PGA Level 1 INTRODUCTION TO TEACHING. All Revision Questions and Correct
Answers (Already Graded A+) (2024 Update) 100% Guaranteed
Golf skill learning is - ANSWER- process where cognitive-motor strategies emerge through
practice and experience.
The amount and permanency of these neural changes - ANSWER- increase as physical practice
and
experience increases.
Major changes to completely rebuild a swing require - ANSWER- 100% commitment from the
student to doing whatever needs to be done to learn the corrections,which undoubtedly will include
an extensive amount of practice.
Actions that reflect improvement in pre- and post-shot routines as a result - ANSWER- of
instruction and practice
Learning is a process that occurs - ANSWER- within a student (specifically, in the nervous
system) and cannot be observed directly.
EARLY (COGNITIVE) PHASE - ANSWER- The students' main goal in the early phase of
learning is to understand the concept of how to perform the skill.
Students do not know the relevant cues on
which to focus attention during skill demonstrations, - ANSWER- which is why the cues must
be clearly pointed out by the teacher.
The actual cognitive-motor strategy of the skill has several different names, - ANSWER- but
for the purposes of this course it will be called a motor program or plan.
, A motor program can be thought of as - ANSWER- a sequence of general instructions that a
student's nervous and muscular systems must carry out for the successful production of the
movements that make up the skill.
As the student listens to the introduction and explanation of the skill and watches the
demonstration, - ANSWER- he or she begins to develop a program of instructions.
The transition from the early to intermediate phase - ANSWER- occurs when students
understand the skill sufficiently to perform the skill well enough to begin practicing it.
The intermediate phase of learning is a time when the new skill or correction - ANSWER- is
practiced with relevant feedback and further instruction, to learn to integrate previously developed
movement patterns (that is, old neural circuits) with new
movement patterns (that is, new neural circuits).
Another goal of this phase is to learn how to transfer the learned golf skills - ANSWER- to play
on the golf course.
During the intermediate phase, cognitive control over and attention to the execution of the
movements that make up the skill gradually - ANSWER- decrease as the amount of practice
increases.
The intermediate phase begins to merge into the advanced phase - ANSWER- when students
begin to control the execution of the skill more autonomously and perform the movement patterns
that make up the skill properly and consistently.
ADVANCED (AUTONOMOUS) PHASE - ANSWER- Students have at least four goals during
this phase of learning.
One goal is to - ANSWER- learn to perfect or refine the movements that make up each golf
skill so that movement accuracy and consistency approach the desired standard of perfection.
Answers (Already Graded A+) (2024 Update) 100% Guaranteed
Golf skill learning is - ANSWER- process where cognitive-motor strategies emerge through
practice and experience.
The amount and permanency of these neural changes - ANSWER- increase as physical practice
and
experience increases.
Major changes to completely rebuild a swing require - ANSWER- 100% commitment from the
student to doing whatever needs to be done to learn the corrections,which undoubtedly will include
an extensive amount of practice.
Actions that reflect improvement in pre- and post-shot routines as a result - ANSWER- of
instruction and practice
Learning is a process that occurs - ANSWER- within a student (specifically, in the nervous
system) and cannot be observed directly.
EARLY (COGNITIVE) PHASE - ANSWER- The students' main goal in the early phase of
learning is to understand the concept of how to perform the skill.
Students do not know the relevant cues on
which to focus attention during skill demonstrations, - ANSWER- which is why the cues must
be clearly pointed out by the teacher.
The actual cognitive-motor strategy of the skill has several different names, - ANSWER- but
for the purposes of this course it will be called a motor program or plan.
, A motor program can be thought of as - ANSWER- a sequence of general instructions that a
student's nervous and muscular systems must carry out for the successful production of the
movements that make up the skill.
As the student listens to the introduction and explanation of the skill and watches the
demonstration, - ANSWER- he or she begins to develop a program of instructions.
The transition from the early to intermediate phase - ANSWER- occurs when students
understand the skill sufficiently to perform the skill well enough to begin practicing it.
The intermediate phase of learning is a time when the new skill or correction - ANSWER- is
practiced with relevant feedback and further instruction, to learn to integrate previously developed
movement patterns (that is, old neural circuits) with new
movement patterns (that is, new neural circuits).
Another goal of this phase is to learn how to transfer the learned golf skills - ANSWER- to play
on the golf course.
During the intermediate phase, cognitive control over and attention to the execution of the
movements that make up the skill gradually - ANSWER- decrease as the amount of practice
increases.
The intermediate phase begins to merge into the advanced phase - ANSWER- when students
begin to control the execution of the skill more autonomously and perform the movement patterns
that make up the skill properly and consistently.
ADVANCED (AUTONOMOUS) PHASE - ANSWER- Students have at least four goals during
this phase of learning.
One goal is to - ANSWER- learn to perfect or refine the movements that make up each golf
skill so that movement accuracy and consistency approach the desired standard of perfection.
