and learner input into practice 4. effective communication and information 5. overlearning with variation |
|
|
what is searching for affordances? |
perceptual systems interpret the nature of constraint-based information and determines ways to take them into account for movement planning. |
|
|
affordances |
qualities or clues in the environment that inevitably lead to specific action responses that require minimal sensory processing -some are universal and some are specific to the individual (characteristics and capabilities) |
|
|
how do learners overcome constraints? |
instructors lead the learning by controlling constraints and allowing the learned to discover affordances |
|
|
constraints |
physical barriers rules & instructions any number of other factors systems theory -task -individual -environment |
|
|
why should coaches be weary of breaking down movements too much? |
perceptual information may be lost instead use constraints-led approach |
|
|
what does contraints-led approach do? |
allows learned to discover and engage in exploratory learning -trial and error approach -discovery learning explicit skills are NOT taught |
|
|
deliberate practice |
specific term describing practice activities with specific features, namely high levels of motivation and effort, activities based on knowledge and characteristics of the performer, immediate and continual feedback, a large amount of repetition, and intent to improve. |
|
|
how much practice does it take to become a master at a skill |
10-year rule (variable) ranging from 4,000-10,000 hours by the age of 20. |
|
|
is improvment over time a linear process? |
no - prone to stalling once a certain level of automacity is reached - if practice is not effortful toward improvement it can lead to arrested development |
|
|
the two types of achievement goals |
1. mastery goals - improve and learn, and comparisons are made to oneself regarding of achievement 2. performance goals - to be better than others or norm-referenced standards essential feature of practice: intention toward improvement and mastery |
|
|
what should be focused on early for novice learners? |
technical instruction should be focused on first for novices and emphasis on enjoyment and social interaction. in later stages, team tactics and responding to game-like chaos and pressure can become more of an emphasis |
|
|
what is necessary to motivate the effort required of deliberate practice? |
intention |
|
|
what cannot be achieved without maximal effort? |
maximal achievement |
|
|
during deliberate practice what is the emphasis? |
intentful effort toward improvement - reliability and enjoyment are not emphasis points essential feature of practice: motivation and mental and physical effort |
|
|
what is a fundamental feature of deliberate practice |
- practice is set up for the individual based on the individual's prior knowledge and existing skills and abilities - practice is most effective when the learner has some control over the practice environment - appears to enhance meaningfulness and motivation and allows for more complete information processing essential feature of practice: learner-based practice and learner input into practice |
|
|
what is critical to learning and performance? |
strong communication between learner and coach |
|
|
instruction |
largely consists of verbal or written information provided before physical practice takes place often center on identifying the goal of achievement should be appropriate for skills and abilities of learner |
|
|
augmented feedback |
AFB = information passed from instructor to learner regarding aspects of performance |
|
|
biofeedback |
a type of augmented feedback through technology |
|
|
Knowledge of Results (KR) |
information about the outcome of the motor skill (running time, jump height, location of tennis serve) often the simplest feedback to gather |
|
|
Knowledge of performance (KPs) |
more complex than KR provides information on how the movement was made (verbal indication of arm position during swimming, video assessment, etc). |
|
|
should the poorest aspect of a motor skill always receive the feedback? |
no...sometimes the result of poor movement is the result of glitches in previous movements of the motor skill |
|
|
performance bandwidth |
- helps with determining the level of complexity - the amount of error that prompts a feedback correction - beginners need larger bandwidth - experts need smaller bandwidth |
|
|
quantitative feedback |
provides numerically objective information that is often precise regarding movement |
|
|
qualitative feedback |
assesses quality of movement provides subjective feedback (too slow, need more velocity) -novice needs more qualitative feedback -expert needs more quantitative feedback |
|
|
prescriptive AFB |
does not provide information on the past movement, but rather provides information on what needs to be done next time for correct movement |
|
|
what can too much feed back lead to? |
information overload or the learned could use feedback as a crutch in place of self knowledge |
|
|
when should timing of AFB take place |
-before, during or right after skill execution -if given before after time should be given for learner to process info |
|
|
AFB may differ between learners but should always what? |
emphasize problem solving and motivation toward specific goals. best way to determine when feedback should be given should rely on the learner |
|
|
how should macrostructure and microstructure be setup? |
to reach a point of overlearning |
|
|
overlearning |
continual practice even past the point where performance seems to have peaked. Benefits -modifying brain structures -more resistant to forgetting -enhance movement adaptability and flexibility |
|
|
what should be avoided with overtraining |
point of dimenishing returns |
|
|
blocked practice |
practicing a single motor skill completely and then moving onto another skill |
|
|
random practice |
skills are practiced a variable times and occurrence over the course of practice |
|
|
variable practice may aid in retention of motor skills by promoting |
contextual interference |
|
|
contextual interference |
occurs when a skills is practiced in the context of another task (bean bag lab), or randomly changing from one thing to another. -change causes interference in performance and may result initially in poorer performance but aids in better retention and trasfer |
|
|
part practice |
breaking down the skill based on the task complexity and organization. - tasks low in complexity, but high in organization should be practiced as whole (movement parts fit well together) - high in complexity but low in organization - part practice (tennis serve) |
|
|
what is the most common method of instruction? |
modeling (demonstration or observational learning) |
|
|
when is modeling most effective? |
with proficient and prominent modelers |
|
|
what types of neurons work during observation? |
mirror neurons work within the motor resonance system |
|
|
what are the four main functions of the motor resonance system? |
1. understand the action 2. understand the intention 3. enable imitation 4. understand behavior state |
|
|
imagery |
mental or cognitive skills generally in the form of visualization used for: -skill aquisition -performance preparation |
|
|
techniques for imaging |
-perspective - internal = person views themselves in first person (real life) - external = third person -viewing angle - angle dependent on motor skill being imaged -dominant sensory modality -visual or kinesthetic info |
|
|
what is basis for mental practice |
intention (key ingredient) |
|
|
Passos four-stage nonlinear pedagogical methodology for developing tactical and decision making skills |
1. identifying the problem 2. setting out a strategy 3. creating an action model 4. building an exercise for practice |
|
|
what is the goal of psychophysical training |
maximize the tranferability of physiological adaptations to sport settings |
