Flashcards
Chapter 9- Learning and Performance
Cards in this deck (22)
- 1LearningThe acquisition of knowledge or skills through study, experience, or being taught.
Characteristics:
- Linked to practice or experience.
- Relatively permanent.
- Not a fluke or one-off occurrence. - 2PerformanceThe action or process of performing a task or function.
Characteristics:
- Temporary
- Not necessarily repeated - 3Stages of LearningCognitive- Verbal feedback given through teaching points and visual feedback given through demonstration.
Associative- This is the practice stage. Mechanical guidance is provided through visual demonstration with external feedback.
Autonomous- Performer can repeat the skill without conscious control. Stored in LTM. Detect own errors through kinaesthetic awareness. - 4Measuring changes in learning: Performance Curves-Linear
- 5Measuring changes in learning: Performance Curves-Positive acceleration
- 6Measuring changes in learning: Performance Curves-Negative acceleration
- 7Measuring changes in learning: Performance Curves-S-shaped
- 8Plateau in PerformanceThe performance improves but reaches a point at which no further improvement occurs.
This is caused by:
-Boredom.
-Fatigue.
-Poor coaching.
-Task too difficult.
-Goals too high/ too low.
Strategies:
-Vary sessions.
-Ensure performer focuses on the relevant cues.
-Offer extrinsic and intrinsic rewards.
-Mental rehearsal.
-Provide feedback. - 9MotivationCan influence a performers:
-Selection and preference for an activity.
-Persistence.
-Effort levels.
-Performance levels relative to your ability.
Intrinsic motivation- Gaining self-satisfaction, pride and feeling of achievement.
Extrinsic motivation- The performer receives some form of reward from an external source, often as a form of reinforcement.
i.e. Tangible rewards:
-Medals/Trophies/Money
Intangible rewards:
-Applause/Fame/Praise - 10Operant Conditioning-Learning based on strengthening the relationship between the stimulus and response. (The S-R bond)
-Increases the likelihood of the desired response recurring.
-Trial and error learning.
-Learner associates consequences of previous action with the current situation.
-The performer manipulates the environment to get the desired response. - 11Thorndike's laws of learningThorndike proposed 3 laws to create and strengthen the S-R learning bond.
Law of exercise- The performer must practice the task regularly in favourable conditions.
Law of effect- The performer is more likely to repeat the task if their behaviour is followed by experiences of satisfaction.
Law of readiness- The performer is physically and mentally able to complete the task. - 12Drive reduction TheoryHull
Learning will occur due to the performer's desire to complete the task. Only by achieving their 'drive' will they be satisfied.
Too much repetition of the skill during learning may cause inhibition.
Hull proposed that that an effective way to strengthen the S-R bond is to ensure that the motivation of the performer is always maintained.
This involves the coach setting new and challenging goals to allow development. - 13Cognitive insight learningGestalt- Whole learning.
Involves cognitive processes.
Individuals use their perceptual skills to formulate a motor programme suited to their current situation and own abilities.
Trial and error. - 14Observational learning theoryBandura
Learning through observation and imitation of others.
4 key elements:
Attention- The amount of notice taken by the learner while observing the model.
Retention- The creation of a future picture for future reference.
Motor Reproduction- The learner must have the physical ability and confidence to copy, attempt and complete the skill.
Motivation- The learner must have the drive and desire to copy the actions of the model. - 15Schema theoryA schema is mental framework of beliefs and expectations developed through experience.
Recall Schema:
This occurs before a movement is initiated.
Knowledge of initial conditions- Refers to information about the location of the performer, their environment and limb position.
Knowledge on response specifications- Refers to information about the task to be completed.
Recognition Schema:
This occurs after a movement and is used to evaluate a response.
Sensory consequences- Refers to the feelings experienced during and after the movement.
Response outcomes- Refers to the end result and a comparison being made with the intended outcome. - 16Developing schemasCoaches can organise practices to enable schemata to develop by:
-Ensuring practice is varied.
-Giving praise and positive reinforcement.
-Giving feedback to help improve skills.
-Practising a range of skills.
-Ensure skills are transferable. - 17Transfer of learningPositive transfer- Involves previously learned skills helping the development of new skills.
Negative transfer- Involves previously learned skills hindering the development of new skills.
Bilateral transfer- Involves the transfer of learning from one limb to another, rather than skill to skill.
Proactive transfer- Occurs when the skill being learned has an effect on skills developed in the future.
Retroactive transfer- Occurs when the skill being developed has an effect on one that has been previously learnt.
Zero transfer- Occurs when one skill has no impact on the learning or development of another. - 18Impact of practice of improving learningEliminating bad habits.
Making practice situations relevant and realistic.
Identifying elements of the skill that are transferable.
Developing good basic movement patterns that can be progressed into more complex skills. - 19Goal setttingBenefits:
-Giving the performer aim/focus.
-Increases motivation.
-Increases confidence levels.
-Controls arousal levels.
-Focus efforts in training and game situations.
Specific, Measurable, Agreed, Realistic, Time-phased, Exciting & Recorded. - 20Outcome goalJudges the performance of an individual against others and the end result.
- 21Performance goalJudges the performance of an athlete against his or her own standards.
- 22Why is intrinsic motivation better than extrinsic motivation?-Gives the performer a sense of control over performance.
-Some extrinsic rewards lose their value.
-Failure to achieve extrinsic reward may lead to loss of intrinsic motivation.
-Excessive need for extrinsic rewards may lead to cheating.
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- AS - Level PE (AS Level) Flashcards on Chapter 9- Learning and Performance , created by Ellie Shuter on 19/01/2016.
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- Ellie Shuter
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