Transcript Assessment_Objective_4.ppt

OCR National Diploma in Sport Level 3
Unit 5 Learning and Developing Sport
Skill
Assessment Objective 4
Presentation of Skills
8/7/2016
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
Assessment Objective 4
• Demonstrate an ability to plan for coaching,
teaching and instructing a range of sport skills.
8/7/2016
Previous
Next
.2
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
PRESENTATION OF SKILLS
PRESENTATION OF SKILLS
• the ways in which a skill can be taught to maximise
performance
whole method
part method
FACTORS AFFECTING CHOICE OF METHOD
• the type of skills to be taught
• the complexity of the skill
• the environment
• the ability level of the performer
• the motivational level of the performer
progressive
part method
PRESENTATION
whole-part
method
operant
method
8/7/2016
Previous
Next
.3
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
PRESENTATION OF SKILLS
skill / task
performer
WHOLE METHOD low complexity / simple task
high organisation
interrelated subroutines
discrete skills
short duration / rapid / ballistic
cannot be broken down into parts
temporal / spatial coordination
required
experienced
high levels of attention
later stages of learning
older
highly motivated
uses distributed practice
PART METHOD
beginner
limited attention span
early stages of learning
having problems with
particular aspect of a skill
limited motivation
uses massed practice
high complexity
low organisation
independent subroutines
serial tasks
slow tasks
long duration
dangerous skills
8/7/2016
Previous
Next
.4
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
PRESENTATION OF SKILLS
advantages
disadvantages
WHOLE METHOD no time wasted in assembling parts
useful for discrete skills
retains feeling of flow
ineffective with complex tasks
not appropriate for dangerous
tasks
not good for performer of low
ability
subroutines linked easily
learner develops own schema
transfer from practice to real situations likely to be positive
PART METHOD
8/7/2016
serial tasks can be broken down
and learned in components
demand on learner reduced
good for simple skills
confidence may grow quickly
motivation evolves from progress
suitable for dangerous skills
fatigue reduced for demanding skills
teacher can focus on specific point
provides stages of success
Previous
Next
transfer from part to whole
may be ineffective
highly organised skills may not
be possible to break down
awareness of end product lost
loss of continuity / flow
loss of kinaesthesis
can be demotivated
possibly time consuming
.5
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
PRESENTATION OF SKILLS
PART METHODS
pure part method
A ---> B ---> C ---> D -----> ABCD
progressive part method
A --> B --> AB --> C --> ABC --> D --> ABCD
whole part whole method
ABCD --> A --> B --> C --> D --> ABCD
PROGRESSIVE PART METHOD
• suitable for complex tasks / skills
• helps chaining of complex skills learned
independently
• limited attentional demands
• coordination of spatial / temporal
components
• good transfer to whole
8/7/2016
Previous
Next
THE OPERANT METHOD
• shaping and reinforcement of
behaviour
• trial and error crucial for this
method
• praise and knowledge of results
important for reinforcement
.6
OCR National Diploma in Sport Level 3
Unit 5 Learning and Developing Sport
Skill
Assessment Objective 4
Practice Conditions and Guidance
8/7/2016
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
PRACTICE METHODS
PRACTICE CONDITIONS
• different ways of setting up
training sessions to achieve
optimum performance
distributed
practice
variable
practice
massed
practice
PRACTICE
CONDITIONS
mental
practice
8/7/2016
Previous
Next
overlearning
.8
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
PRACTICE METHODS
VARIABLE PRACTICE
• in this method practice conditions
are varied to encourage the
formation of schema
• practice conditions should be as
realistic as possible
• in as many situations as possible
• as near to the competitive / match
situation as possible
• relevant to open skills
DISTRIBUTED PRACTICE
• training sessions which include
rest intervals which could
involve mental practice
• good for the beginner and most
skill learning
• gives time to recover physically
and mentally
• good for potentially dangerous
situations
MASSED PRACTICE
• practice is done with no rest intervals
with sessions long in duration
• good for ‘grooving’ of skills and to
encourage an habitual response
• good for discrete skills of short
duration
• can lead to fatigue and boredom
• there may be elements of negative
transfer
OVERLEARNING
