KEY KNOWLEDGEKEY SKILLS The principles and processes of learning as applied to the cognitive, associative and autonomous stages, including the role feedback.
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KEY KNOWLEDGE KEY SKILLS
The principles and processes of learning as applied to the cognitive, associative and autonomous stages, including the role feedback plays in assisting learning
The open and closed skill continuum as applied to sports
The effect of environmental stability vs. instability.
Various practice modes and the transfer of practice.
Application of learning principles to everyday sports and physical activity
Understand factors that influence coaching and learning at the cognitive, associative and autonomous stages of learning
Cognitive (beginner) stage• an idea of what is required is obtained• focus is on producing movement routines• errors are made but performer doesn’t know how to correct them• rate of improvement is rapid• blocked practice leads to best improvements• practice should be kept as ‘closed’ as possible
Associative (intermediate) stage• movement patterns begin being fine tuned and refined• performance becomes more consistent and errors occur less frequently• concentration on movement routines lessens and more external stimuli can be
considered• performers begin to develop some problem solving strategies of their own• rate of improvement slows as does rate of errors
Autonomous (advanced) stage• movements become ‘automatic’ and typically seen in elite performers• attentional focus shifts to external factors such as opponent moves• players develop anticipation skills• errors are quickly self-corrected
Reaction time is the delay between the stimulus and the initiation of movement. Movement time is the time it takes for a movement to be completed from the time it starts and total response time is a combination of these two.
Simple reaction time involves one stimulus and only one response
Choice reaction time involves more than one stimulus and possibly more than one response. As the amount of options increase, so too does reaction time
Anticipation – is being able to predict what is going to happen next. It is the ability to ‘read the play’ or pick up on environmental cues and best prepare an appropriate response.
Practice allows performers to recognise cues or certain patterns / stimuli that enable them to predict what will happen next.
Anticipation reduces reaction times in most cases
At a more advanced level, ‘fake’ cues can be given to get an opponent to react to these. Very quickly as they begin to respond to this “fake” another movement is made and this had a delayed response time. This is known as the psychological refractory period.
Timing is critical in the psychological refractory period in terms of presenting two different cues.
Visual learners prefer:• to see or visualise instructions• demonstrations, diagrams, pictures and other visual material• being shown what to do and how to do it
Auditory learners prefer:• hearing instructions• being told what to do• receiving verbal feedback about their performance
Kinaesthetic learners prefer:• doing a task and “feeling” what it’s like• learning by doing
Part practice:• involves breaking a skill down into its various segments and then mastering this• useful when skills involve multiple segments / parts• allows beginners to experience success before attempting other parts of the skill
Whole practice:• used at associative and autonomous stages when basic parts of skill have been
• involves long training sessions that occur less frequently• more prone to fatigue and off task behaviour if concentration drops• used by most non-professional performers (including students) because of
other demands
Distributed practice:• involves frequent and short training sessions• has breaks during each session• typically used where high intensity training is involved requiring recovery /
breaks• has greater opportunity for feedback and movement refinement
Internal feedback occurs when the performer’s own senses = visual, auditory, proprioception and touch are used.
External feedback can support a performer’s own internal feedback =Knowledge of results• specific feedback about the outcome of a task• useful for beginners• used less as performance improves and internal
feedback refines
Knowledge of performance• focuses on characteristics of performance not just
outcome• usually offered at completion of task
External feedback has three main aims:• fix errors • motivate continued improvement• reinforce correct processes