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Chapter 8 IGPE - Coggle Diagram

- - - - Important for cognitive learners who lack knowledge
      - Autonomous learners can combine intrinsic + extrinsic to gain more accurate picture
    - - Qualified coaches are required to give feedback
      - Poor quality coaching could cause performances to decline
  - - - Performers dont need to wait for extrinsic feedback, can make adjustments immediately
      - suitable for autonomous learners
    - - High level of knowledge required
      - cognitive learners do not have this knowledge
  - - - Results give quick and objective measure of success
      - provide target to work towards
      - used to show improvement over time
    - - Demotivated if outcomes are poor
      - May not reflect skill level as results are dependent on quality of opposition
  - - - Easily tailored to suit performer's ability
      - E.g. simple feedback can be provided to cognitive learners and complex feedback to autonomous leaners
    - - Analysing performances of autonomous learnerscan be time consuming
      - Need to see vids first to ensure feedback is accurate
  - - - Negative feedback or criticism can affect confidence and motivation
- - - - Shooting in netball or basketball
  - - - Shooting in basketball, golfing
  - - - Gymnastics
  - - - Racquet sports, team games
- - - - i.e. speed, agility, coordination, flexibility, balance or reaction time
  - - - Younger you start developing your skills, greater likelihood of becoming expert
    - - some sports are deeply ingrained into local or national culture, provides more opportunities to develop
    - - Motivated individuals put more time and effort into practice and find it easier to overcome challenges
  - - - High quality teaching and coaching helps speed up rate of skill development
    - - Where you live affects activities available to you and skills you are likely to focus on
    - - Dictates activities you can access and affects quality and effectiveness of training
    - - people tend to focus on activities and skills that suit their personality / temperament
- - - - Combining sub routines and practice a skill as a whole
      - Appropriate for autonomous learners
      - e.g. practicing free kicks in football
    - - Practicing sub-routines of a skill individuall
      - Appropriate for cognitive learners
      - E.g. ball toss when serving in volleyball
    - - Repeating skill over and over in one situation
      - Appropriate for associative and cognitive learners
    - - Repeating skill in range of situations (e.g. in isolation and small sided games)
      - Appropriate for autonomous learners
- - - - Beginners can form mental picture of correct performance
      - Demonstrations can be repeated if necesarry
    - - Demonstrations need to be accurately performed
      - Incorrect demonstrations lead to wrong technique learned
  - - - Immediate instructions can be acted upon straight away
      - Can be combined with visual guidance for more accurate picture
    - - Long or complicated instructions are hard to process
  - - - Useful for beginners as it helps develop muscle memory
    - - May resist having supports removed
  - - - supports help reduce feelings of anxiety and fear
      - Provides save environment to try new skills
    - - Can give unrealistic feeling of motion
      - Dependent on support
- - - - Require lower levels of concentraiton
      - Need to be mastered before more complex skills are attempted
      - E.g. throwing, catching, jumping, or running
    - - Difficult skills that require higher level of coordination + concentration
      - Take far longer to master and often include multiple sub-routines
      - E.g. Basketball lay-up, synchronized diving
  - - - Precise movements + high levels of accuracy and technique
      - Involve small muscle groups including those that control wrists and fingers
      - Snooker, drop shot badminton
    - - Sprinting, javelin, goal-kick
      - Use larger muscle groups to produce large, powerful movements
      - Force production more important that percision or accurcacy
  - - - Affected by outside / environmental factors (weather, pitch condition, opponents, teammates)
      - Performed differently each time
      - E.g. team sports
    - - Unaffected by environment or performers
      - Decision making unnecessary and skills performed in same way each time
      - Basketball free throw, archery