• this involves a learned skill that is
habitual because of many repetitions
• motor programmes / schema are
formed and performed ‘automatically’
• in response to a game / sporting
situation (stimulus)
• this means that attention can be
directed peripherally
• to other elements of a game (tactics /
strategy)
8/7/2016
Previous
Next
.9
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
GUIDANCE
VERBAL
it is explained to
the learner what to
do
VISUAL
the learner
watches a model
GUIDANCE
MANUAL
supporting or
physically moving
a learner's body
MECHANICAL
using a mechanical
aid to fix the
learner's body
positions
8/7/2016
Previous
Next
.10
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
GUIDANCE
VISUAL GUIDANCE
• mainly through demonstration
• very important in the cognitive early stage of learning
• a performer would learn by watching and imitating a model
DEMONSTRATIONS
• by video / poster
• by human live model
• by demonstration of techniques by a coach or teacher
• should be realistic / appropriate / not too complex
• should emphasise relevant aspects of a skill
• should be repeated
MODELS
• should be of high status
• should be technically competent / correct
THE LEARNER
• should be attentive / retentive
• should be capable of matching the demonstration (performer at the
appropriate level of learning)
THE COACH
• should reinforce correct copying of skills
8/7/2016
Previous
Next
.11
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
GUIDANCE
VERBAL GUIDANCE
• often to accompany visual guidance
• used more with competent performers at a later stage of learning
• the amount of verbal guidance must be controlled
• the quality of this guidance important for effective coaching / teaching
• can be used for conditioning a response (giving reinforcement)
MANUAL GUIDANCE
• use of physical support (as in gymnast performing somersaults)
• or placing limbs in correct positions (as for a novice thrower)
• this helps with kinaesthetic awareness
• useful for giving confidence, particularly for beginners
• useful for safety reasons
MECHANICAL GUIDANCE
• using a mechanical aid (stabilisers on a bike, flotation devices for
swimming, belay ropes for climbers, somersault rig for trampolinists)
• gives confidence and ensures safety
• gives some idea of kinaesthetic sense of movement
• not to be overdone because this form of kinaesthesis is not the same as
the real thing, the performer can become over-reliant
8/7/2016
Previous
Next
.12
OCR National Diploma in Sport Level 3
Unit 5 Learning and Developing Sport
Skill
Assessment Objective 4
Teaching Styles and Transfer
8/7/2016
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TEACHING STYLES
TEACHING STYLES
• spectrum of teaching styles described by Mosston and Ashworth
• at one end, the teacher makes all the decisions
– command style
– autocratic and instructional
•
8/7/2016
at the other end, the learner
makes all the decisions
– discovery style
– problem solving and
creative by the learner
Previous
Next
.14
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TEACHING STYLES
FACTORS AFFECTING USE OF TEACHING STYLES
THE TEACHER
• philosophy, personality, experience, knowledge, capability at research
TYPE OF ACTIVITY
• demands on the learner, task complexity / organisation, risk / danger,
practice style
THE LEARNER
• personality characteristics, skill, fitness, knowledge, age
• interest, attitude, motivation
THE SITUATION
• environmental factors (weather, temperature, state of pitch)
• resources, equipment, facilities
• time
• danger / risk
8/7/2016
Previous
Next
.15
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TEACHING STYLES
TEACHING STYLES
COMMAND (style A)
• authoritarian style which treats all learners the same
• inhibits cognitive learning (understanding and being able to relate
concepts to varying situations)
• thinking and questioning not allowed
• learner not allowed to develop responsibility for own learning
• learner closely follows teacher’s movements, decisions and strategies
• learner unable therefore to adapt to new situations
• sometimes required for dangerous situations where strict adherence to
safety principles (without exception) may be required
• useful for beginners
• little opportunity for social interaction
RECIPROCAL (style C/D)
• teacher decides on what is to be taught
• learners then work in groups taking turns to be ‘teacher’ and ‘learners’
• teacher interacts to ensure that the correct direction / content is being
taught
• more social interaction allowed
• learners are encouraged to give and require feedback during sessions
