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189 Cards in this Set
- Front
- Back
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What are the 3 stages of learning? |
- Cognitive - Associative - Autonomous |
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Outline the cognitive stage of learning |
1. Learner trying to create a mental model of the skill. Demonstrations and verbal explanations are very important to form an accurate picture. 2. Learners given guidance of important cues to focus on (selective attention) 3. Start to practise with trial and error. Successes should be given positive feedback. 4. Performances will be inconsistent, lack co-ord, flow and have errors |
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Define selective attention |
Process of picking out and focusing on the relevant parts of the display. Filtering out ignores irrelevant info too. |
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Outline the associative stage |
1. Usually longer than cognitive phase, some learners may never progess beyond this stage. 2. Learner begins to eliminate mistakes. The fundamentals of skill learned and mastered and more consistent 3. Element of competition may be introduced |
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Define kinaesthesis |
The sense that tells the brain about the movement and the state of contraction of the muscles, tendons and joints. Allows performer to know whether or not the movement has been performed correctly. |
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Outline the automonous phase |
1. Skill improvement continues but less rapid, progess from attention to fine details 2. Skill becomes habitual and attention focused to tatical and situation consideration 3. High levels of smoothness, efficiency and accuracy |
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What are the 4 types of feedback? |
1. Positive 2. Negative 3. Intrinsic 4. Extrinsic |
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What is intrinsic feedback? |
Performer recieves from proprioceptors, can "feel" the movement |
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What is extrinsic feedback? |
Recieved from senses outside. Often given by coach, team mates, teachers etc |
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What is positive feedback? |
Performer = successful Increases likelihood of repetition |
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What is negative feedback? |
Performer = unsuccessful Internal or external |
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What type of feedback is given at the cognitive phase? |
Positive and extrensic |
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What type of feedback is given at the associative phase? |
Mixture of all 4 |
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What type of feedback is given at the automonous phase? |
Negative feedback Intrinsic feedback |
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What are the 4 types of guidance? |
Visual Manual Mechanical Verbal |
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Describe the characteristics of visual guidance? Type of guidance, who, how and why? |
Learner watches a model - Mainly demonstrations, visual aids: posters, diagrams - Used at all stages (learner must be attentive) - All learning phases - Performer learns by watching and imitating a model - Helps create a mental image of skill |
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How do you make demonstrations effective? (3 points) |
- Repeated - Technique by live model - Realistic, accurate and not too complex |
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How do you make models effective? (2 points) |
- Technically correct - High status |
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What are 3 disadvantages of visual guidance? |
- Complex skills have too much info to take in - Demos must be accurate - Static aids have limited info about movement patterns and quickly lose impact |
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Describe the characteristics of verbal guidance Who, how and why |
- More competent performers eg. autonomous - Guidance must be clear, concise and controlled - Can condition a response (reinforcement) |
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What are the 4 limitations of verbal guidance? |
- Coach must be able to get info across to performers - Learner must be able to transfer info to skill - Coach must limit info - Complex skills = difficult to to describe |
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Describe the characteristics of manual guidance Who, how, why |
- Beginners (early learning stages) to gain confidence - Use of physical support eg. moving arm in tennis serve - Helps kinaesthetic awareness and useful for safety reasons |
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Describe the characteristics of mechanical guidance Who, how, why |
- Early stages as it gives confidence and ensures safety - Using a mechanical aid eg. stabilisers on a bike - Gives some idea of kinaesthetic movement |
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What are the 3 limitations of mechanical and manual guidance? |
- Feel that aid provies = different to actual feel of skill - Performer becomes too reliant on mechanical aid - Manual guidance is difficult with groups |
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Give an example of how visual, verbal and manual is used in coaching a netball pass |
Visual: Coach demonstration showing how to execute the pass Verbal: Explain hand positions, elbows and movement of the leg Manual: Place hands in correct position of the back of the ball |
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Define practice conditions |
Different ways of setting up training sessions to achieve optimum performance |
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What are the 4 practice conditions? |
- Fixed - Massed - Distributed - Variable |
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Describe the characteristics of massed practice (Who, how, type of skill and why) |
Who: Experienced, good fitness and motivatonal levels How: No rest intervals and long in duration Skill: Discrete (practised over and over again) Why: "Grooving" skills and encourage habitual response |
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Give an example of massed practice |
Netball or football shots made x10 |
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3 advantages of massed practice |
- Experienced performers - "Grooving" skills - Discrete skills
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3 disadvantages of massed practice |
- Element of negative transfer to competition - Lead to boredom, fatigue and lack of concentration - Not suitable for dangerous tasks |
