used for complex,low organisation, serial skills, used to break down skills allowing performer to make sense of a complex skills e.g. tennis serve
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wightman and lintern part method
fractionising, segmentation, simplification
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Whole practice
the whole skill is taught as a whole movement to give the payer a kinesthetic sense of correct movement good for executing a skill with fluency e.g. a golf swing
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whole-part-whole method
practice whole skill- practice in subroutine- practice whole skill. Good for serial skills, good to distinguish strengths and weaknesses
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Massed pracrice
short or no rests in a session
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Distrubuted practice
longer rest between practice good for continuous or dangerous skills prevents boredom and mental fatigue
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Progressive-part method
referred to as 'chaining' good for seril skills as it breask to subroutines teach a- teach b- teach a+b-teach c - teach a+b+c
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Fixed practice
practicing something in a stable environment (closed skills) it enables habitual movement with few irrelevant stimuli interfering
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Varied practice
enables a range of experience stored in LTM to modify the motor program
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simple -complex continuum
based om the thought process decision making and judgement
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open-closed continuum
open skills are affected by the environment like weather, opponents, yet closed skills are not
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self paced- externally paced continuum
self paced skills the performer can control the rate of which the skill is executed yet externally paced skills is controlled
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gross-fine continuum
gross skill use large muscle movements, not very precise and include fundamental movement patterns yet fine skills have intricate movements
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negative transfer
when the leanring of one skill has a detrimental effect on the learning of another skill
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positive transfer
when learning of one skill helps the learning of another
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Bilateral transfer
the transfer of from one limb to another
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proactive transfer
influence of one skill on the learning of a new skill
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Retroactive transfer
influence of one skill on the learning of a previously learned skill
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identical elements theory
idea that the greaternumber of components of practice that are relevant to the real situation will increase the chance of positive transfer
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transfer appropriate processing
idea that a new skill might be different but if the cognitive info processing requirement is similar then positive transfer could occur
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operant conditioning
connectionist view of learning that the theory of connecting a stimulus and a response bonds (sr bonds), its associated with reinforcement founded by skinner
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positive reinforcement
stimulus given when the desired response occurs ,reward or praise is given to strengthen the SR bonds making it more likely to be repeated
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negative reinforcment
removal of unpleasant consequences from the coach, e.g the coach will stop giving praise
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punishment
used when th action is performed that is not desiravble i.e. given a red card ,laps etc weakening the SRbonds that could have formed incorrectly making it less likely to be repeated
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thorndikes laws
law of exercise, law of effect. law of readiness
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law of effect
states that if the skill is followed by a pleasant reaction then the SR bonds will en further strengthen
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law of exercise
states that if rehearsing or exercising a SR bond will be strengthened by repetition and reinforcement
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law of readiness
states that the athletes must be both mentally and physically capable of performing a skill effectively
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cognitive learning theory
concerned with thinking and understanding rather than connecting stimuli and responses there is no place for trial and error
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Fitts and Posners stages of learning
cognitive, associative and autonomous
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cognitive stage (1st stage)
earliest stage, lots pf trial and error, relies on external feedback, very messy uncontrolled movements
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associative stage
motor stage, performer practices and can start to understand mistakes through intrinsic feedback and mental images, mist improvement seen
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autonomous stage
final stage, skills are automatic with little conscious thought distractions are ignored and peripheral stratagies are focused on motor programes are fully developed in the LTM some never reach this stage or can fall out of it
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verbal guidance
describing actions, some skills can be difficult to explain without a demo so often used with visual guidance better for more advanced players yet can risk information overload and could be incorrect
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visual guidance
helpful in cognitive stage helps to create a mental image e.g through charts demos and videos however can be incorrect leading to negative transfer and can be unclear
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Other cards in this set
Card 2
Front
fractionising, segmentation, simplification
Back
wightman and lintern part method
Card 3
Front
the whole skill is taught as a whole movement to give the payer a kinesthetic sense of correct movement good for executing a skill with fluency e.g. a golf swing
Back
Card 4
Front
practice whole skill- practice in subroutine- practice whole skill. Good for serial skills, good to distinguish strengths and weaknesses
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