{{asɛmtiNe Ɔkyerɛwfo}} | Nhomakorabea | Nneɛma a ɛma wotumi yɛ ade

1

Match the terms with the appropriate description

Draggable item		Corresponding Item
Performance		A relatively permanent change in performance brought about by experience (excluding changes due to maturation and degeneration)
Learning		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

A performer practices the task and can associate their movements with the mental image of the skill

Movement patterns are well integrated and automatic

During the cognitive stage of learning, the beginner focuses on cognitively-orientated problems for example how fast should I move this arm?/where should this arm be when my right leg is here?

Feedback should be specific and focus on both knowledge of performance and knowledge of results to allow the association of kinesthetic feedback with outcomes

A performer judges his/her own performance and make changes without external feedback from a coach

They can be performed without the performer giving conscious attention to the movement, unless it is required

The learner must engage in cognitive processing as he/she listens to instructions and receives feedback - Learners are less likely to self-correct

Movement patterns are now more fluent and integrated

There is less need for feedback from the teacher because the performers are able to judge their own performances - but any information/feedback can now be very detailed and specific

The learner uses verbalization to aid memory

Reaction time is shorter as motor programmes are well learnt - stored in long-term memory

Performance is highly variable/shows a lack of consistency from one attempt to the next

A performer begins to “feel” what a good performance is like kinaesthetically or a performer begins to detect and correct errors in their performance

Skills appear automatic as attention is focused elsewhere

Learning is characterized by a large number of errors

The learner now understands the aim of the activity

The performer can concentrate on the external demands of the environment and give a lot of attention to subtle cues

Change in the rate of improvement is faster in the cognitive stage

The sport/skill is completely new to the learner - the beginning/initial stage of the learning stages continuum

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:

Positive learning curve

Linear learning curve

Negative learning curve

Plateau

1

The following learning curve can be described as:

Linear learning curve

Negative learning curve

Positive learning curve

Plateau

1

The following learning curve can be described as:

Positive learning curve

Plateau

Linear learning curve

Negative learning curve

6

What are the factors that influence the rate of learning?

1

The following learning curve can be described as:

Negative learning curve

Positive learning curve

Linear learning curve

Plateau

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"

Positive learning curve

Plateau

Linear learning curve

Negative learning curve

1

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

Plateau

Positive learning curve

Linear learning curve

Negative learning curve

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"

Plateau

Linear learning curve

Negative learning curve

Positive learning curve

6

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

Draggable item		Corresponding Item
Motivation		Small group learning enables a performer to have more opportunities and feedback
Age		A command style or reciprocal style may appeal to one learner but not another
Physical Fitness		Can be related to a person’s inner drive (intrinsic) or external factors such as trophies (extrinsic)
Teaching Environment		Progress will be slowed if the task is too difficult for the learner
Difficulty of Task		Emotional maturity will affect the progress of a learner and whether they can focus on the learning task safely with understanding
Individual Differences of Coaches		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 item		Corresponding Item
Age		Limited distractions will enhance focus for learning
Motivation		Good rapport improves rate of learning
Teaching Environment		The more the performer practices, the better the rate of learning
Individual Differences of Coaches		If the task is too easy or too difficult, this may have an impact on the motivation of the learner
Physical Fitness		Experience may be lacking for some people who are too young whereas someone who has experience will be familiar with expectations
Difficulty of Task		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 item		Corresponding Item
Abilities to Skill		When the learning/performance of one task has a positive effect on the learning/performance of another
Transfer Definition		When the learning/performance of one task has a negative effect on the learning/performance of another
Principle to Skill		The learning/performance of one skill has no impact on the learning/performance of another skill
Negative Transfer		Occurs when a skill developed in one sport has an influence on the development of a skill in another sport
Zero 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
Stage to Stage		When practice situations simulate a game situation
Skill to Skill		When a concept learned in one sport aids in the learning of a concept in another sport (Example: positioning/spacing)
Practice to Performance		When things like strength, speed, flexibility (etc.) aid in the performance of a skill
Bilateral		Skills that are learned in the cognitive phase in a particular activity will develop until the associative stage of the activity
Positive Transfer		The effect of learning/performance of one skill on the learning/performance of another

5

Match the types of practice based on descriptions

Draggable item		Corresponding Item
Mental 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
Fixed Practice (Drill)		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
Variable 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
Distributed 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
Massed 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 item		Corresponding Item
Progressive 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
Whole - Part - 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
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
Part		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 item		Corresponding Item
Reciprocal		Teacher or coach makes all the decisions / pupils make no decisions about the content of the lesson
Problem Solving		Students work in pairs - one as the observer and one as the doer
Command		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

5.3 - Principles of Skill Learning Review

5.3 - Principles of Skill Learning Review

Match the terms with the appropriate description

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

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

Match the correct types of transfer with the descriptions/examples

Match the types of practice based on descriptions

Match the types of presentation to the appropriate descriptions

Match each of the teaching styles with the corresponding description

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

Match the terms with the appropriate description

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

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

Match the correct types of transfer with the descriptions/examples

Match the types of practice based on descriptions

Match the types of presentation to the appropriate descriptions

Match each of the teaching styles with the corresponding description

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

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"

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

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"

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