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Describe the characteristics of distributed practice (Who, how, type of skill) |
Who: Beginners with low motivation and fitness How: Rest intervals for recovery and extrinsic feedback Skill: Dangerous, complex and continuous |
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Give an example where distributed practice may be used |
Swimming, running Allow performers to recover whilst giving them feedback |
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4 advantages of distributed practice |
- Helps maintain motivation - Rest intervals to recover, ideal for beginners - Good for complex, dangerous and continous skills - Rest intervals opportunity for feedback |
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A disadvantage of distributed practice |
- More time consuming
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Describe the characteristics of variable practice (Who, how, why, type of skill) |
Who: Experienced players (must have learned skill in fixed environment) How: Conditions varied to encourage formation of scheme Why: Performer learns to adapt to environment Skill: Open skills |
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4 advantages of variable practice |
- Develops perceptual and decision making skills - Similar to competitive situations - Improves selective attention - Performer learns to adapt to environment |
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2 disadvantages of variable practice |
- Skill must already by "grooved" in fixed environment - Not suitable for closed skills |
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Define scheme |
A store of info in the long term memory that updates and modifies programmes. |
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Give an example of when variable practise is used |
Chest pass practised in 3 VS 3 as each pass situation is different |
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Describe the characteristics of fixed practice ( Who, how, why and type of skill) |
Who: Autonomous (skill habitual so attention can be focused elsewhere) How: Learned skill that is habitual because of many repetitions in same environment Why: Environ is always same and so once learnt and perfected never changes Skill: Closed skills |
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INFORMATION PROCESSING |
INFORMATION PROCESSING |
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What is information processing? |
- Looks at how we deal with the amount of info that is available to us when performing - How we detect, interpret info and make decisions - Also looks at how our memories play a role and feedback |
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In information processing theories what are humans compared to? |
A computer |
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Why are humans compared to computers in information processing theories? |
They both have three key concepts: 1. Inputting info (sensory input) 2. Processing info (central mechanisms) 3. Output (effector mechanisms) |
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What are the 5 stages of information processing? |
1. Input 2. Stimulus identification 3. Response selection 4. Response programming 5. Output |
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What is stimulus identification? |
Sensory systems recieve stimulus. Movement patterns are detected and interpreted Eg. Speed of a ball |
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What is response selection? |
Decides movement to make Eg. Moving out of the way or catching a ball coming towards you |
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What is response programming? |
Organisation of motor systems (nerves and muscles) to make movement |
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What are the 8 featues of information processing models? |
1. Display 2. Sensory information 3. Perception 4. Signal detection 5. Memory 6. Decision making 7. Effector mechanisms 8. Feedback |
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What is display? Give an example |
The surroundings/environment that a performer is in. In a netball match a performer must consider the ball, team mates, opponents, umpire, spectators |
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What is sensory information? |
Gaining information about the display through sight, hearing, touch and proprioceptors |
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What is perception? |
Interpreting the information by: - Detecting the stimuli - Compare to memory store - Recognise stimuli |
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What is signal detection? Give an example |
The use of a variety of equipment to ensure players can see it Eg. Using an orange football in the snow |
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What are effector mechanisms? |
- When motor programme is put into action by sending impulses via the nervous system to the appropriate muscles to make the appropriate movement |
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What are the 2 information processing theories? |
1. Whiting's model 2. Welford's model |
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MEMORY |
MEMORY |
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What happens when we intepret information? (2 points) |
- We need to refer to prevous experiences stored in our memory - Also need to ensure we send the correct information to the appropriate muscles to produce the required action |
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What are the 3 main memory stores? |
1. Short term sensory 2. Short term 3. Long term |
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How long is information held for in the short term sensory store? |
0.25 - 1 second |
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What is the capacity of the short term sensory store? |
- Very large, some say it may be infinite |
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What is important at the short term sensory store? |
Selective attention to direct attention to important information |
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What happens at the short term memory store? |
- Information enters from the sensory store and is compared to previous experiences |
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Why is selective attention important for the short term memory? |
- It is limited in capacity (5-9 pieces of information) can be stored at a time |
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How long is information held at the short term memory? |
- Up to 30 seconds |
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What process occurs at the short term store? |
