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;
54 Cards in this Set
- Front
- Back
|
Looking at how athletes become proficient at a task -- from a psychological perspective -- can help coaches increase learning and how to structure practices for maximum effectiveness |
Stages of Learning |
|
|
1. Cognitive Stage 2. Associative Stage 3. Autonomous Stage |
Fitts & Poser 3-Stage Model of Learning |
|
|
- Learning begins - Lots of cognitive activity - Develop mental maps of movement |
Cognitive Stage (1) |
|
|
- Mental map developed - Environmental cues associated with movement success |
Associative Stage (2) |
|
|
- High/consistent performance - No conscious thought required for execution |
Autonomous Stage (3) |
|
|
Lots of cognitive ‘energy’ for mental map: - “What am I trying to achieve? Where do I place my body?” - Attempt at self-coaching occurs - Skill execution is variable with low consistency - Large and frequent errors (frustration) - Unsure if developing bad habits or doing something wrong (if aware no idea how to correct) |
Cognitive Stage: Learning (1) |
|
|
- Begun to associate environmental cues with movements necessary for success - Skill refinement occurs - Fewer errors and smaller in magnitude - Greater skill level and greater consistency in execution - Self-detection and correction of performance errors - Starting to be able to connect -- understanding the skill - Having decent performances here |
Associative Stage: Maps (2) |
|
|
- High skill and consistent performance - Skill is habitual/automatic (not reached by all) - Able to 'multi-task' since cognitive 'energy' required is low (less conscious processing) due to automaticity (subconscious processing) - Self-aware; able to detect and correct errors - Automatic sense = can now focus attention on other things instead of focusing on executing the skill - At this point, the athlete is proficient at the skill |
Autonomous Stage: No thought (3) |
|
|
1. Conscious processing drops 2. Use less energy 3. Vision directed to relevant environmental cues 4. Greater understanding of activity 5. Rate of improvement decreases |
What occurs when athlete becomes more skilled |
|
|
1. Variation 2. Distribution 3. Over-training 4. Whole vs. Part |
Training Decisions |
|
|
- Helps keep athletes engaged and alleviate boredom - Can interfere with learning (depending on skill level) - Research shows can be associated with enhanced learning provided know what and how much to vary training |
Variation |
|
|
1. Context 2. Specific Skill 3. Block 4. Distributed |
Types of Variation |
|
|
- Consider weather variations, surfaces, crowds - Vary aspects of training that will differ in competition - Keep consistent aspects that won't change |
Context |
|
|
- How to organize the practice of skill (e.g., layups in different situations, different tackles) - Work on one skill in one practice |
Specific Skill |
|
|
- Similarity/consistency in one practice - Exact same situation over and over… why? -- beginners = creating that mental map |
Block |
|
|
- Variation of skills within same practice (random) - Association with high contextual interference - Leads to higher retention (once skill proficient) |
Distributed |
|
|
Howmuch time to teacha skill |
Distribution |
|
|
- Little to no rest - Better for learning and retention |
Massed schedule |
|
|
- Long rest between trial - Better for continuous skills |
Distributed schedule |
|
|
- Ericsson (2007) "10,000 hours and 10 years" of deliberate practice to become an expert* - Most coaches not developing experts, yet evidence that over-learning (more practice when proficient) is effective for retention - Point of diminishing returns; comes with coaching experience and understanding of individual athlete differs |
Over-learning |
|
|
Considercomplexity and organization of skill/task |
Whole vs. Part |
|
|
Signifiesthe number of partsto the skill |
Complexity |
|
|
Refersto relationshipamong skill's componentparts |
Organization |
|
|
Interdependent component parts;one affects the other |
High organization |
|
|
Independent |
Low organization |
|
|
High organization and lowcomplexity |
Whole skill |
|
|
Low organization and high complexity |
Part skill |
|
|
1. Fractionalization 2. Segmentation 3. Simplification (complex) |
Whole vs. Part strategies |
|
|
- Whole - Identifyingsubtasks normallypracticed together and separatingthem (e.g., VB spike) |
Fractionalization |
|
|
- Part - Practisingeach skill separatelythen stringing themtogether (e.g., gymnastic discrete skills) |
Segmentation |
|
|
- Complex - By changing equipment, reducing speed and complexity |
Simplification |
|
|
- Behaviours followed by positive consequences will be more likely to reoccur - Behaviours followed by negative consequences will be less likely to happen again |
Law of effect |
|
|
- Behaviour is influenced by itsconsequences - Learning comes from subconscious level |
Operant conditioning |
|
|
1. Positive = something being added 2. Negative = something being taken away |
2 Dimensions of Consequences |
|
|
1. Reinforcement 2. Punishment 3. Extinction |
Types of consequences |
|
|
Frequency of behaviour ↑ b/c experience positive consequences |
Positive reinforcement |
|
|
Frequency of behaviour ↑ b/c negative consequencesremoved |
Negative reinforcement |
|
|
Adding something undesirable |
Positive punishment |
|
|
- Removing something desirable - changestops once consequence is removed |
Negative punishment |
|
|
- Behaviour decreases (or stops completely) because it’s not associated with reinforcement - NO reinforcement - no praise, never getting yelled at = coach doesn’t care so u eventually don't care |
Extinction |
|
|
Reinforce behaviour every time occurs (scorea goal = get a point) |
Continuous |
|
|
Portion of behaviouroccurrences reinforces (buy lottery ticket = sometimes win) |
Partial |
|
|
Specific % behavioursreinforced (e.g., every 5times, get feedback) |
Ratio |
|
|
Specificlength of time b/wreinforcement (e.g., every5 minutes give feedback) |
Interval |
|
|
- Same number of times (%) or time periodrepeatedly - Better learning |
Fixed |
|
|
Variesrandomly around average |
Variable |
|
|
Information that results from movement |
Intrinsic feedback |
|
|
Consequence of movementfrom inside |
Intrinsic feedback: knowledge of performance |
|
|
Consequences of movement fromoutside of athlete’s body |
Intrinsic feedback: knowledge of results |
|
|
Informationfrom outside sourceand not a consequence ofthe movement |
Extrinsic feedback |
|
|
Informationabout the quality of themovement – rhythm,efficiency, aesthetic appeal |
Extrinsic Feedback: Knowledge of performance |
|
|
Informationabout movement in relationto intended goal (e.g., coach = missed the target) |
Extrinsic feedback: knowledge of results |
|
|
- Information about movement dimensions of skill execution - E.g., Distance, speed, acceleration |
Kinematic feedback |
|
|
- Extrinsic feedback not always necessary - Best for complex tasks and novice athletes - Too often results in reliance on extrinsic feedback - Know the purpose of feedback - Feedback for novice to help create mental map - What information to give - Features that are within the athlete’s control - Information about the movement AND strategies for improving skill - Consider stages of learning - Avoid overloading athletes with feedback |
Extrinsic feedback |
