XNB174 - PRINCIPLES OF COACHING
AND INSTRUCTIONAL PRACTICE EXAM
QUESTIONS WITH CORRECT ANSWERS
Self-controlled learning - Answer-The notion of self-controlled learning is gaining
prominence
Self-controlled feedback - Answer-When given the opportunity to select when they wish
to receive feedback, learners tend to perform better.
Self-controlled practice - Answer-Allowing the learner to decide when to change
between different tasks can enhance learning.
Un-related self-control of the practice environment - Answer-Providing participants with
choice, even a choice that is unrelated to the performance task, can enhance learning.
Challenge Point Framework - Answer-Self-controlled approaches may allow learners to
choose their optimal challenge point - not too difficult, but not too easy. This may
increase learning benefits.
Traditional Coaching Approaches - Answer-- assumes there is only one technique
- frequent and detailed feedback/ instructions
- prescriptive coaching
- eradication/ reduction of errors
Contemporary Coaching Approaches - Answer-- Individualised practice environment
- empowers the learner
- skills performed in realistic environments
- practice variability is seen as beneficial
Challenges to adopting a contemporary approach - Answer-- coaches find it difficult to
break with the status quo
skill aquisition theory - Answer-Guides the application of practical activities and can be
used as an overall philosophy
What is "skill" - Answer-To be truly skillful is to be truly adaptable
Skill aquisition - Answer-The establishment of a functional relationship between the
individual and the environment
- learner becomes attuned to the sources of information that exist in the environment
and that can be used to guide their actions.
, - results in behaviour that is adaptable to a range of varying performance contexts
Ecological Dynamics Theory - Answer-- Prominent theory in skill aquisition
- importance of the relationship between the performer and the environment
- humans are complex and dynamic systems
- Ecological dynamics theory argues that theories relying upon motor programs and
memory storage do not adequately explain human behaviour.
Fundamental principles of skill acquisition - Answer-- constraints
- information-movement coupling
- variability
- representative learning design
- affective learning design
- representative design
- self-organisation
- affordances
Constraints - Answer-Variables that both limit and enable the motion and behaviour of a
system. They are omnipresent and occur over different time scales. Task,
environmental and performer
Task constraints examples - Answer-rules, field markings, player numbers, equipment
Environmental constraints examples - Answer-surfaces, weather conditions, gravity
Performer constraints examples - Answer-fatigue, emotional state, body size, skill level,
intensions
Information-movement coupling - Answer-The cyclical interaction between the
environment and the performer. Action enhances perception, perception enhances
action.
Variability - Answer-The amount of change or uncertainty in the environment or in the
performance of a skill. Can lead to more adaptable movements (need to change in
response to variability).
Representative learning design - Answer-Ensuring that the sources of information used
by performers and the activities performed in practice sessions are comparable to and
representative of those required in the target setting. Practice task must have same
constraints as performance environment.
Affective learning design - Answer-Ensuring that the emotional aspects elicited in
practice sessions are comparable to and representative of those required in the target
setting. Can prepare performers to cope with emotions during competition (does it look
and feel like the real thing?)
AND INSTRUCTIONAL PRACTICE EXAM
QUESTIONS WITH CORRECT ANSWERS
Self-controlled learning - Answer-The notion of self-controlled learning is gaining
prominence
Self-controlled feedback - Answer-When given the opportunity to select when they wish
to receive feedback, learners tend to perform better.
Self-controlled practice - Answer-Allowing the learner to decide when to change
between different tasks can enhance learning.
Un-related self-control of the practice environment - Answer-Providing participants with
choice, even a choice that is unrelated to the performance task, can enhance learning.
Challenge Point Framework - Answer-Self-controlled approaches may allow learners to
choose their optimal challenge point - not too difficult, but not too easy. This may
increase learning benefits.
Traditional Coaching Approaches - Answer-- assumes there is only one technique
- frequent and detailed feedback/ instructions
- prescriptive coaching
- eradication/ reduction of errors
Contemporary Coaching Approaches - Answer-- Individualised practice environment
- empowers the learner
- skills performed in realistic environments
- practice variability is seen as beneficial
Challenges to adopting a contemporary approach - Answer-- coaches find it difficult to
break with the status quo
skill aquisition theory - Answer-Guides the application of practical activities and can be
used as an overall philosophy
What is "skill" - Answer-To be truly skillful is to be truly adaptable
Skill aquisition - Answer-The establishment of a functional relationship between the
individual and the environment
- learner becomes attuned to the sources of information that exist in the environment
and that can be used to guide their actions.
, - results in behaviour that is adaptable to a range of varying performance contexts
Ecological Dynamics Theory - Answer-- Prominent theory in skill aquisition
- importance of the relationship between the performer and the environment
- humans are complex and dynamic systems
- Ecological dynamics theory argues that theories relying upon motor programs and
memory storage do not adequately explain human behaviour.
Fundamental principles of skill acquisition - Answer-- constraints
- information-movement coupling
- variability
- representative learning design
- affective learning design
- representative design
- self-organisation
- affordances
Constraints - Answer-Variables that both limit and enable the motion and behaviour of a
system. They are omnipresent and occur over different time scales. Task,
environmental and performer
Task constraints examples - Answer-rules, field markings, player numbers, equipment
Environmental constraints examples - Answer-surfaces, weather conditions, gravity
Performer constraints examples - Answer-fatigue, emotional state, body size, skill level,
intensions
Information-movement coupling - Answer-The cyclical interaction between the
environment and the performer. Action enhances perception, perception enhances
action.
Variability - Answer-The amount of change or uncertainty in the environment or in the
performance of a skill. Can lead to more adaptable movements (need to change in
response to variability).
Representative learning design - Answer-Ensuring that the sources of information used
by performers and the activities performed in practice sessions are comparable to and
representative of those required in the target setting. Practice task must have same
constraints as performance environment.
Affective learning design - Answer-Ensuring that the emotional aspects elicited in
practice sessions are comparable to and representative of those required in the target
setting. Can prepare performers to cope with emotions during competition (does it look
and feel like the real thing?)
