PYC4812 Sport Psychology Exam
Summary | Concise, High-Yield
Study Guide for Exam Success
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PYC4812 – SPORTS PSYCH. EXAM PREP
PART 1: LEARNING, MOTIVATION AND SOCIAL INTERACTION
CHAPTER 1
Brief overview of motor learning:
j j j j
• Set of internal processes associated with practice or experience, leading to
j j j j j j j j j j j
permanent changes in in the capability for skilled movement behavior
j j j j j j j j j
• Cannot measure it (internal) but we can draw inferences from performance
j j j j j j j j j j
(eg.: improvements made)
j j
• Phases
➢ Cognitive phase: learning, developing. Coach helps to teach. Duration differs
j j j j j j j j j j
depending on what the athlete is learning j j j j j j
➢ Associative j j phase: j j Refinement, j j movements j j become j j more j j automated
(dribbling ball without looking – proprioceptive). Coach will help by designing
j j j j j j j j j j j
appropriate practices to help refine the skill. Duration is much longer than the first j j j j j j j j j j j j j j
phase. (Not all athletes will move past this phase)
j j j j j j j j
➢ Autonomous phase: j j when j the j athlete j can j perform j the j skill j at j maximum
proficiency. Skill is very well developed; athletes can therefore focus on other j j j j j j j j j j j j
things apart from their movement. Coach can help by giving instruction to help
j j j j j j j j j j j j j
maintain and motivate athlete to continue improving j j j j j j
• Correcting errors j
➢ Will depend on the severity of the change needed – slight changes, easier to learn
j j j j j j j j j j j j j j j
and require less practice
j j j
➢ More severe changes require the athlete to return to the cognitive phase of
j j j j j j j j j j j j
learning and progress through various stagesj j j j j
➢ Process of relearning is intensive and will impact performance initially
j j j j j j j j j
➢ Major changes should take place during off-season
j j j j j j
Error identification and diagnosis (Skill analysis)
j j j j j
• Observation
➢ Compare athletes technique with correct technique j j j j j
➢ Determine if the basic movement is sound, don’t focus on smaller details j j j j j j j j j j j
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• Determine the cause of errors (not always related to technique) j j j j j j j j j
➢ Technique
➢ Physiologicaldifferences j
➢ Inaccurate or delayed decision making j j j j
➢ Drill design (make sure it is developmentally appropriate)
j j j j j j j
➢ Psychologicalfactors j
• Once the error is identified: feedback
j j j j j
➢ First correct the most fundamental error, which will often be associated with skills
j j j j j j j j j j j j
j fundamental movement j
➢ Often, once this is corrected, other errors will correct themselves as they have
j j j j j j j j j j j j
happened as a result of the basic movement being incorrect j j j j j j j j j
➢ Coach may also choose to correct the error that occurs earliest in the movement
j j j j j j j j j j j j j j
(eg: diving board for diver), eliminating errors that occurred later on in the sequence
j j j j j j j j j j j j j
j as a result of this initial problem
j j j j j j
➢ Where there are unrelated errors, start with the easiest correction – this will
j j j j j j j j j j j j
most likely lead to success hence helping motivate the athlete to continue making
j j j j j j j j j j j j j
improvements
Interventionstrategies: feedback j j
• Provision of feedback: essential for motor skill acquisition j j j j j j j
• Provides all the info: how to correct, explain errors (why they occur), motivate
j j j j j j j j j j j j
• Feedback will hinder or enhance depending on timing, frequency, amount and
j j j j j j j j j j j
precision
• At first, when learning the skill the athlete will require more feedback
j j j j j j j j j j j
• Feedback should lessen as skills become more refined j j j j j j j
➢ Avoid athletes becoming accustomed to receiving feedback
j j j j j j
o Rather than evaluating response-produced sensory information, j j j j j j
they will wait for the coach to tell them what they did/how to fix it
j j j j j j j j j j j j j j
