Chapter
Elle one Elle,
Practice types: Theories:
8
Part practice = breaks down a skill into subroutines and then brings it all ⑧
Operant conditioning: manipulating or changing the environment to
back together trigger the desired response. Learning through reinforcement (praise or
⑧
Whole practice = teaches a whole skill together scalding)
⑧
Progressive part practice = practiced individually before being put together
⑧
Whole part whole = observes whole skill before making improvements. ⑧
Thorndike's laws:
⑧
Massed practice = practiced without breaks -
Law of effect = reinforcement either helps or hinders learning.
⑳
Distributed practice = practiced with breaks u
Law of exercise = repeating or practicing movements
⑧
Fixed practice = same movement/ skill over and over again- over-learning/ -
Law of readiness = learners must have the maturity and the mental
grooved. and physical capability to perform the skill.
8
Varied practice = frequent changes of tasks - builds schema
&
Cognitive learning theory: when the individual is given the entire
Transfer types: problem is when learning is most effective. They can use past
⑧
Positive transfer = previous experience of performing a skill is beneficial for experiences to solve the problem. Example = problem of how to push
learning a new skill. most effectively as a unit in a scrum.
⑳
Negative transfer = having learned One skill makers learning a second skill
harder. ⑧
Observational learning theory: learning is best achieved by copying a
⑧
Proactive transfer = A skill learnt in the past affects a skill currently being learnt good demonstration. There is four processes:
⑧
Retroactive transfer = learning a new skill negatively impacts a previously learnt Attention - focus on model, verbal guidance can be used.
skill - Retention - remember demo because of repetition and mental rehearsal
⑧
Bilateral transfer = the learning of one skill, transferred from one limb to -
Motor reproduction - must be able to perform a skill, physical and
another mental capacity
-
Motivation - must want to copy skill, must be relevant and look
Some positives are the kineaesthetic feel you get during attractive.
a skill. However, during some fatigue is very prominent.
Phases of learning:
⑳
Cognitive learners = is the first stage of learning, athletes need feedback and
visual demonstration. It has a lack of skill and many mistakes.
⑳
Associative = athletes begin to learn what errors they are making and how to
fix them. They still need demonstrations with relation to errors, but the skill
will tend to have better flow so it will look smoother.
.
Autonomous = the final stage of learning, the skill has been over learned and
they can recognise an error and correct it. They can also focus on the demands of
the environment rather than the details of the skill.
Guidance:
⑧
Visual guidance: When a performer can see the skill being performed (demonstrations
etc.) helps performers in the cognitive stage
⑧
Verbal guidance: Given by an observer after your performance (feedback), needs to be
constructive and clear, for all types of learners.
&
Manual guidance: When a performer is principally guided or supported by a coach, for
cognitive and associative learners. This however could cause dependence, no kinaesthesias.
⑧
Mechanical guidance: A piece of equipment is used to help a performer learn a skill, this is
used in the cognitive stage and it allows a performer to feel the full movement of the skill.
Elle one Elle,
Practice types: Theories:
8
Part practice = breaks down a skill into subroutines and then brings it all ⑧
Operant conditioning: manipulating or changing the environment to
back together trigger the desired response. Learning through reinforcement (praise or
⑧
Whole practice = teaches a whole skill together scalding)
⑧
Progressive part practice = practiced individually before being put together
⑧
Whole part whole = observes whole skill before making improvements. ⑧
Thorndike's laws:
⑧
Massed practice = practiced without breaks -
Law of effect = reinforcement either helps or hinders learning.
⑳
Distributed practice = practiced with breaks u
Law of exercise = repeating or practicing movements
⑧
Fixed practice = same movement/ skill over and over again- over-learning/ -
Law of readiness = learners must have the maturity and the mental
grooved. and physical capability to perform the skill.
8
Varied practice = frequent changes of tasks - builds schema
&
Cognitive learning theory: when the individual is given the entire
Transfer types: problem is when learning is most effective. They can use past
⑧
Positive transfer = previous experience of performing a skill is beneficial for experiences to solve the problem. Example = problem of how to push
learning a new skill. most effectively as a unit in a scrum.
⑳
Negative transfer = having learned One skill makers learning a second skill
harder. ⑧
Observational learning theory: learning is best achieved by copying a
⑧
Proactive transfer = A skill learnt in the past affects a skill currently being learnt good demonstration. There is four processes:
⑧
Retroactive transfer = learning a new skill negatively impacts a previously learnt Attention - focus on model, verbal guidance can be used.
skill - Retention - remember demo because of repetition and mental rehearsal
⑧
Bilateral transfer = the learning of one skill, transferred from one limb to -
Motor reproduction - must be able to perform a skill, physical and
another mental capacity
-
Motivation - must want to copy skill, must be relevant and look
Some positives are the kineaesthetic feel you get during attractive.
a skill. However, during some fatigue is very prominent.
Phases of learning:
⑳
Cognitive learners = is the first stage of learning, athletes need feedback and
visual demonstration. It has a lack of skill and many mistakes.
⑳
Associative = athletes begin to learn what errors they are making and how to
fix them. They still need demonstrations with relation to errors, but the skill
will tend to have better flow so it will look smoother.
.
Autonomous = the final stage of learning, the skill has been over learned and
they can recognise an error and correct it. They can also focus on the demands of
the environment rather than the details of the skill.
Guidance:
⑧
Visual guidance: When a performer can see the skill being performed (demonstrations
etc.) helps performers in the cognitive stage
⑧
Verbal guidance: Given by an observer after your performance (feedback), needs to be
constructive and clear, for all types of learners.
&
Manual guidance: When a performer is principally guided or supported by a coach, for
cognitive and associative learners. This however could cause dependence, no kinaesthesias.
⑧
Mechanical guidance: A piece of equipment is used to help a performer learn a skill, this is
used in the cognitive stage and it allows a performer to feel the full movement of the skill.
