1. Review of last lesson
Reaction time is………………….
Response time is………………….
Movement time is………………..
Relationship between the above 3 is…….
Hick’s Law is………………
Simple reaction time is…………….
Choice reaction time is………….
PRP is………………………………..
2. Exam Question
In sprint swimming races, swimmers need a quick and efficient start.
Figure 1 shows a swimmer performing a racing start.
Figure 1 Position A Position B
Figure 2 shows the various stages that occur before, during and at the
end of the racing start.
(i) Explain the terms movement time and response time, giving examples of
each in relation to the performance of the racing start. (4 marks)
(ii) What can the swimmer do to improve their response time?(3marks)
(iii) Is the racing start an example of simple reaction time or choice reaction
time? Justify your answer. (2 marks)
Warning
Signal
Gun/Go
signal
Initiation of
response
Termination
of response
4. Learning Objectives
Explain why 4 Learning curve shapes
occur and state 4 strategies to ensure
learning continues
Name and explain Social Learning
theorists’ theory on how we learn
State the three stages of learning and
illustrate these with sporting examples
Give examples of how feedback and
guidance changes at the different stages
5. Question………
Define skill and ability
State the link between them
Define Learning and performance
State the link between them
6. Learning
Is the more or permanent change in
behaviour that is reflected in a change of
performance (Knapp)
7. Performance
Is a demonstration of the solving of a
problem or task at a given moment in
time i.e. it is a temporary phenomenon.
8. So……………..
What is the link between learning and
performance?
As it takes place we usually see gradual
improvement in performance
15. Reinforcers
Reinforcers strengthen the S-R bond and increase the probability of the
response occurring again, ensuring that correct action are repeated
therefore future behaviour is shaped
Positive reinforcement given for a correct response to ensure that action is
repeated e.g. praise, reward
Positive-giving a stimulus to strengthen the S-R bond e.g. success, praise,
rewards
Negative reinforcements are:
a positive stimulus that is withdrawn when the performance is not good
or
a negative stimulus that is withdrawn when the correct performance is shown
In other words:
Eg: Coach does not give praise when performance is not good enough
or
A coach who is constantly shouting at the team does not shout if things are going
well
17. Exam question……
(b) Explain why knowledge of the stages
of learning is beneficial when a teacher or
coach is providing guidance to a young
sportsperson. Provide examples where
appropriate. [6]
18. Guidance
Information given to the learner/performer to
help limit mistakes, ensuring correct
movement patterns occur
Depends on:
Learner, stage of learning (beginner or expert,
cognitive or autonomous phase of learning),
past experience, motivation, ability
Nature of the Skill or Task
Situation or Environment
22. Visual Guidance
Used at all phases of learning but especially
with beginners in the cognitive phase
To see simply and quickly what is expected,
making a framework/model, (link to social
learning/role models)
To "see" skills/concepts/tactics more clearly,
finer points, cues, selective attention
Teacher can modify the display, bigger goals,
balls and bats, coloured balls, cones,
static/less/more opposition etc.
23. Verbal Guidance
Often used with visual to explain what is being shown
General – talk through tactics to give general picture
Specific - skills
Verbal labelling - link of visual image to verbal cues
(Swimming – Pull- Kick - Push in breast stroke)
Verbal instructions should be clear, precise, short, appropriate to
performers ability/experience, alter volume and pitch of the voice
Avoid overloading by giving only 1 or 2 points at a time
Reduce guidance over time so that learners get used to thinking for
themselves and don't become over reliant on the coach/teacher
24. Physical Guidance
Useful for kinaesthesis – learning and knowing what it feels like to perform set routines
and put the body through set positions – The Feel of an action.,
Manual - hands on e.g. coach moves your arms into the correct position for serving
in tennis
Mechanical - machinery e.g. ropes, floats, harness golf practice machines
This can be used to Reduce errors by:
physically moving - forced response
restricting/supporting - physical restriction
Particularly useful for safety and avoiding tiredness
Safety e.g. support from trampoline coach, rock climbing-ropes, swimming-floats
and armbands, vault-helped over by coach, weight training machines
Tiredness e.g. pommel horse-rope and bucket in order to "feel" body in the correct
position
Remove over time so that the performer can work on their own. If overused the
performer can become too reliant on the mechanical assistance or lose motivation
if they are a passive learner.
25. Exam question……
(b) Explain why knowledge of the stages
of learning is beneficial when a teacher or
coach is providing guidance to a young
sportsperson. Provide examples where
appropriate. [6]
26. Levelled Question
1-2 marks the candidate has an understanding of the stages of
learning and provide appropriate forms of guidance for at least
two of the stages. There are few examples of guidance
appropriate to the stage of learning.
3-4 marks the candidate has a good understanding of the
characteristics within the stages of learning. Good knowledge and
understanding is apparent with a link to appropriate forms of
guidance relevant to the stage of learning. There is good use of
examples of guidance appropriate to the stage of learning.
5-6 marks the candidate has a very good understanding of the
characteristics within the stages of learning. Very good knowledge
and understanding is apparent with a link to appropriate forms of
guidance relevant to the stage of learning. The candidate always
reinforces the guidance used by providing appropriate examples.
27. The mark scheme…..
Characteristics of a performer in the cognitive stage of learning
Not always understanding new information
Difficulty in processing large amount of information
Difficulty deciding what to pay attention to
Errors are made which performer is unable to correct
Cognitive phase, guidance is characterised by
Manual in nature to get performer used to the kinaesthesia of the
movement
Verbal repetition in terms of reinforcing on key points
Verbal identification of key cues
Constant visual demonstration of tasks essential
Modelling of good practice key to performers understanding
Coach may be more motivational/pep talks/verbal persuasion
Removal of critical comments/shouting from coach/equiv e.g.
Punishment is not applicable because it weakens response
28. Part 2…… Associative stage of learning of learning characteristics will have many
aspects that have progressed/developed form the cognitive phase but are
not developed enough to be classified as autonomous. The type of guidance
provided by a teacher or coach will reflect this.
Characteristics of a performer in the autonomous stage of learning
Performs complex skills with ease/correct technique/confidence
Has plenty of time/efficient/consistent
Can pick up early signals/use of selective attention – good reaction time
Can concentrate on other aspects other that technique i.e. tactics
Can detect and correct errors
Few errors in performance
Use of intrinsic feedback
Autonomous phase guidance characterised by
Verbal guidance concentrates on style and form and finer points
Subtle technical cues are often given
Visual guidance through video analysis
Visual guidance through biomechanical analysis
Far more emphasis on tactics
