SPORT PSYCHOLOGY (PYC4812) EXAM SUMMARY
PYC4812 – SPORTS PSYCH. EXAM PREP
PART 1: LEARNING, MOTIVATION AND SOCIAL INTERACTION
CHAPTER 1
Brief overview of motor learning:
• Set of internal processes associated with
...
SPORT PSYCHOLOGY (PYC4812) EXAM SUMMARY
PYC4812 – SPORTS PSYCH. EXAM PREP
PART 1: LEARNING, MOTIVATION AND SOCIAL INTERACTION
CHAPTER 1
Brief overview of motor learning:
• Set of internal processes associated with practice or experience, leading to permanent changes in in the capability for skilled movement behavior
• Cannot measure it (internal) but we can draw inferences from performance (eg.: improvements made)
• Phases
Cognitive phase: learning, developing. Coach helps to teach. Duration differs depending on what the athlete is learning
Associative phase: Refinement, movements become more automated
(dribbling ball without looking – proprioceptive). Coach will help by designing appropriate practices to help refine the skill. Duration is much longer than the first phase. (Not all athletes will move past this phase)
Autonomous phase: when the athlete can perform the skill at maximum proficiency. Skill is very well developed; athletes can therefore focus on other things apart from their movement. Coach can help by giving instruction to help maintain and motivate athlete to continue improving • Correcting errors
Will depend on the severity of the change needed – slight changes, easier to learn and require less practice
More severe changes require the athlete to return to the cognitive phase of learning and progress through various stages
Process of relearning is intensive and will impact performance initially
Major changes should take place during off-season
Error identification and diagnosis (Skill analysis)
• Observation
Compare athletes technique with correct technique
Determine if the basic movement is sound, don’t focus on smaller details
• Determine the cause of errors (not always related to technique)
Technique
Physiological differences
Inaccurate or delayed decision making
Drill design (make sure it is developmentally appropriate)
Psychological factors
• Once the error is identified: feedback
First correct the most fundamental error, which will often be associated with skills fundamental movement
Often, once this is corrected, other errors will correct themselves as they have happened as a result of the basic movement being incorrect
Coach may also choose to correct the error that occurs earliest in the movement (eg: diving board for diver), eliminating errors that occurred later on in the sequence as a result of this initial problem
Where there are unrelated errors, start with the easiest correction – this will most likely lead to success hence helping motivate the athlete to continue making improvements
Intervention strategies: feedback
• Provision of feedback: essential for motor skill acquisition
• Provides all the info: how to correct, explain errors (why they occur), motivate
• Feedback will hinder or enhance depending on timing, frequency, amount and precision
• At first, when learning the skill the athlete will require more feedback • Feedback should lessen as skills become more refined Avoid athletes becoming accustomed to receiving feedback
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