- Encoding as important information in the STM is practised and passed through to the LTM |
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How can you increase the capacity and time of the STM? (6 points - CUPIME) |
- Imagery: a mental image of the skill helps to remember eg. demonstration - Meaningful: made aware of the relevance - Chunking: linking information and skills together - Uniqueness: presented in unusual ways - Positive reinforcement - Enjoyment |
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What information is held at the long term store? |
- Motor programmes/info that has been well practised |
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What capacity does the long term store have? |
- Large capacity and believed to have no limit |
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How long is information in the long term memor stored for? |
- A long time and some believe permanentely |
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What is serial processing? Give an example |
- Processing the information in order eg. dance routine |
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What is parallel processing? Give an example |
- Processing 2 or more pieces of information at any time eg. football recieving a pass |
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What is reaction time? |
The time it takes for: 1. Stimulus to activate relevant sensory system 2. Stimulus to travel from sensory system to brain 3. The brain to process the stimulus 4. The brain to send appropriate commands to relevant muscle groups |
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What is the equation for response time? |
Response time = reaction time + movement time |
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Define reaction time |
The time between the onset of a stimulus and the start of movement |
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Define movement time |
The time taken from start to end of movement |
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Define response time |
Time from onsent of stimulus to end of movement |
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What 7 factors effect reaction time? Briefly explain each one |
- Sensory system: eg. touch takes longer than vision (closer to the brain) - Gender: men have a faster reaction time - Age: decreases up till 20, increases after - Limb used: distance from brain far = longer - Personality: extrovert = react quicker - Motivation: more motivated = react quicker - Body temp |
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What is choice reaction time? |
When a performer is faced with more than one stimulus and possible response. Hick's law states that at the number of choices increase, reaction time increases |
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What are 8 strategies to improve retention and retrieval? |
1. Practise/over learning through repetition 2. Link to information already stored by relating to past experiences 3. Make information meaningful so the performer knows the relevance 4. Information is presented in a unique way so it is enjoyable and interesting 5. Imagery is used for the performer to picture the skill through mental rehearsal 6. Reinforcement 7. Chunking 8. Intensify the stimulus |
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What is chunking? |
Linking and grouping certain information together |
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What are 9 strategies to improve response time? |
- Practise - Mental rehearsal - Experience - Stimulus- response compatibility (SR bond) - Cue detection - Improve physical fitness - Selective attention - Motivation level - Anticipation |
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Explain how practise improves response time |
Reaction time decreases when a stimulus has been presented many times as the response becomes automatic requiring little attention |
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Explain how mental rehearsal improves response time (2 points) |
- Performer can ensure they pay attention to the correct cues and response to the correct stimulus. - Also activates the neuromuscular system acting like physical training and has an effect on arousal levels |
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Explain how experience improves response time |
Increases performer's awareness of the probability of a stimuli occuring |
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Explain how SR bond can improve response time |
Will react quicker to a familiar response than a different one |
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Explain how cue detection improves response time |
Analyse of opponent's play to anticipate their actions |
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Explain how selective attention improves response time |
Focusing on the relevant stimulus and not the environment in order to limit the information you process |
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Explain how arousal/motivational level improves response time |
Coach has to ensure performer has an appropriate arousal/motivation level for the activity |
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Explain how anticipation improves response time |
- Reduces reaction time to identify relevant cues in their opponents actions to predict what they will do and disguise their own actions to prevent opponent's anticipation - Spatial: predicting what will happen - Temporal: predicting when it will happen |
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Outline the single channel hypothesis relating to reaction time |
- "bottle neck effect" as we can only process one piece of info at a time and each piece has to be processed before we can deal with other information |
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What does Hick's law imply if applied to invasion games? |
- If trying to outwit opponents there is a need to disguise actions eg. where the ball is being passed - If defending, need to pick up clues as to where the ball is going |
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What is the Psychological Refractory Period (PRP)? |
The time delay in which the response to a second stimulus is significantly slowed because a first stimulus is still being processed |
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Psychological Refractory Period diagram |
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Explain the PRP in terms of a netball dodge |
- S1 would be the dodge to the right - S2 would be the definite move to the left - If S1 had been the only stimulus then the reaction would have been R1 - In the meantime, S2 has happened but the performer cannot begin the response until R1 has been processed by the brain - Therefore period of time (PRP) after S2 but before the time break to R2 can begin |