o Creates a passive learner, hinders performance when they j j j j j j j j
do not receive feedback such as during competition
j j j j j j j
➢ Methods for reducing feedback: j j j
1. Faded feedback: feedback reduces as athlete refines their skill j j j j j j j j
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2. Bandwidth: coach has an acceptable error tolerance, and will only j j j j j j j j j j
provide feedback when performance falls outside of this range. j j j j j j j j j
Advantage: depends on the athletes actual performance, not some j j j j j j j j j
arbitrary fixed schedule feedback session j j j j
3. Learner-regulated: feedback only given when the athlete requests it. j j j j j j j j j
Thought to benefit from being actively involved in process j j j j j j j j
• Promote active learning: encourage athlete to assess their performance
j j j j j j j j
before telling them what was observed
j j j j j
➢ Ask: if they achieved their movement goal, follow up questions if ‘no’
j j j j j j j j j j j
➢ Questioning approach: promotes reflective thinking, facilitates athletes j
problem solving skills j j
• Good feedback:j
➢ Encourages learners to explore a variety of movement solutions allowing for the
j j j j j j j j j j j j
discovery of the optimal pattern suited for that particular learner
j j j j j j j j j
➢ Focus on one correction at a time
j j j j j j
➢ Positive, short, simple j j
➢ Matches the developmental level of the learner (it is not too hard, or too easy)
j j j j j j j j j j j j j j
➢ Should have an external focus as opposed to internal focus (prompt to focus on
j j j j j j j j j j j j j j
the effects of their actions on the environment) eg: instead of telling sprinter to
j j j j j j j j j j j j j j
increase the turnover of their leg action to increase speed, they could be told to
j j j j j j j j j j j j j j j
minimize the ground contact j j j
o The latter description is less likely to impact their natural flow of
j j j j j j j j j j j j
movement
Downloaded by: nandilove |
Distribution of this document is illegal
Summary | Concise, High-Yield
Study Guide for Exam Success
Downloaded by: nandilove |
Distribution of this document is illegal
, Stuvia.com - The study-notes marketplace
PYC4812 – SPORTS PSYCH. EXAM PREP
PART 1: LEARNING, MOTIVATION AND SOCIAL INTERACTION
CHAPTER 1
Brief overview of motor learning:
j j j j
• Set of internal processes associated with practice or experience, leading to
j j j j j j j j j j j
permanent changes in in the capability for skilled movement behavior
j j j j j j j j j
• Cannot measure it (internal) but we can draw inferences from performance
j j j j j j j j j j
(eg.: improvements made)
j j
• Phases
➢ Cognitive phase: learning, developing. Coach helps to teach. Duration differs
j j j j j j j j j j
depending on what the athlete is learning j j j j j j
➢ Associative j j phase: j j Refinement, j j movements j j become j j more j j automated
(dribbling ball without looking – proprioceptive). Coach will help by designing
j j j j j j j j j j j
appropriate practices to help refine the skill. Duration is much longer than the first j j j j j j j j j j j j j j
phase. (Not all athletes will move past this phase)
j j j j j j j j
➢ Autonomous phase: j j when j the j athlete j can j perform j the j skill j at j maximum
proficiency. Skill is very well developed; athletes can therefore focus on other j j j j j j j j j j j j
things apart from their movement. Coach can help by giving instruction to help
j j j j j j j j j j j j j
maintain and motivate athlete to continue improving j j j j j j
• Correcting errors j
➢ Will depend on the severity of the change needed – slight changes, easier to learn
j j j j j j j j j j j j j j j
and require less practice
j j j
➢ More severe changes require the athlete to return to the cognitive phase of
j j j j j j j j j j j j
learning and progress through various stagesj j j j j
➢ Process of relearning is intensive and will impact performance initially
j j j j j j j j j
➢ Major changes should take place during off-season
j j j j j j
Error identification and diagnosis (Skill analysis)
j j j j j
• Observation
➢ Compare athletes technique with correct technique j j j j j
