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5.3 - Principles of Skill Learning Review

By Eli Prochnau
Last updated over 4 years ago
24 Questions

Match the terms with the appropriate description

Draggable ItemCategory
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)

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

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

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

The following learning curve can be described as:

The following learning curve can be described as:


The following learning curve can be described as:

What are the factors that influence the rate of learning?

The following learning curve can be described as:


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"

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

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"

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

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

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

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

Match the correct types of transfer with the descriptions/examples

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

Match the types of practice based on descriptions

Draggable ItemCategory
Fixed Practice (Drill)
  • 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
Distributed 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
Massed 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
Variable Practice
  • 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
Mental 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

Match the types of presentation to the appropriate descriptions

Draggable ItemCategory
Whole - Part - Whole
  • 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
Whole
  • 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
Part
  • 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
Progressive Part
  • Parts of the skill are practiced individually before being linked together
  • Commonly used for skills that contain discrete parts that form a sequence

Match each of the teaching styles with the corresponding description

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

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

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

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

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

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

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