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What is a motor programme? |
Plan of a whole skill stored in the long term memory Generalised movements that are modified each time a skill is performed |
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What are sub routines? |
The actions that motor programmes are made up of The building blocks for the whole skill as the are performed in a set sequence |
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OPEN AND CLOSED LOOP THEORY |
OPENA ND CLOSED LOOP THEORY |
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Outline the open loop control (level 1) (4 points) |
- If an MP is well learned it can be performed with little concious thought or control - One decision results in the desired movements. It explains how rapid movements occur eg. a close catch in rounders as a result of MP stored in LTM - LTM stores plans of movements and puts into action when required - Information is transferred via memory trace |
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Why is open loop control used with rapid movements? (2 points) |
- If an MP is well learned then it can be performed with little control. When the MP is needed the info is transferred via the memory trace to perform the one decision made. - During performance there is no feedback and therefore movement is too quick to change the action |
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Outline closed loop control (level 2) (3 points) |
- There is a short feedback loop that involves the use of feedback via the muscles during performance - This means small changes can be made to technique subconciously eg. shifting weight in skiing - Adjustments are then stored in the LTM for future reference |
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Outline closed loop control (level 3) (4 points) |
- Involves a longer feedback loop as it is via the brain, therefore concious thought occurs to modify and adapt performance - Corrective messages are then sent back to movement affectors - Attention must be paid to external feedback - Performance is matched to plan in the memory trace. If it matches it is reinforced, if not the skill is modified |
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Why is closed loop control level 3 important at the early stages of learning? |
The performer may not know the correct feel of the skill and therefore is reliant on external feedback |
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What are 3 drawbacks of the open and closed loop theory? |
- Not possible to store an infinite number of MPs but theory suggests we have a seperate trace and MP for each skill - If all MP's are stored we may not be able to recall the correct MP in time to execute skill - Sport requires performers to act spontaneously and the relevant MP may not exist and so cannot explain how the response would be carried out |
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SCHEMA THEORY |
SCHEMA THEORY |
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What is the schema theory? (2 points) |
- Idea that MPs are stored as relationships in the LTM and are generalised movements - Performers then adapt these movements quickly to responsd
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In what 4 stages do we develop schema? |
1. Knowledge of initial conditions 2. Knowledge of response specifications 3. Knowledge of sensory consequences 4. Knowledge of movement outcome |
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Define knowlodge of initial conditions |
Whether the performer has been in the situation before |
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Define knowledge of response specification |
What needs to be done |
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Define knowledge of sensory consequences |
What it will feel like (kinaesthesis) |
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Define knowledge of movement outcome |
What is likely to happrn |
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What occurs at stage 1 and 2? What are the functions? |
- Recall schema Functions Store info about production of generalised movements Start movement |
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What occurs at stage 2 and 3? What are the functions? |
- Recognition of schema Functions - Control movement being performed - Evaluation of effectiveness of performance |
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Which practice method is best suited to developing schema? |
Varied because environment is constantly changing and so generalised movement is adapted in each situation |
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FEEDBACK |
FEEDBACK |
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What are the 8 types of feedback? |
1. Positive 2. Negative 3. Extrinsic 4. Intrinsic 5. Terminal 6. Concurrent 7. Knowledge of performance 8. Knowledge of results |
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Define positive feedback |
The performer is praised following success |
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Define negative feedback |
Is recieved when the movement is incorrect |
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Define extrinsic feedback |
Comes from external sources |
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Define intrinsic feedback |
Comes from physical feel of movement (kinaesthesis and proprioception) |
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Define terminal feedback |
Recieved after the movement has been completed and is extrinsic feedback |
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Define concurrent feedback |
Recieved during performer Intrinsic or extrinsic |
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Define knowledge of performance feedback |
Feedback concerning the quality of movement |
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Define knowledge of results |
Feedback about the outcome/result of a performance from coach/teacher or seeing results |
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Give a strength and weakness of positive reinforcement |
+ Can motivate players especially at the early learning stages - Loses effect when used too often |
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Give a strength and weakness of negative reinforcement |
+ Helpful at autonomous stage to help perfect technique - Must address how the skill can be improved, not a criticism |
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Give a strength and weakness of extrinsic feedback |
+ Recieved through visual and auditory systems from others viewing performance - Learner can become dependent on extrinsic feedback and may not develop instrinsic feedback |
