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HPE flashcards

gabby odonnell English 46 cards

Cards in this deck (46)

1Feedback DefinitionFeedback is all the information that an athlete receives about the performance of a skill; either during the performance (continuous feedback) or after (terminal feedback).
As you learn from your experiences, you store feedback information in your memory, and can recall if necessary
2Feedback - useLater in the learning process, athletes use feedback in three ways:
To improve their technical execution of a skill
To change their performance immediately
To reinforce their previous learning
3Continuous feedbackContinuous feedback is provided from many sources during the execution of a skill.
For example, the information you gain from your coach at the sideline and the ‘feel’ (kinesthesis) as you bend, push and flick the netball through the goal ring for a goal.
4Terminal feedbackTerminal feedback is provided after a skill has been performed.
For example, if you shoot a goal in netball and miss, you receive feedback that you did something wrong
5Internal feedbackKinaesthetic stimuli are those provided by the ‘feel’ of an action (KINAESTHESIS!)
For example, when performing a handstand you can feel whether your legs are straight in the air.
When you throw a wobbly pass during a touch game, it doesn’t feel righ
6External feedbackxternal feedback is provided by visual, verbal or auditory cues. For example:
You can tell by the sound when you have hit the cricket ball in the middle of the bat
When tenpin bowling, you can see how many pins are knocked down.
Your coach tells you your time for the 100m
7Positive feedbackYou receive positive feedback when a successful outcome shows that your skill performance was correct.
For example, when you ace your opponent on a serve.
Positive feedback reinforces learning.
8Negative feedbackYou receive negative feedback when an unsuccessful outcome shows that there was an error in your performance.
For example, when you serve the ball into the net.
9Knowledge or results (KOR)KOR, or feedback about the outcome of a performance, is feedback that comes from some external source – eg teacher, coach, a video, another performer or spectator. For example:
The coach tells you that you need to tuck earlier in a somersault
Watching a successful rugby tackle on video gives you feedback on the right way to tackle
10Knowledge of performance (KOP)KOP is feedback that you receive about the performance or execution of a movement.
It can be external or internal.
For example:
a gymnastic coach telling the gymnast that her feet came apart directly relates to the actual movements and not the score that the gymnast will receive.
11External Feedback & PerformanceExternal feedback from another person and knowledge of results are most effective when given without delay after the performance.
As a performers skills improve, external feedback should be reduced so that the performer develops the ability to detect errors in his or her own performance, and does not rely on completely on feedback from other people.
12KOR is essential for learning.It is most important in the cognitive and associative stages.
13If no feedback is provided, or feedback is delayedThe learner is left in doubt about his or her performance. Errors go unchecked and performance is hindered.
14Overall, feedback should beS = Specific
P = Positive
I = Information
C = Clear/Concise/Correct
15Video feedbackProviding information feedback by replaying the performance on video is a useful tool for helping learners to acquire motor skills.
More experienced athletes acquire KOP by watching replays of videos.
16Information processingThe information received by an athlete from their playing environment enables them to make informed decisions.
Skill learning depends on the accurate relay of information from the environment via the senses to the brain, and then to muscles.
17Decisions of a tennis playerWhat shot should I hit?
Where should I hit it?
Where should I stand?
Where might my opponent hit?
What shot might my opponent hit?
18CuesCues are pieces of information received from the environment.
For example, the speed of the ball heading towards you, the positioning of opposition players, hamburgers at the club bbq etc.
19NoiseNot all information gathered from the environment is relevant.
Irrelevant information to the task at hand = ‘noise’
For example, a comment yelled from the crowd at a football player taking a kick at goal or the smell of hamburgers from the canteen.
20Signal detectionSignal detection means determining whether or not a signal (ie: a stimulus or cue) is present.
For example, a batter must detect whether or not a ball has spin on it before deciding how to hit it.
21Signal detection abilityThe ability to detect a signal depends on:
The intensity of the signal or stimulus.
The effectiveness of the sense organs themselves.
22Physical factors influencing signal detectionVisual
The size of the object
The colour and brightness of the object
The speed of the object
Auditory
The loudness of the object
Whether there are any interfering noises
The duration of the signal
Tactile
Which part of the body receives the signal
The amount of movement against the body
23Selective attentionThe ability to filter out ‘irrelevant’ information (noise) and only attend to relevant information.
Your ability to do so is influenced by:
Experience
Quality of instruction