• not good for beginners or those with poor communication skills
8/7/2016
Previous
Next
.16
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TEACHING STYLES
TEACHING STYLES
PRACTICE STYLE (style B)
• here teacher decides what to do
• but learners (as a group or individuals) go away and do it
DISCOVERY / GUIDED DISCOVERY (style F)
• can be very time consuming
• teacher provides information, cues and questions in order to guide the
learner into discovery of correct movement skills
• use of progressive question and answer techniques
• and reinforcement of correct responses
• instils greater understanding / enables decision making and reasoning
processes
PROBLEM SOLVING (style H)
• encourages students to be creative
• and develop individual cognitive and performance processes
• gives the learner responsibility for own learning / improves self-confidence
• allows group interaction hence group cohesion
• allows future strategies to be developed via trial and error
• good for elite performer
8/7/2016
Previous
Next
.17
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TRANSFER
TRANSFER
• influence of one skill on the performance of another
negative
proactive
TRANSFER
retroactive
positive
zero
bilateral
8/7/2016
Previous
Next
.18
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TRANSFER
POSITIVE TRANSFER
• occurs when learning in one task is enhanced by learning in
another task
• example : learning a golf stroke may be enhanced by virtue
of the fact that the player is a good cricketer
ZERO TRANSFER
• no transfer at all may occur even between skills which
appear to be similar
• example : learning at squash may have zero transfer from
weight training
NEGATIVE TRANSFER
• occurs when the learning of a new task is interfered with by
the knowledge of a similar activity
• example : the flexible use of the wrist needed for badminton
may interfere with the firm wrist needed for tennis
8/7/2016
Previous
Next
.19
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TRANSFER
BILATERALTRANSFER (LIMB TO LIMB)
• this is the transfer which takes place from one limb to
another
• sometimes called lateralisation
• example : a soccer player learns to kick a ball with the nonpreferred foot, the actions are learnt through reference by the
brain to the preferred foot
PROACTIVE TRANSFER
• influence of one skill on a skill yet to be learned
• example : having learned the forehand drive in tennis, the
action is then modified to the forehand drive with top spin
RETROACTIVE TRANSFER
• influence of one skill on a skill that has previously been
learned
• example : a hockey player learns the flicking skill which may
have a negative effect on the previously learned push (the
push pass may be lifted unnecessarily)
8/7/2016
Previous
Next
.20
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TRANSFER
SKILL TO SKILL
• between two skills
• evidence suggests little long-term transfer
PRACTICE TO PERFORMANCE
• positive transfer is likely to occur only if environmental
conditions are similar in both situations
• practices should simulate the stimuli and cues which occur in
a performance
ABILITIES TO SKILL
• abilities do not transfer totally to the performance of skills
for which they form the basis
• abilities contribute significantly
PRINCIPLES TO SKILL
• knowledge of a skill principle will enhance the learning and
performance of a skill
• example : the link of body shape to rate of rotation
STAGE TO STAGE
• skill development depends on building each new skill on
those learned previously
8/7/2016
Previous
Next
.21
Unit 5 Learning and Developing Sport Skills
OCR National in Sport Level 3
TRANSFER
THE S-R BOND
• in classical conditioning a particular
response is linked to a particular
stimulus
STIMULUS GENERALISATION
• stimulus generalisation takes place
when the desired response is
triggered by any similar
stimulus
• examples :
– a sprint start may be triggered
by any loud noise not just the
starter’s gun (an undesirable
effect)
– a tennis player may play a
smash stroke to any overhead
ball (this is predictable)
8/7/2016
Previous
Next
RESPONSE GENERALISATION
• once a response to a stimulus has
been learned
• a performer will react to this
stimulus with a variety of similar
but different responses
• example :
– a tennis player may offer a
variety of strokes to a ball
arriving on the forehand side
•
•
•
at elite levels of sport, performers
will be able to differentiate
between stimuli
and offer a range of responses
which depend on the situation and
environmental conditions
the schema for a particular
sporting activity will be developed
accordingly
.22