5.

3 - Principle of Skill Learning

Assessment Statement Notes

5.3.1 Distinguish between learning and Learning is a relatively permanent

performance change in performance brought about
by experience, excluding changes due
to maturation and degeneration.
Performance is a temporary
occurrence, fluctuating over time. A
change in performance over time is
often used to infer learning.

5.3.2 Describe the phases (stages) of learning Cognitive/verbal (early phase),

associative/motor (intermediate), and
autonomous (final phase).

5.3.3 Outline the different types of learning Limit to: (i) positive acceleration (ii)
curves. negative acceleration (iii) linear (iv)
plateau.

5.3.4 Discuss factors that contribute to the individual differences of coaches, age,
different rates of learning the difficulty of task, teaching
environment, and motivation.

5.3.5 Define the concept of transfer

5.3.6 Outline the types of transfer Limit to positive and negative, as they
apply to:
• skill to skill
• practice to performance
• abilities to skills
• bilateral
• stage to stage
• principles to skills.
Refer to an example in each case.

5.3.7 Outline the different types of practice Limit to distributed, massed, fixed
(drill), variable and mental

5.3.8 Explain the different types of Limit to the whole, whole–part-whole,

presentation progressive part, part. Refer to an
example in each case.

5.3.9 Outline the spectrum of teaching styles Limit to command, reciprocal, and
problem-solving.
5.3.1 - Distinguish between learning and performance

Performance - temporary occurrence fluctuates over time

ex - beginners can produce one good shot but not w/ consistency

Learning - a relatively permanent change in performance that results from practice or past
experience
ex - gaining consistency
- a change in performance over time is often used to infer learning

5.3.2 - Describe the phases (stages) of learning

Cognitive stage
- Individual tries to make sense of instructions given
- Using perception and decision making
- Mistake are often made
- Attending to irrelevant and relevant information
- Give motivational feedback (intrinsic motivation)

Associative stage
- With practice, the individual knows what to do
- Develops consistency
- Errors decrease
- Aware of plays and the game
- Demonstrates learning
- Constructive feedback (pos and neg)

Autonomous stage
- Individual can perform consistently
- With little cognitive activity
- Can give more harsh feedback
5.3.3 - Outline the different types of learning curves

Learning curve - a way to evaluate the skill being learned in relation to performance
Learning Curve Description Diagram

positive - skill difficult to learn at first

acceleration - slow progress, quick improvement

negative - quick learning at first

acceleration - learning slows down

linear - easy to perform skill

- rare

plateau - learning is positive

- a period with no improvement
- lack of motivation/ fatigue/
injury
- keep practicing
- more learning is demonstrated
5.3.4 - Discuss factors that contribute to the different rates of learning

Physical demands - not being fit enough

Motivation - the learner wants to learn
Physical maturation - the learner knows when they are ready to gain a skill
Age - how capable the learner is at absorbing information
Difficulty of task - if too difficult can weaken motivation and vice versa
Teaching - different coaches have different ways of teaching, which may not apply to every
player
Environment - a distracting or pressured environment can be difficult for the learner to
retain information

5.3.5 - Define the concept of transfer

Transfer - when the skill can be applied to another sport

5.3.6 - Outline the types of transfer

Type of Transfer Definition

Positive when the practice of one task has a good effect on the learning or
performance of another

Negative when a practice of one task has a bad effect on the leaning or
performance of another

Zero represents no effect

Skill to skill from one skill to the next

ex. throwing a ball to throwing the javelin

Practice to training to in-game situation

performance ex. batting in cricket or baseball against bowling/ pitching
machine

Ability to skill how natural abilities inform acquisition of skill

ex. ability to jump and having the skill to jump higher than the
athlete would have the advantage in high jumping

Bilateral when you can transfer the skills from one side to another
ex. a soccer player learning to kick with their weaker foot

Stage to stage From the cognitive, to the associative to the autonomous stage
ex. from three-on-three basketball to full game
 Principles to skills from theories to actual performance
ex. from sitting in a classroom of a play and then going out and
practicing it out on the field

5.3.7 - Outline the different types of practice

Fixed Practice
- Movement is repeated over and over
- Better for closed and discrete skills
- Skills are performed the same way (no change in environment)
ex. basketball free throw

Massed Practice - little to no gaps in practice; lots of reps, no rest intervals

- Better for older more experienced players
- Suitable for simple skills
- Practices designed to simulate fatigued sortation late in games
ex. a field hockey team practices shooting techniques non-stop for 40 min

Distributed Practice - when practice is interspaced with rest or different activity

- Good for beginners and limited preparation
- Rest intervals to mentally rehearse sills
- Complex and new/dangerous skills
ex. weight training

Variable Practice
- Allows repetition of skill but from different positions and situations
- Good for open skills (simulates real game situation)
- Helps to build up schema to draw upon in a game situation
ex: throwing a ball towards the different target at different distances ot angles

Mental Practice
- When performers think about specific components of the movement without
actually performing
ex: a dancer who thinks about complex footwork sequence
5.3.8 - Explain the different types of presentation

Whole Method - the action is demonstrated and then practiced as a whole by the pupils
Advantages Disadvantages

- learner appreciated end product - not suitable for complex skills

- learner gets a feel for timing - high attention demand, difficult for
- learner understands relationship between beginners
subroutines - not good for dangerous skills

ex. a golf swing

Whole-Part-Method - the whole action is demonstrated and practiced in parts

- the individual elements are identified and improved before returning skill to whole
- pupil trues the whole action, weak elements are indemnified and the practiced in
isolation
- If a skill is very complex, ‘mini skills’ can be taught (ex. mini tennis instead of full
tennis game)
Advantages Disadvantages

- performer gets a feel for whole skill then - transfer from part to whole may be
practices elements of it difficult
- success is continual if weak elements are
practiced
- practices can be focused very carefully
ex. front crawl → weak elements are identified → using a float to practice leg kick

Part Method - the subroutines of the skill are demonstrated and practiced in isolation
- this method is useful if skills are complex or dangerous
Advantages Disadvantages

- useful for complex skills where performed - transfer from part to whole may not be
cna cope only with small parts of skill effective
- teacher can focus on specific elements - not useful for highly organized skills
- motivation is maintained through - reduces kinaesthetic awareness
continued success - lack of continuity

ex. tennis coach teaching a tennis serve

Progressive Part Method - skill is broken into subroutines, which are then practiced in
isolation and well learnt
- part one is well learned, so is part then, then the two are joined together
- part three is learnt in isolation and then added
Advantages Disadvantages

- weaknesses are targeted then practiced - takes time to get to full skill
and improved
Performer understands the relationships of
subroutines
ex. breaking down gymnastic sequences or triple jump

5.3.9 - Outline the spectrum of teaching styles

Command (traditional)
- Teacher makes all decision
- Teacher-directed instructions
- Massed practice (good for beginners)
- Class is set up in an orderly manner
ex: dance, aerobics, drills

Reciprocal
- Class is organized in pairs or threes
- Feedback is given if necessary
- Allows the athlete to take some responsibility in the lesson
- The observer makes decisions rather than the teacher
ex: students teach other students

Problem-solving
- Program developed by learner based on physical and cognitive abilities
- Highly individualized
- Learner designs questions and the solutions
- Teacher observes and guides
ex: making a dance routine