Please enable JavaScript.

Coggle requires JavaScript to display documents.

PE PAPER 2 -Skill Acquisition -Coaching, skills, learning theories -…

- - - - Factors - behaviour, sport, group size, danger, ability, interest, time, age
      - Command Style
        -teacher sets tasks
        -student follows teacher
        -eg synchronised warm up
        
        pros-
        -good for beginners, control, safety risk activities, time restraints
        cons-
        -un-involving, boredom, lack interaction, creativity, decision making, self choice
        
        Reciprocal Style
        
        learners act as teacher
        
        real teacher observes and provides feedback
        
        eg pairs take turns to teach and guide each other
        
        Guided Discovery Style
        
        teacher presents movement challenge and with teacher prompts they solve
        
        only one correct answer
        -trial and error
        
        SHARED pros
        
        creativity, develop skills eg analytical and problem solving, more memorable, take own learning responsibility
        cons-
        
        time consuming, big groups, (guided discovery)- learners dependent on guidance, if students have a lack of skill- confusion
        
        Problem Solving Style
        
        teacher presents movement challenge
        
        students work without teacher to solve
        
        no teacher guidance
        
        several solutions
        
        pros-
        -social interaction, communication, more meaningful feedback from a friend, empowering and involving, responsibility of own learning
        cons-
        -bad for beginners, students may be teaching wrong, naughty/big groups, people with social problems, dangerous activities
- - - - before conditioning UCS (food) = UCR (saliva)
        NS (bell) = NO CR
        during conditioning UCS (food) + CS (bell) = UCR
        CS (bell) = CR (saliva)
        
        e.g. in sport-
        
        a batter lifts his bat too early
        
        the coach shouts 'lift' to prepare him (UCS) so the batter does so (UCR)
        
        the coach tells the batter to notice the bowler (CS) when she shouts "lift" (UCS)
        
        after a while, the coach stops shouting (removes UCS)
        
        the batter is then able to associate the bowler with lifting his bat
        (CS+UCS=UCR) then turns into (CS=CR)
  - - - positive reinforcement
        
        approval shown after desired behaviour
        
        aims to repeat behaviour by strengthening SR bond
      - negative reinforcement
        
        removal of an adverse stimulus to strengthen SR bond
        
        eg a coach shouting whenever incorrect football is executed, but when the correct footwork is done, the coach removes the shouting- likely to be repeated as player does not feel negative
      - punishment
        
        unpleasant stimulus to prevent unwanted behaviour
        
        aims to eliminate SR bond
  - - - demonstrations
        
        allow visual rehearsal not overload of info
        
        feedback- extrinsic and basic
        
        visual and mechanical guidance to 'feel' skill
        
        positive feedback
    - - pos reinforcment
        extrnsic feedback
        
        detailed feedback
        
        modelling
    - - technical extrinsic feedback
        
        verbal guidance