1. LESSON OBJECTIVE LESSON OBJECTIVE
To understand the different types of feedback, learning plateaus and the transfer of learning.
LESSON OBJECTIVE
LESSSON OUTCOME
To be able to explain the nine different types of feedback and give examples.
Be able to explain the reasons for a learning plateau and who it can be prevented and the different forms of guidance.

2. TASK TYPES OF FEEBACK RECAP
Match the different characteristics to the correct type of feedback.
TASK

3. As our skill level improves, the type of feedback that we use changes.
Cognitive performer
Autonomous performer
TYPES OF FEEDBACK
Can understand intrinsic feedback
Concurrent
Knowledge of performance
Can be delayed
Relies on extrinsic feedback
Must be immediate
Knowledge of results
Terminal

4. EXAM QUESTION EXAM QUESTION
Swimmers will experience different types of feedback both during and after a performance.
Knowledge of results and knowledge of performance are two types of feedback. Explain these two types of feedback (2 marks)
(b) What are the three main benefits of feedback to a swimmer? (3 marks)
(f) What are the characteristics of ‘effective feedback’ for a swimmer? (4 marks)
EXAM QUESTION
ANSWERS
(a) KR – outcome of action/times for lengths/eq e.g.;
KP – information regarding movement pattern/kinesthesis/feel of movement/intrinsic; breathing rate/arm action/leg action
ANSWERS
(b) Correction of errors/improve techniques/highlight weaknesses;
Reinforcement/illustrate success/highlight strengths;
Motivation/self-confidence;

5. ANSWERS (c) Process only limited amount of information/succinct/short;
Clear information/accurate/correct/relevant/simple;
Immediate;
Individualised;
Different forms – verbal and visual;
Intrinsic;
Terminal better for beginners;
Concurrent for elite;
Positive for beginners;
Negative for elite;
ANSWERS

6. LEARNING OR PERFORMANCE CURVES
Improvement in performance are seen as a learning curve.
Learning plateau
Performance deteriorates
No improvement
Quality of performance
Period of rapid improvement
little early improvement
Length of time or number of trials

7. CAUSES PREVENTION Fatigue Rewards/ goals Poor coaching
Rest/ recovery periods
Fatigue
Rewards/ goals
Loss of motivation/ boredom
Isolate and correct fault
Technical deficiencies/ lack of understanding
Change style/ method of practice
Poor coaching

8. POSITIVE NEGATIVE ZERO BILATERAL PROACTIVE RETROACTIVE
TRANSFER OF LEARNING….
POSITIVE
When earlier learning had a beneficial effect on new learning.
When earlier learning has a detrimental effect on new learning.
NEGATIVE
When earlier learning has no effect on new learning.
ZERO
Learning a skill using one limb has positive effects on performance of the same skill using the other limb.
BILATERAL
Learning of a new skill has benefits for the future learning of a skill.
PROACTIVE
Learning of a new skill has benefits for a skill that was learned previously.
RETROACTIVE

9. WHAT FACTORS CAN LEAD TO A SUCCESSFUL TRANSFER OF LEARNING?
Highlight similar elements of the skill.
Make performer aware of the transfer.
WHAT FACTORS CAN LEAD TO A SUCCESSFUL TRANSFER OF LEARNING?
Highlight elements that may hinder learning.
Ensure original task is well learnt.
Planned progression.

10. EXAM QUESTION EXAM QUESTION
The action of throwing can be transferred from one sport to another.
(a) Describe what is meant by the term transfer of learning and explain the other forms that transfer can take (5 marks)
(b) What factors can lead to successful transfer of learning taking place? (4 marks)
ANSWERS
(a) Skills learnt in one activity affects/influence/impact another;
Positive - enhances/helps/aids the learning of a new skill/e.g.s;
Ensure original task is well learnt/practice;
Planned progression;
Make practice sessions realistic / relevant to competitive environment;
e.g. . practicing against opposition / time / equiv;
Eliminate bad habits;
Performer is well motivated / confidence;
EXAM QUESTION

11. ANSWERS
(b) Make performer aware of transfer /highlight similar elements of skill;
Identify elements that may hinder learning;
Ensure original task is well learnt / practice;
Planned progression;
Make practice sessions realistic / relevant to competitive environment;
eg . practicing against opposition / time / equiv;
Eliminate bad habits;
Performer is well motivated / confidence.
EXAM QUESTION

12. EXAM: MONDAY 1ST OCTOBER 2012
REVISE:
Learning theories
Learning plateau
Transfer of learning
Motivation
Schema theory

13. WHAT HAVE YOU LEARNT IN TODAY’S LESSON?
LESSON OUTCOME
To be able to explain Adam’s closed loop theory, schema theory and observation of learning and provide relevant examples of each.