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Give a strength and weakness of intrinsic feedback |
+ Can be accessed by autonomous stage of learning - Extrinsic feedback is still required at assosciate stage as they are still learning how the skill should feel |
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Give a strength and weakness of terminal feedback |
+ Given immediately so it is fresh in the performer's mind - The performer doesn't have time to think about their performance |
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Give a strength and weakness of concurrent feedback |
+ Good for continuous skills - Allows for quick correction to take place |
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Give a strength and weakness of knowledge of performance feedback |
- Only effective when used by an expert performer + Can come from external sources |
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Give a strength and weakness of knowledge of results feedback |
+ Essential in skill learning because it can be motivating + Helps to develop KP |
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MOTIVATION AND AROUSAL |
MOTIVATION AND AROUSAL |
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Define motivation |
- the drive to learn and perform well. Described as the direction and intensity of behaviour |
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Why is motivation important? |
It is linked to ambition and can help to determine the participation levels of an individual |
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What 2 branches is motivation made up of? |
- Intensity of behaviour - Direction of behaviour |
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Define intensity of behaviour |
The degree of emotional energy |
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Define direction of behaviour |
The chosen response as a result of emotional drive |
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Is motivation extrinsic or intrinsic? |
- Both Intrinsic: is when a performer participates for their own sake eg. intangible rewards Extrinsic: performing to recieve a tangible reward eg. trophy |
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When is a performer more likely to sustain participation? |
When they recieve intrisic rewards |
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What is a drawback of extrinsic rewards? |
Lose their effect when given too often |
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What two brances is arousal made up of? |
1. Somatic arousal 2. Cognitive arousal |
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What is somatic arousal? Give an example |
Changes of state in the body Eg. increase in HR |
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What is cognitive arousal? |
Relates to the mind Eg. Raise in anxiety levels |
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What are the 3 theories of arousal? |
1. Drive theory 2. Inverted U theory 3. Catastrophe theory |
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Outline the drive theory of arousal (2 points) |
1. Increase in arousal is proportional to increase in quality of performance, this quality depends on how well the skill has been learned 2. Because as arousal increases, the likelihood of the dominant response occuring increases |
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What is the dominant response? |
The behaviour most likely to be given by a performer |
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For which learning stage is the dominant response not benefical and why? |
- Cognitive learning stage because they may not have learnt the skill and so it wouldn't be their dominant response. - It is benefical during automonous stage as the dominant response is the correct response |
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Outline the Inverted U theory of arousal (3 points) |
- Predicts that as arousal increases, the quality of performance increases up to a point along the arousal axis (optimum point) that can change depending on factors - At the optimum point the performer is able to concentrate fully (selective attention occurs here) - After the optimum point, the performance quality begins to gradually decrease |
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What happens if a player is under aroused according to the Inverted U theory? (2 points) |
- Concentration is lost because the attention field widens excessively - Results in information over load |
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What happens if a player is over aroused according to the Inverted U theory? (2 points) |
- Causes the field of attention to narrow and so relevant environmental cues are missed - Results in hypervigilence |
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What factors affect the optimum point of arousal in the Inverted U theory? (4 points) |
Everyones optimum point is different 1. Personality: extroverts perform better at higher arousal levels 2. Type of task: simple/gross = high levels complex/fine = low levels 3. Type of learner: cognitive learners better at lower levels of arousal 4. Level of experience: experienced athletes better at higher arousal levels |
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Outline the catastrophe theory (4 points) |
- Claims that as somatic arousal increases, the quality of performance improves - However quality will only be maintained if cognitive arousal levels are kept low - High cognitive and somatic arousal levels will cause the athlete to go beyond the optimum point and quality dramatically drops = resulting in a catastrophe - However after, the player can rejoin the curve and attain the optimal theshold by reducing cognitive anxiety |
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Give 2 strengths of the Inverted U theory |
- Considers different variables eg. task type, personality because the optimum point can shift along the X axis - Provide learners an insight into how they should manage their arousal eg. cognitive learners/introverts/complex skills need low levels |
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Give 4 weakness of the Inverted U theory |
- Conficting evidence states the theory does not take into account the variable as the graph doesn't show that it can change, it would need to be re-drawn - Increases/decreases in performance rarely happen as a smooth, gradual curve - It doesn't explain a sharp drop in performance nor if performance can be recovered - Only accounts for somatic arousal, not cognitive arousal |
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Give 4 strengths of the Catastrophe theory |
- More realistic - Explains how performance can dramatically decline - Explains how a performer can recover - Takes somatic and cognitive arousal into account |