➢ Determine if the basic movement is sound, don’t focus on smaller details j j j j j j j j j j j
Downloaded by: nandilove |
Distribution of this document is illegal
, Stuvia.com - The study-notes marketplace
• Determine the cause of errors (not always related to technique) j j j j j j j j j
➢ Technique
➢ Physiologicaldifferences j
➢ Inaccurate or delayed decision making j j j j
➢ Drill design (make sure it is developmentally appropriate)
j j j j j j j
➢ Psychologicalfactors j
• Once the error is identified: feedback
j j j j j
➢ First correct the most fundamental error, which will often be associated with skills
j j j j j j j j j j j j
j fundamental movement j
➢ Often, once this is corrected, other errors will correct themselves as they have
j j j j j j j j j j j j
happened as a result of the basic movement being incorrect j j j j j j j j j
➢ Coach may also choose to correct the error that occurs earliest in the movement
j j j j j j j j j j j j j j
(eg: diving board for diver), eliminating errors that occurred later on in the sequence
j j j j j j j j j j j j j
j as a result of this initial problem
j j j j j j
➢ Where there are unrelated errors, start with the easiest correction – this will
j j j j j j j j j j j j
most likely lead to success hence helping motivate the athlete to continue making
j j j j j j j j j j j j j
improvements
Interventionstrategies: feedback j j
• Provision of feedback: essential for motor skill acquisition j j j j j j j
• Provides all the info: how to correct, explain errors (why they occur), motivate
j j j j j j j j j j j j
• Feedback will hinder or enhance depending on timing, frequency, amount and
j j j j j j j j j j j
precision
• At first, when learning the skill the athlete will require more feedback
j j j j j j j j j j j
• Feedback should lessen as skills become more refined j j j j j j j
➢ Avoid athletes becoming accustomed to receiving feedback
j j j j j j
o Rather than evaluating response-produced sensory information, j j j j j j
they will wait for the coach to tell them what they did/how to fix it
j j j j j j j j j j j j j j
o Creates a passive learner, hinders performance when they j j j j j j j j
do not receive feedback such as during competition
j j j j j j j
➢ Methods for reducing feedback: j j j
1. Faded feedback: feedback reduces as athlete refines their skill j j j j j j j j
Downloaded by: nandilove |
Distribution of this document is illegal
, Stuvia.com - The study-notes marketplace
2. Bandwidth: coach has an acceptable error tolerance, and will only j j j j j j j j j j
provide feedback when performance falls outside of this range. j j j j j j j j j
Advantage: depends on the athletes actual performance, not some j j j j j j j j j
arbitrary fixed schedule feedback session j j j j
3. Learner-regulated: feedback only given when the athlete requests it. j j j j j j j j j
Thought to benefit from being actively involved in process j j j j j j j j
• Promote active learning: encourage athlete to assess their performance
j j j j j j j j
before telling them what was observed
j j j j j
➢ Ask: if they achieved their movement goal, follow up questions if ‘no’
j j j j j j j j j j j
➢ Questioning approach: promotes reflective thinking, facilitates athletes j
problem solving skills j j
• Good feedback:j
➢ Encourages learners to explore a variety of movement solutions allowing for the
j j j j j j j j j j j j
discovery of the optimal pattern suited for that particular learner
j j j j j j j j j
➢ Focus on one correction at a time
j j j j j j
➢ Positive, short, simple j j
➢ Matches the developmental level of the learner (it is not too hard, or too easy)
j j j j j j j j j j j j j j
➢ Should have an external focus as opposed to internal focus (prompt to focus on
j j j j j j j j j j j j j j
the effects of their actions on the environment) eg: instead of telling sprinter to
j j j j j j j j j j j j j j
increase the turnover of their leg action to increase speed, they could be told to
j j j j j j j j j j j j j j j
minimize the ground contact j j j
o The latter description is less likely to impact their natural flow of
j j j j j j j j j j j j
movement
Downloaded by: nandilove |
Distribution of this document is illegal
