Factors+affecting+performance

Factors contributing to motor-skill learning - // Learning styles   // - // Feedback  // - // Memory  // - // Reaction time  // - // Learning environment – Access to role models  // //  - Equipment   // //  - Coaching assistance   // //  - Individual factors – Ability level   // //  - Age and gender    // //  - Experience   // //  - Motivation. //   Feedback Where does feedback come from before, during, or after skill execution? -// ears // //  - opposition   // //  - Your performance   // //  - mistakes   // //  - success   // //  - Spectators   // //  - Coach   // //  - Team-mates   // //  - ball   // //  - eyes   // Feedback serves three main functions: a) // Motivation- to help lead to a change in performance //     b) // Change performance- next time you will know what to change // c) // Reinforce learning- feedback tells you if you were right or wrong //     What is the best type of feedback?      How should it be given      -// Detailed and immediate feedback following performance.  //      There are many different types of feedback      1. Continuous    //   That provided during skill performance. E.g. the feel of shooting a goal, coaching continually telling you things   //    2. Terminal    //   Also known as discrete feedback. It comes after a skill performance. E.g. that was “well bowled” in cricket   //    3. Internal    //   Comes from receptors within the body/ e.g. in the muscles. E.g. you feel the cartwheel was straight.    //    4. External     //   Comes from verbal, audible or visual sources.    //    5. Knowledge of results    //   Information received about the outcome of your performance. E.g. the ball was in, your time was 10 secs etc. This mainly comes from external sources such as coach, crowd, and you see it. //   6. Knowledge of performance //  Feedback you get about the actual performance of a skill. E.g. my leg wasn’t extended enough. Can come from either internal or external sources. //   Spike in volleyball game, the ball lands out of court. Knowledge of Result is … //  The ball is out   // Knowledge of performance is …. //  Hand not over the ball, didn’t jump high enough. //   The type of feedback will vary, according to the stage if feedback of a learning person is in? Beginners will receive //  Simple and basic info, to avoid confusion   // Experts will receive //  Feedback that is technical and encourage self-evaluation   // To be effective feedback should include the following SPICE factors S- Sensation feedback can be received through a variety of sources Internally Externally P- Precision feedback should contain specific information about the performance Knowledge of results Knowledge of performance I-Immediacy feedback should be given as soon as the performance is over. Continuous Terminal C- Constructiveness feedback needs to contain ways of improving performance. Positive- // the successful performance tells you your skill execution was in correct (e.g you scored a goal) // Negative- // the unsuccessful performance tells you your skill execution was incorrect (e.g you miss scoring a goal) // E- Encouragement and motivation feedback includes praise and direction towards a goal. Encouragement- // feedback should include praise on the positive points of the training session as well as encouraging players to improve. //     Motivation- // feedback could set a target for the next activity //. Critically analyse the following scenario, using knowledge of SPICE and feedback are used. What effect does this feedback have on the performer? What would you do differently? Scenario A representative rugby team was completing some training on a cold winter’s night. As they were performing a ball handling drill, a number of players were dropping the ball. When the players had finished the drill they spent a couple of minute’s drinking water. The coach then came over and started yelling at the team members. “You useless bunch of players, you can sprint to the other end of the field and back and start doing the drill again.”
 * __ Factors affecting learning __ **