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Give 3 weakness of the Catastrophe theory |
- Not a proven theory - Doesn't take variable into account eg. task type, etc - Some don't experience a sharp decline, more of a gradual deterioration in performance |
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THEORIES OF LEARNING |
THEORIES OF LEARNING |
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Who is the influential figure within operant conditioning? |
Skinner |
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What does operant conditioning imply? (2 points) |
- Behaviour can be modified if directed towards a stimulus - Trial and error approach that forms and strengthens the S-R bond (association connection) |
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Outline the process of operant conditioning (3 points) |
1. Teacher presents the stimulus in an environment that reflects sporting situation 2. Performer learns to respond to stimulus through trial and error with response being modified 3. When correct response is given, positive reinforcement is used. |
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Who founded the cognitive theory? |
- Gestalt theorists |
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Outline the cognitive theory (3 points) |
1. Skill is presented as a whole within a realistic situation (intuitive learning) 2. The player thinks about the problem as a whole and it depends on their perception 3. Incorporates use of intelligene, knowledge and past experiences |
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What is a limitation of the cognitive theory? |
- Cannot apply to dangerous games therefore adapted game exist such as tag rugby for young learners to learn the rules and basics of the skills as they aren't ready to participate in full games |
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Outline the observational learning theory (2 points) |
1. Imitating the behaviour of others and therefore consists of demonstrations 2. Most likely to occur when they can identify with the role model if they are same sex and of a high status
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What are the 4 conditions involved in observational learning? |
1. Attention: watching the demo 2. Retention: remembering the skill 3. Motor reproduction: replicating the skill 4. Motivation: the drive to replicate the skill |
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What is reinforcement? |
A process that causes a response to reoccur and so strengthens the SR bond |
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What are the 3 types of reinforcement? |
1. Positive 2. Negative: weakens incorrect bond and strengthens correct one 3. Punishment |
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What is punishment? |
A noxious stimulus is given to prevent undesired learning bond eg. red card |
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What are the 3 Thorndike's laws for the connectionist theory to strength the SR bond? |
1. Law of effect 2. law of exercise 3. Law of readiness |
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Define the law of effect |
If behaviour is reinforced, the SR bond will strengthen |
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Define the law of exercise |
Strengthening the SR bond through repeated practice and reinforcement |
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Define the law of readiness |
If bond is to be strengthened, the learner must be physicaly and mentally capable of performing the desired response |
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TRANSFER TO LEARNING |
TRANSFER TO LEARNING |
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Define transfer of learning |
The influence that a skill has on the learning and performing of another |
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How does the transfer of learning relate to the cognitive theory? |
- We have to rely on past expperiences and skills to transfer to new skills |
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How does the transfer of learning relate to the schema theory? |
- We transfer each skill into the environment by adapting the skill that has been learnt |
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What are fundamental motor skills (FMS)? Give an example |
- Basic skills that can later be developed into more complex motor skills eg. an over arm tennis throw can be transferred when learning to throw a javelin |
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What are the 5 types of transfer? |
1. Positive 2. Negative 3. Proactive 4. Retroactive 5. Bi-lateral |
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Define positive transfer |
A skill enhances the learning of another Eg. tennis ball throw and javelin |
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Define negative transfer |
A skill inhibits the learning of another Eg. Badminton inhibits learning tennis |
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Define proactive transfer |
Previously learned skill influences learning of current skill Eg. tennis ball throw and javelin |
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Define retroactive transfer |
Current skill influences learning of previously learned skill Eg. Techniques such as rotation of hips improves tennis ball throw through learning the javelin |
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Define bi-lateral transfer |
Skill transfers from one side of the body to the other side Eg. One foot landing in netball |
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What are the 8 ways to ensure positive transfer occurs? |
1. Learner must be aware of transferable elements 2. Needs clear and concise demonstrations 3. Environment needs to match real situation 4. Similar elements of info processing 5. Previous skills must be well learned 6. There must be elements of positive transfer available 7. Reinforcement is required to re-emphasise the transferable skill 8. Range of experiences increases chance |
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What 4 ways can we limit the effects of negative transfer? |
1. Performer must understand task before practice begins 2. Skills must be learned in an environment that replicates competitive situations 3. Refrain from teaching conflicting skills close together 4. If part method is used, coach must ensure part 1 is well learned before teaching part 2 |
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How does the transfer of learning link to varied practice? (2 points) |
- Performing task in different environments develops perceptual an decision making skills - We adapt MPs to suit needs of situation |
