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PE a level > skill characteristics and their impact on transfer and practice > Flashcards

skill characteristics and their impact on transfer and practice Flashcards

1
Q

skill

A

the learned ability to bring about predetermined results with the minimum outlay of time, energy or both

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2
Q

open skill

A

a skill performed in an unpredictable environment

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3
Q

closed skill

A

a skill performed in a predictable environment

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4
Q

what is ACEFACE

A
  • aesthetic
  • consitent
  • effortless
  • fluent
  • accurate
  • controlled
  • economical
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5
Q

how do we now if someone is able to perform something to a high standard

A

they show the qualities of ACEFACE

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6
Q

what is the skill continua

A

it is a way of grouping or classifying skill that are based on the same criteria, for example running and time trial cycling with both be continuous skills

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7
Q

what is a gross skill

A

a skill that uses large muscle groups

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8
Q

what is a fine skill

A

a skill that uses smaller muscle groups

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9
Q

what is an example of a closed skill

A

shot put

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10
Q

what is an example of a gross skill

A

a tackle in rugby

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11
Q

what is an example of a open skill

A

a pass in a team game

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12
Q

what is a externally - paced skill

A

when the performer has no control over the start and the speed of the skill

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13
Q

what is a self - paced skill

A

when the performer controls that start and the speed of the skill

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14
Q

what is a discrete skill

A

a skill that has a clear beginning and end

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15
Q

what is a sub - routine

A

the actions that from the parts of a skill such as grip, trunk rotation and arm swing in a tennis return.

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16
Q

what is a serial skill

A

a skill that contains several discrete skills in order to make a more integrated movement

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17
Q

what is a low organised skill

A

a skill that is easily broken into parts

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18
Q

what are the 4 types of transfer of learning

A
  • positive transfer
  • negative transfer
  • zero transfer
  • bilateral transfer
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19
Q

what is positive transfer and give one example

A
  • when the learning of one skill helps the learning of another
  • the netball pass has a similar action to that of a pass that may be taken in basketball, making that these two skills are transferable, thus meaning it is an example of a positive transfer
20
Q

what is transfer of learning

A

the effect of the learning and performance of one skill on the learning and performance of another

21
Q

what is negative transfer and give one example

A
  • when learning of one skill hinders the learning of another skill
  • the learning of a tennis serve, may have a negative impact on that of a badminton serve due to one being a wrist action and the other recurring the whole body, meaning it could detriment the ability of a badminton players serve, if they started doing tennis serves
22
Q

what is zero transfer and give one example

A
  • when the learning of one skill has no impact on the learning of another
  • for example if someone was a cyclist and a tennis player none of the skills that they learn from each of the sports is going to have a positive impact on the other
23
Q

what is bilateral transfer and give one example

A
  • when the learning of one skill is passed across the body from one limb to another
  • the action of a football shot, as one my take it off their right foot and be able to take it off their left foot, showing the ability of bilateral transfer
24
Q

what are the steps that can be taken, by you and your coach to ensure positive transfer

A

ensuring, that aids, such as a tackle bag may be replaced with real people in small sided games, to encourage tackling, that is a skill that is going to be needed to be replicated in the game

25
Q

what is the definition of whole practice

A

practising the skill in it’s entirety

26
Q

what are the 6 scenarios, where the coach may choose to use whole practice

A
  • the skill is fast, ballistic and discrete
  • the skill is highly organised
  • the skill is simple and does not require much thought
  • the feel (kinaesthesis) of the whole task is required as the learner develops and is ready to perform the whole task
  • the performer is advanced in the autonomous stage of learning,
  • the links between sub - routines need to be maintained
27
Q

what is a continuous skill

A
  • A continuous skill is one which has no clear beginning or end but is more a cycle of movements repeated over and over again
28
Q

what is a highly organised skill

A
  • a skill that is not easily broken into parts
29
Q

what is a simple skill and give one example

A
  • a skill that requires few decisions when being performed
  • a forward roll
30
Q

what is a complex skill and give one example

A
  • a skill that requires decision making using lots of Information When performed
  • a dribble in hockey, due to the player having to focus on the position of other players, in other to realise when to go round them
31
Q

what is whole-part-whole practice

A

assessing the skill, identifying a weakness to practise then putting the skill back together

32
Q

what are advantages of whole-part-whole practice (state 3)

A
  • can help to provide motivation, when a long standing weakness is overcome
  • it provides immediate feedback
  • it also helps to maintain the feel for the whole skill and the transitions between each part of it
33
Q

what are the disadvantages of whole-part-whole practice (state 2)

A
  • it can create negative transfer unless integrated back into the full skill seamlessly
  • it is a more time consuming process than just practicing the whole skill
34
Q

what is progressive part practice

A

practising the first part of the skill then adding parts gradually, sometimes called chaining

35
Q

what are the advantages of progressive part practice (state 3)

A
  • allows the learner to focus on one aspect of the task and can potentially correct specific weakness
  • allows the learner to rest so fatigue does not massively impact the skill
  • allows the coach or player to focus on specific issues of key aspects of the task
36
Q

what are disadvantages of progressive part practice (state 3)

A
  • can be time consuming
  • may ignore the links between each sub-routine
  • there is a risk that there could be negative transfer between each part of the skill.
37
Q

what is massed practice

A

no rest intervals during the practice session

38
Q

what are the advantages to massed practice (state 3 )

A
  • it promotes fitness
  • helps the performer learn how to perform the skill under high levels of fatigue
  • it is a efficient use of time
39
Q

what are the disadvantages of massed practice (state 2)

A
  • can lead to high levels of fatigue
  • high demands on the player, so should keep it simple
40
Q

what is distributed practice

A

rest intervals are given during the practice session

41
Q

what are the advantages of distributed practice (state 3)

A
  • helps to take the pressure of a performer
  • allows for feedback to be given in the rests
  • allows the coach time to praise the performer which may help with motivation
42
Q

what are the disadvantages of distributed practice (state 3)

A
  • does not allow for fast progression
  • can be time consuming
  • there is a chance that negative transfer could happen after the rest interval if the coach doesn’t integrate the skill properly
43
Q

what is varied practice

A

changing the practice type and the practice drills

44
Q

what are the advantages of varied practice (state 3)

A
  • allows the players to adapt there skills to changing environments
  • the variation, stops the players becoming bored and de-motivated (eliminates tedium)
  • allows sub-routines to be created
45
Q

what are the disadvantages of varied practice (state 3)

A
  • more time consuming
  • increase the risk of negative transfer
  • the demand on the player, may become to high increasing fatigue
46
Q

what is mental practice

A
  • going over the skill in the mind without movement

PE a level (34 decks)

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