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11 Cards in this Set
- Front
- Back
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5.3.1 Distinguish between learning and performance. |
Learning is a relatively permanent change in performance brought about by experience, excluding changes due to maturation and degeneration. Example: Beginners can produce one good shot but not with consistency Performance is a temporary occurrence, fluctuating over time. Example:Gaining consistency in getting a shot in. A change in performance over time is often usedto infer learning. |
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5.3.2 Describe the phases (stages) oflearning -Cognitive/verbal (early phase) |
Cognitive/verbal (early phase): - The individual tries to understand what needs to be done - The individual attends to irrelevant and relevant stimuli - The individual engages in trial and error sometime being successful sometimes not. |
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5.3.2 Describe the phases (stages) of learning -Associative/motor (intermediate phase) |
Associative/motor (intermediate phase): The individual knows what to do but must practice to: - perfect the skill - demonstrate learning - develop consistency - perform movements with coordination |
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5.3.2 Describe the phases (stages) of learning - Autonomous (final phase) |
Autonomous (final phase): - Individual can perform consistently with little overt cognitive activity |
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5.3.3 Outline the different types oflearning curves. |
Note: It would be worth also being able to draw these graphs as you could be required draw or recognise them in an exam. (i) Linear - Occurs when learning an easy-to-perform skill - Usually rare (ii) Positively Accelerating - Occurs when a skill is difficult to learn at first, progress is slow, then quickly improves (iii) Negatively Accelerating - Occurs when a skill is quick to learn at first then learning slows down (iv) Plateau - Learning is positive - A period occurs with no improvement - Keep practicing - More learning is demonstrated |
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5.3.4 Discuss factors that contribute to the different rates of learning. |
Age - Similar to physical maturation, an individual can learn at a rate often only relative to their age as they may not yet meet the demands of some skills. Difficulty of task - a more difficult task will take longer to learn than simple tasks Individual differences of coaches - An individual may learn better/worse with different coaches Motivation - An individual needs to want to learn Physical Fitness - An individual has the physical maturation but is simply not fit enough to do the task. Physical maturation - An individual cannot learn a skill with physical demands they are not yet capable of meeting. Teaching environment - weather, noise levels, equipment, others learners can all affect rates of learning |
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5.3.5 Define the concept of transfer. |
Transfer: the effect that practice on one task has on the learning or performance of another task. |
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5.3.6 Outline the types of transfer. |
In general terms, transfer can either be positive, negative or zero. Specific types of transfer include: Abilities to skills Example: Improving power in order to start sprint races better Bilateral Example: Practicing kicking using the non-dominant foot. Practice to performance Example: Batting in cricket or baseball against a bowling/pitching machine Principles to skills Example: From learning that long levers aid power to striking a ball with a tennis racquet Skill to skill Example: throwing a ball to throwing a javelin Stage to stage Example: From three-on-three basketball to the full game |
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5.3.7 Outline the different types of practice. |
Massed - When there are little or no gaps in the practice session Example:A field hockey team practises shooting techniques non-stop for 40 minutes Distributed - When the practice is interspersed with rest or different activity Example:Shooting practice in basketball that is punctuated at regular points with opportunities for a short scrimmage game. Fixed (Drill) - a specific movement is practicedrepeatedly, often referred to as a drill Example: completing sets of basketball free throws Variable - When the demands placed on the performance of a skill are altered Example: Throwing a ball towards different targets at different distances, angles or heights Mental - When the performer thinks about specific components of the movement without actually performing it Example: A dancer who thinks about complex footwork sequence |
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5.3.8 Explain the different types of presentation. |
WHOLE - When coaches or teachers decide that the movement should be practised entirely Example: the serve in volleyball PART-WHOLE - When a skill is complex, the coach breaks down the movement into smaller parts. The parts are then linked together into the final skill Example:Lay-up in basketball WHOLE-PART-WHOLE - A mixture of both whole and part-whole - The learner is asked to perform the whole movement then the coach/teacher breaks their performance into parts giving feedback where necessary. The whole movement is performed again. Example: lay-up in basketball |
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5.3.9 Outline the spectrum of teaching styles. |
COMMAND STYLE - Teacher makes all decisions - Teacher directed instructions: Location, Start time, Pace, Stop time, Demonstration - Learner responds to instructions -Class is set up in an orderly manner - Teacher circulates to give feedback Examples:Dance, Aerobics, Drills RECIPROCAL (or Peer teaching, coaching) STYLE - the teacher or coach sets the agenda but encourages learners to work in pairs or threes to give each other feedback about their performance. - Task cards or criteria sheets designed by the teacher may also be used. Example: gymnastics skills DIVERGENT (or Problem solving) STYLE - the teacher or coach sets a problem or task and lets the learner work out a solution. - allows for innovation, increase in independence and self-esteem in the learner. |
