target performance improvementsthat focus on the result of the activity
Performance goals
focus on improving on a previousperformance (improving percentage of good first serves).
Process goals
target the quality of movement andskill execution (tucking body during forward roll).
Target skills
the skills a person wants to be able to perform
Target behaviors
the actions a person needs to be able to produce to accomplish target skills
Target context
the environment in which the person will produce the target skill
Transfer of Learning
gain or loss of a person’s proficiency on one task as a result of previous experience
Generalization
the transfer of learning that occurs from practice to target context
Near transfer
the type of learning that transfers from one task to another under very similar tasks or situations
Far transfer
occurs from one task to another under very different tasks or settings
Not motivated
half-hearted efforts
Achievement motivation
the effort a person uses to reach a goal for mastery, for learning, or to surpass others
Stages of Learning
Verbal–cognitive stage
Motor stage
Autonomous stage
Verbal–Cognitive Stage
A lot of time talking
Alot of time thinking
Self-talk
Verbal guidance
Large gains
Rapid gains
Motor Stage
Solved cognitive problem
Refining skill
More effective movement
More consistency
Strategies
Need precise feedback
Autonomous Stage
Some never get here
Little or no attention
Longer motor programs
Higher-order cognition
Outcome measures
performance observations that indicate some aspect of the result as it relates to time, distance, frequency,and accuracy
Process measures
indicate something about the quality of movement being produced
Indicators to Assess Skills
Outcome measures and Process measures
Massed practice
rest between performance bouts is shorter than the amount of time spent practicing
Distributed practice
amount of rest between practice bouts is longer than the amount of time spent practicing
Blocked Practice
A practice sequence in whichindividuals rehearse the same skill repeatedly
Varied/Variable Practice
practice sequence in whichperformers rehearse a number of variations of a given class of skills during asession
Practice Structures
Blocked Practice and Varied practice
Less rest may be better with _____ skills ;performers need lots of repetition without becoming bored.
Discrete
For ______ skills that cause fatigue, less rest between performances may retard performance (more distributed and varied practice).
Continuous skills
For practice bouts that last a short time and are not affected by fatigue, learners should perform many repetitions of the task.
For ____ tasks that are potentially affected by fatigue, practice should be accompanied by sufficient rest periods.
continuous
Forms of Practice
–Simulator practice
–Part practice
–Slow-motion practice
–Error-detection practice
–Mental-rehearsal techniques
Blocked practice
practice sequence in which a significant amount of time is spent on one task, then the next task
Random practice
variation in the order of practice; tasks are intermingled or continuously rotated
Which statement is false.
Blocked Practice can .....
A. ) produce better performance and learning
True or False.
Random practice produces more learning than blocked practice does.
true
Blocked and Random Practice
(+)Repetitiveness in practice is more essential for highly skilled performance but not as effective during practice.
Blocked practice may contribute to (+) consistent performance but may give the learner an artificial or (-) false sense of accomplishment
During blocked practice,the learner fails to practice the targetskill,or the context is different than thecontext for the goal performance
What does Specificity of learning suggest?
suggests that the best practiceschedules are those that bring the learner as closeas possible to the actual performance or target skill
An example of blocked practice is...?
Spike, spike spike, spike
block, block, block, block
Pass, pass, pass, pass
An example of both blocked and random is...?
spike, spike, block, block, pass, pass
block, block, spike, spike, pass, pass
an example of random practice is...?
spike, pass, block, pass, block spike
pass, block, spike, block, pass, spike
Invariant
movements or features arecomponents of a movement that remain the same
Constant practice
practice—similarto blocked practice; people rehearse one variation of a task during a session(throwing a dart)
Varied practice
people practice different versions of the same action; rehearsal matches actual performance (throwing a softball)
Random practice
practice different tasks that require different generalized motor programs (throwing, kicking, catching); no repetition of a single skill on consecutive trials
Blocked practice
repeat one skill numerous times before switching to the next skill
