Stages of Learning and Information Processing Theory

Step 4: Launch the Hands - Simply launch your hands at the ball… aggressively! This is no time to be passive, trust your hands and attack the ball.

Opponent Three at 3-point line as displayed in Figure 14. While this transition occurs, Player Five must also quickly drop down to guard Opponent Four at the low post and Player One must also come down to the high post in order to deny the pass to Opponent Five. Also, Player Three should move down closer to the 3-point line in order to help defend, but also to be in the passing lane back to Opponent One. Lastly, Player Four should come into the paint and must be ready to defend the lob pass to Opponent Four and to defend the high post if Opponent Five receives the ball; Player Four must also be ready to run out to the wing and guard the 3-point shot of Opponent Two if the ball is skipped across the court.

Through physical education and group activities the kids are learning to strengthen their coordination. Shooting baskets provided a variety of repeatable movements that will increase coordination, such as ball throwing and catching. Such physical skills will help children in athletic pursuits, dance and in everyday

You need all these skills for basketball because without communication and teamwork you want have a good team which means no wins. Work ethic is important because in basketball you have to work hard. You might can shoot but not dribble that is why you work hard on dribbling instead of shooting. Safety and health is important because if your health is bad your safety is bad. Self-motivation is key because if you don’t have any you want do well. You have to motivate yourself to do good.

The ref bounced me the light brown spalding basketball. I threw the ball to Brandon who raced down the court towards the tall defenders. As he got to the glossy green three point line, he whipped the basketball perfectly to Aiden. He caught the ball and shot it at the perfect square hoop with it’s fresh new net. As the

The Piaget's stage theory of cognitive development is also known as the stage theory. It introduces that, in the expansion of our thinking, we act through an organized and certain sequence of steps. However, the theory focuses not only on compassionate how the children obtain knowledge, but likewise on the discernment of the substance of intelligence. According to the Piaget’s theory of cognitive development, there are two stages in the thinking pattern of a 3-year old preschooler and 9-year-old student. They are the preoperational stage for the 2 to 7 year old and the concrete operations stage for the 9 year old. The preoperational stage (three years old preschooler), this is where a new child can intellectually perform and signify to the objects and issues with the quarrel or the images, and they can act. The concrete operations (nine year old student), where a child is at the stage and deliver the ability to maintain, reserve their thinking, and analyze the objects in conditions of their many parts. However, they can also assume logically and understand comparison, but only about the concrete events.

To better understand learning, the research and experimentation was conducted by a student. The purpose of this study was to examine a novice learner performing a skill, in which improvement, retention, consistency, adaptability and stages of learning would be tested. The individual chose juggling three beanbags for the skill to be learned. The subject had to learn how to juggle three beanbags at once using both hands. Practice was completed in one way to keep consistency; this included throwing small beanbags standing up in the same room. Hypothesis of the experimenter suggested greatest improvement of skill in the beginning to middle of testing. Learning would be accomplished. An increase in practice time and

Eventually Brian improved his object control skills by repetition. The outcome of this observation benefited the topic of interest by physically showing how repetition of gross motor skills helped improve and develop object control. Therefore, this observation helps support the aspect of soccer by adjusting and repeating drills to improve gross motor

While there are numerous avenues today in which youth coaches can get their training and instructional ideas for developing winning strategies, it is rare that these teachings encompass information about the children they will be teaching these strategies to. This paper will seek to help the youth sports coach better understand children’s learning and performance skills in relation to their given sport. Within the paper there will be several different topics discussed in order to help the coach see the overall picture of what motor behavior learning looks like through the eyes of a youth athlete. The topics incorporated are: 1) growth and development issues and the influence they may have on children’s motor skills; 2) cognitive factors influencing the children’s learning and performing of various motor skills; 3) children’s overall control of motor skills; and 4) children’s development of motor expertise. Throughout each section, I will provide suggestions on how the coach may tackle each of these topics when coming up with their practice and instructional plans.

Motor programs are the way in which our brains control our actions and movements. There are different theories that involve the topic in question. These theories are important pieces of information when one is trying to teach a new skill to an athlete, especially when it comes to feedback.

There are many aspects to the game of basketball and physics can be applied to all of them. Although to be good at basketball it is not necessary to play it from a physics point of view. Basketball players become good by developing muscle memory for the actions that must be performed in the game of basketball from years of practice. Nevertheless knowing some of the physics in the game of basketball can help a good player be a better player. In this paper I will cover the three most important aspects of the game, shooting, dribbling and passing.

Learning is a multifaceted perception unique to each individual. In looking to address the intricacies of learning, there have been a multitude of learning theories established over the centuries. To this day new theories are developed and traditional theories continue to be developed and expanded upon. (Swinburne Online, 2016)

It is often said that “practice makes perfect”, but what kids participating in competitive sports find out is that “Perfect practice makes perfect” (Three quotes). Hard work pays off and repetition builds skills. Practice may not be everyone’s favorite part of a sport, but doing something over and over again will make it become an instinct. Regardless of the type of sport that is played, there are some basic fundamentals that are learned and then practiced repeatedly. With each practice, athletes can gain more confidence in their ability (Kuchenbecker 37). Repetitions enable the players to develop skills and become more confident that they can perform when the time comes rather than being worried about failure. The level of discipline and focus developed by these kids helps them throughout their lives in a wide variety of ways.

This essay will compare and contrast three key theories of learning; Behaviourism, Cognitive Learning Theory and Constructivism.

Cognitive and behavioral learning theories tend to dominate modern discussions of learning theories. Employed in both educational and clinical settings, both have important contributions to understanding how and why individuals learn. Is one approach statistically better than the other, or do they each have their own place where one approach may be more effective under specific circumstances? Each theory has supporters who claim the efficacy of their theory is superior. Comparison of the theories is necessary to determine if one is significantly better than the other, or even if one theory may be slightly more effective than the other. Determining if one competing theory