pe studies - motor learning

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68 Terms

1
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transfer of learning

the influence of past experiences have on the learning/performance of new experiences/skills

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two factors contributing towards transfer of learning

physical and cognitive skills

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two factors contributing towards transfer of learning - physical skills

there is a similarity in the physical skills required between 2 sports resulting in the greater amount of transfer eg. baseball throw and javelin throw

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two factors contributing towards transfer of learning - cognitive skills

require a particular type of cognitive processing transfer to skills with similar cognitive processing eg. hockey and soccer

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categories of transfer of learning

skill to skill, theory to practice and training to competition

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categories of transfer of learning - skill to skill

occurs when a skill previously developed in one sport influences the learning a skill in another sport which can be either positive or negative

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categories of transfer of learning - theory to practice

the transfer of theoretical skills into practice or performance scenarios eg. coach explains with the aid of a whiteboard how to press the opposition then players practice this on the field

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categories of transfer of learning - training to competition

refers to the transfer of skills developed at training into a competition situation eg. training should replicate the same conditions experienced during games

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effects of transfer of learning

positive, negative and zero

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effects of transfer of learning - positive

occurs where a skill gained in one sport helps/assists the performance of a skill in another sport eg. tennis player uses their knowledge of a serve to learn a volleyball serve

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effects of transfer of learning - negative

occurs when a skill developed in one sport inhibits/hinders the performance of a skill in another sport eg. shot making in tennis and squash involves different wrist movements

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effects of transfer of learning - zero

occurs where a skill developed in one sport has no impact on learning a new skill eg. golf and football are completely unrelated both physically and cognitively

13
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leadership styles

coaches use different ways to get their message across to players which can be influenced by the personality of the coaches, motivation of the players, phase of the season etc.

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three leadership styles

authoritarian, democratic and laissez-faire

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authoritarian

coach makes all the decisions and players do what they are told

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democratic

coach makes decisions but involves the players in the decision making process

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laissez-faire

coach makes few decisions and the team takes ownership and makes decisions

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authoritarian characteristics

intense energy, well organised and punishes those who make mistakes

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authoritarian suits

athletes who need direction and focus, when time is limited and young/inexperienced players

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democratic characteristics

tends to be flexible, creates an atmosphere of mutual respect and concerned for welfare of the players

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democratic suits

intrinsically motivated athletes, athletes who want to create their own solutions and when there is plenty of time available

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laissez-faire characteristics

creates a relaxed atmosphere, provides little instruction/minimal guidance and the coach exerts little influence on the players

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laissez-faire suits

athletes who value socialisation, who need advice only before making the final decision and a coach who wants to develop the players problem solving capacity

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timing of leadership styles

laissez-faire/authoritarian: pre-season + democratic: in-season and finals

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process of teaching/coaching a skill

introduce the skill to be learned, demonstrate and explain the skill, practice the skill and correct errors/provide feedback

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coaching/training activities

shaping, chaining and static to dynamic

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shaping

learn a simplified or incomplete version of the skill and add the missing parts as the skill is developed

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shaping key concepts

demonstrates the skill, performer practices simplified version, feedback provided, add missing components, more practice, add missing components and use in game

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chaining

involves breaking the skill down into its component parts and then sequentially learning each component part one at a time

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chaining key concepts

break the skill down into component parts, teach the first part, practice till perfect, add next part, practice till perfect, etc.

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forward chaining

components of the skill are rehearsed in the order that the skill is performed eg. triple jump

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backward chaining

when components of a task are rehearsed with the last component first and the whole skill is built by working backwards eg. volleyball spike

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when to use chaining/shaping influences

task complexity and task organisaiton

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when to use chaining/shaping influences - task complexity

the number of skills required to complete the task

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when to use chaining/shaping influences - task organisation

how dependent each phase of the skill is dependent on the previous phase

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relationship between task complexity and task organisation for shaping/chaining

low task complexity + high task organisation = shaping

high task complexity + low task organisation = chaining

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static to dynamic

involves the players starting with drills involving limited movement and progressing to drills involving movement and additional tasks

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static skills

limited movement, closed environment, limited cues and beneficial for learners eg. water polo passing across the pool to one another

