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5.3 - Principles of Skill Learning Review

Last updated about 5 years ago
24 questions
1

Match the terms with the appropriate description

Draggable itemCorresponding Item
Learning
A relatively permanent change in performance brought about by experience (excluding changes due to maturation and degeneration)
Performance
A temporary occurrence fluctuating over time (a change in performance over time is often used to infer learning)
7

Identify the aspects that can be used to describe the cognitive (early phase) of learning

5

Identify the aspects that can be used to describe the Associative (intermediate phase) of learning

7

Identify the aspects that can be used to describe the Associative (intermediate phase) of learning

1

The following learning curve can be described as:

1

The following learning curve can be described as:


1

The following learning curve can be described as:

6

What are the factors that influence the rate of learning?

1

The following learning curve can be described as:


1

The following description best represents what type of curve?
"Skill is difficult to learn at first, then rapid improvements in performance - the task took a long time to learn"

1

The following description best represents what type of curve?
"Rapid initial improvements then lesser gains from practice (learning slowed)"

1

The following description best represents what type of curve?
"After steady improvements in performance, there is a stage where there appears to be little or no improvement"

6

Match the factors that influence the rate of learning with the appropriate descriptions descriptions

Draggable itemCorresponding Item
Difficulty of Task
Small group learning enables a performer to have more opportunities and feedback
Teaching Environment
A command style or reciprocal style may appeal to one learner but not another
Motivation
Can be related to a person’s inner drive (intrinsic) or external factors such as trophies (extrinsic)
Individual Differences of Coaches
Progress will be slowed if the task is too difficult for the learner
Age
Emotional maturity will affect the progress of a learner and whether they can focus on the learning task safely with understanding
Physical Fitness
A learner has an ability to make decisions more effectively if they are not fatigued
6

Match the factors that influence the rate of learning with the appropriate descriptions descriptions

Draggable itemCorresponding Item
Difficulty of Task
Limited distractions will enhance focus for learning
Age
Good rapport improves rate of learning
Physical Fitness
The more the performer practices, the better the rate of learning
Motivation
If the task is too easy or too difficult, this may have an impact on the motivation of the learner
Individual Differences of Coaches
Experience may be lacking for some people who are too young whereas someone who has experience will be familiar with expectations
Teaching Environment
One person may have more flexibility and strength than another helping them to perform a task more easily
10

Match the correct types of transfer with the descriptions/examples

Draggable itemCorresponding Item
Practice to Performance
When the learning/performance of one task has a positive effect on the learning/performance of another
Skill to Skill
When the learning/performance of one task has a negative effect on the learning/performance of another
Zero Transfer
The learning/performance of one skill has no impact on the learning/performance of another skill
Positive Transfer
Occurs when a skill developed in one sport has an influence on the development of a skill in another sport
Negative Transfer
When learning to perform a skill with one limb aids in the ability of the performer to perform the skill with the other limb
Abilities to Skill
When practice situations simulate a game situation
Bilateral
When a concept learned in one sport aids in the learning of a concept in another sport (Example: positioning/spacing)
Transfer Definition
When things like strength, speed, flexibility (etc.) aid in the performance of a skill
Principle to Skill
Skills that are learned in the cognitive phase in a particular activity will develop until the associative stage of the activity
Stage to Stage
The effect of learning/performance of one skill on the learning/performance of another
5

Match the types of practice based on descriptions

Draggable itemCorresponding Item
Distributed Practice
  • Is interspersed with breaks which can either be rest or the practice of another skill
  • Training sessions include rest intervals - could involve mental practice
  • Sessions are short & spread over time - recovery periods between
  • Good for beginners & most skill learning
  • Provides times to recover physical & mentally
Massed Practice
  • The skill is practiced without taking any breaks/with little or no gaps between efforts
  • Most suitable for learners who are highly motivated
  • Training sessions do not include rest intervals
  • Long in duration - single training sessions
  • All activities are performed one after the other
  • This method encourages a habitual response
  • Can lead to fatigue & boredom
Mental Practice
  • A specific movement pattern is practiced repeatedly - repetition of a particular skill
  • Most effective for closed skills where the environment doesn't change
  • There is limited variance in the practice
  • Low levels of cognitive interference
Fixed Practice (Drill)
  • Practicing a skill in a variety of different contexts and experiencing the full range of situations in which the technique or tactic might be used in competition
  • Practice conditions are varied
  • Conditions of practice simulate competition conditions
  • Effective for open-skills
Variable Practice
  • Visualization & imagery - visualizing motor performance
  • When a performer visualizes the skill in their mind prior to carrying out the skill
  • Can help reinforce the correct motor movement without actually performing the skill
4

Match the types of presentation to the appropriate descriptions

Draggable itemCorresponding Item
Part
  • The skill is demonstrated and practiced in its entirety from start to finish
  • Commonly used for skills that cannot be easily broken because they are quick and fluent/discrete in nature or simple serial skills
Progressive Part
  • Aspects of the skill are demonstrated and practised individually
  • Commonly used for complicated or serial skills, where the coach may wish to isolate a particular component to practice
Whole - Part - Whole
  • The skill is demonstrated and practiced in its entirety and then it is broken down into its constituent parts, before being progressed back to the entire skill
  • Effective for complex skills with easily distinguished parts - serial in nature
Whole
  • Parts of the skill are practiced individually before being linked together
  • Commonly used for skills that contain discrete parts that form a sequence
3

Match each of the teaching styles with the corresponding description

Draggable itemCorresponding Item
Command
Teacher or coach makes all the decisions / pupils make no decisions about the content of the lesson
Reciprocal
Students work in pairs - one as the observer and one as the doer
Problem Solving
A task or issue is presented in which the learner has to find a solution in their own way
3

Identify the examples of transfer that would fall under skill to skill
- The examples can be forms of either negative or positive transfer

3

Identify the examples of transfer that would fall under stage to stage
- The examples can be forms of either negative or positive transfer

3

Identify the examples of transfer that would fall under principle to skill
- The examples can be forms of either negative or positive transfer

3

Identify the examples of transfer that would fall under practice to performance
- The examples can be forms of either negative or positive transfer

3

Identify the examples of transfer that would fall under abilities to skill
- The examples can be forms of either negative or positive transfer

3

Identify the examples of transfer that would fall under bilateral
- The examples can be forms of either negative or positive transfer