Arousal level
24SensesThe most important senses contributing to the efficient processing of information are:
Vision
Equilibrium (balance)
Proprioception and touch
Hearing
25VisionFollow a moving object
Judge distance and direction of an object
Detect colour and brightness
26EquilibriumIs an internal sense that tells you when your body is balanced and under control
Particularly important for sports like diving, gymnastics and dance.
27Proprioception and touchIs the awareness of muscular movement and position of joints and tendons
Allows you to appreciate how a movement ‘feels’
28HearingFor example the sound of the ball off the racquet can provide information on the type of shot – top spin, slice, heavy, etc
29Practice methods must take in to account four factorsSkill level and past experience
Specificity of practice
Fatigue
Motivation
30Skill level and past experienceMore experienced, highly skilled players will be able to maintain interest for longer and practice for longer periods of time
Beginners have less developed motor programs than skilled performers, and consequently their muscle movements are less efficient and result in fatigue more quickly.
31SpecificityThe more specific the practice is to the actual skill in the sport, the more effective it will be.
For example:
Practicing netball goal shooting with a basketball and a basketball ring is not as effective as using a netball and netball goal ring.
32FatigueFatigue reduces effectiveness of practice. To avoid fatigue, practice sessions should:
Be an appropriate length and frequency and include adequate rest periods
33MotivationAn athlete’s performance is more likely to improve if he or she is enthusiastic about practicing. To maintain motivation and interest, practice needs to include:
A variety of activities
Be geared to a level appropriate to the learners ability
34Whole PracticeThe skill is practiced in its entirety. This practice method is good for teaching swimming or running.
35Part PracticePart practice is when the skill is broken down into its smaller parts and each part is practiced in isolation before being joined together. It is often used for teaching techniques that have smaller skills that make up the larger skill, such as a basketball layup.
36Whole-Part PracticeWhole-part practice refers to practicing the whole skill and then concentrating on smaller components/different parts of the skills
37Massed practicecontinuous practice with no rest eg. Basketball shooter practicing their free throw continuously for 15min.
may be used effectively in the autonomous stage eg. Roger Federer may practice his serve for 20min.
38Distributive practiceperiods of rest are equivalent to or more than the time spent practicing eg. Do 5 long jump with 3min rest in between each.
allows the coach to provide feedback. As a result, it is recommend that athlete perform distributive practice during the cognitive stage and early associative stages.
39Practice via problem solvingLearning through investigation and discovery, or ‘game sense’ approach:
Requires creativity and adaptability and involves several possible courses of action
Often leads to a better understanding in what is involved in the performance – ie. Why was the ball hit into the net?
40Cognitive StageThis is the first stage of learning a new skill.
41Cognitive Stage DescriptionAn athlete at this stage:
Is attempting to understand the basic movement pattern
Is very inconsistent when attempting to execute skill and will make many errors
Requires repetitive practice in a closed environment
Will not be able to identify errors in movement
Requires a lot of feedback from coach to learn movement
Feedback must be specific, clear and simple
42Associative StageThis is the second stage of learning a skill. An athlete will reach this stage once they understand how to execute the movement pattern.
An athlete may never advance from this stage.
Athletes may spend many years in the associative stage. Research suggests that athletes require 10000hrs or 10yrs of practice before advancing to the autonomous stage (Mallett, 2010).
43Associative Stage DescriptionAn athlete at this stage:
The focus is developing technique and motor control because the skill has already been learnt
Still performs errors but not as many
Still requires specific and clear feedback from coach
Feedback needs to be more individual and specific to each athlete
Is able to start identifying their own errors
Is able to practice skills in both a closed and open environment
Develops consistency in skill execution
44Autonomous StageThis is the final stage of learning. Not all athletes reach this stage.
Once at this stage it is very difficult to correct any major issues in technique.
45Autonomous Stage DescriptionAn athlete at this stage:
Executes the skill automatically
Skills have been engrained in long term muscle memory and as a result all or most of the skill is performed without thinking
Able to identify and correct their own errors
Able to read the play and react to game situations automatically (open environment)
Must continue to practice skills in order to continue to compete at a high level and further improve
Training should attempt to simulate actual performance conditions
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Description: Flashcards on HPE flashcards, created by gabby odonnell on 24/11/2018.
Created by: gabby odonnell
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