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dynamic skills

movement, open environment, increased number of cues and beneficial for extending skill development eg. water polo passing the ball in a game specific environment

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reason for analysis of an athletes performance

what they are doing right, what they are doing wrong, what needs attention and to track progress

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contexts for analysing technique

laboratory analysis, field analysis and competition analysis

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contexts for analysing technique - laboratory analysis

performance is analysed in laboratory conditions to vary or manipulate various factors, computerised analysis can be used and camera allow for better observation

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contexts for analysing technique - field analysis

an athletes performance is analysed at training in normal surroundings eg. underwater strokes for swimming is analysed

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contexts for analysing technique - competition analysis

an athlete is analysed while performing during competition

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quantitative analysis

uses numbers eg. blood lactate levels, angle/speed of release, velocity etc.

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qualitative analysis

description of the movement without using numbers eg. the knudsen - morrison model

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knudsen - morrison model

process that must be complete in order of each stage which each has specific goals preparation, observation, evaluation, intervention and re-observation stages

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knudsen - morrison model - preparation phase

coach is concerned with developing a prerequisite knowledge base about the skill as the coach must know the points of technique required produce the skill correctly eg. preparation (grip/stance), execution and follow through

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knudsen - morrison model - observation phase

involves the systematic gathering of information about the performance or movement eg. frequency, method of observation, number of trial

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knudsen - morrison model - evaluation phase

identify the strengths and weaknesses of the performer, prioritize in order of importance for correction and identify methods which can be used to improve performance

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cause and effect relationship

analysing the process that has resulted in the outcome eg. a cover drive has gone in the air and been caught so it allows the coach to determine the cause and without doing this the problem would repeat

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knudsen - morrison model - intervention phase

it involves providing feedback and corrections to the performer, usually under practice conditions, to improve performance

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intervention phase athletes

beginners have little idea of what the movement should feel like or how to correct errors themselves so they need large amounts of external feedback and advanced feedback can often detect their errors from their own intrinsic feedback needing less external feedback

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knudsen - morrison model - reobservation phase

observe the performer in a similar context to the initial observation phase to see if the changes implemented have improved performance

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methods of reflection

use of video analysis, checklists, peer/mentor/coach feedback and questionnaire

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use of video analysis

a way of providing visual feedback to the performer, slows movement down for accurate analysis and athletes respond better to visual feedback than verbal but a combination is key

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use of video analysis - how

film the game/training session, replay for analysis, identify errors, give feedback and implement strategy for correction at training

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use of video analysis - benefits

compared side by side to an exemplar, track progress, fewer trials required to make an accurate analysis and players learn faster because they are shown where they need to improve

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checklists

a performance record in relation to predetermined criteria, is a form of written feedback, determines technical and tactical abilities

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checklists - how

a checklist is made up of key criteria for a successful performance, athletes perform the skill and observers record information about the performance on the checklist and players and coaches use the information to identify strengths and weaknesses

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peer/mentor/coach feedback

a significant other in the athletes life provides critical and constructive feedback to help the performer continue to improve and younger athletes often relate more to a mentor than a coach eg. discuss problems with a senior player

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questionnaire

given to players to gather information about individual players, leadership group, potential leaders and coaching staff, identifies athletes as well as teams strength and weaknesses and the feedback can be used to make changes

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reflective learner characteristics

recognises the importance of looking back on past experiences to improve future performance and solves problems through self-evaluation and reflect

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reflective learning - stage 1

reflect on previous performance: using the 4 methods of reflection

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reflective learning - stage 2

recognition of areas to improve: reflect helps an athlete determine aspects that could be improved eg. tennis players use statistics about their placement and effectiveness of serves

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reflective learning - stage 3

planning for improvement: sports are constantly evolving meaning coaches and athletes need to adapt new strategies, tactics and techniques to avoid falling behind and applying the new knowledge is essential for planning future development

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reflective learning - stage 4

action: produce of reflective learning, having identified weaknesses the athletes set goals to address these areas and by achieving them the athlete becomes more motivated and improving performance

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reflective learning all stages

  1. 4 methods of reflection

  2. what could be done? what aspects can be improved?

  3. what am i going to do to improve? identify methods to improve?

  4. implement methods and strategies which will lead to improvements