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Physical Education > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

1
Q

Fundamental Motor Skills

A

Are foundation skills that provide the basis for sport specific motor skills.

Classified as: stability skills, locomotor skills, manipulative skills.

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2
Q

Movement Precision -
Gross Motor Skills

A

Involve the recruitment of large muscle groups with less emphasis on precision

(more power, less precision)

e.g., running, high jump, swimming - maximal height, distance.

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3
Q

Movement Precision -
Fine Motor Skills

A

Involve recruitment of smaller muscle groups with an emphasis on precision

e.g., throwing a dart, archery

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4
Q

Types of Movement -
Discrete Motor Skills

A

Have a distinct beginning and end.

  • one clear movement

e.g., kicking a ball, netball pass

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5
Q

Types of Movement -
Serial Motor Skills

A

Several different discrete skills performed in a sequence.

e.g., gymnastics floor routine, triple jump

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6
Q

Types of Movement -
Continuous Motor Skill

A

Have no definite beginning or end point. Same discrete skill repeated over and over again.

e.g., running, swimming, cycling, iceskating, surfing.

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7
Q

Predictability of Environment -
Closed Motor Skills

A

Are performed in a predictable, self-paced environment.

  • no interruptions or changes in the surroundings
  • factors can be controlled

e.g., indoor archery, gymnastics floor routine.

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8
Q

Predictability of Environment -
Open Motor Skills

A

Are performed in a constantly changing and externally paced environment.

  • defenders, scoreboard, tackling, audience, weather conditions, reactions, ground condition

e.g., surfing a wave, digging in volleyball.

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9
Q

When learning a NEW skill, in which type of environment should you be practicing in?

A

Closed environment - so that external factors do not affect the learning process.

  • to further DEVELOP skills you need to be in an open environment with exposure to external factors.
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10
Q

Influences on Movement -
Individual Constraints

A

Are those INTERNAL to the performer.

Structural Constraints: relate to body structure of the individual.
e.g., height, body size, flexibility, body composition

Functional Constraints: relates to behaviours (thinking, cognitive)
e.g., skill learning, attention, self-efficacy, motivation

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11
Q

Influences on Movement -
Task-related Constraints

A

Include modifications of the rules of the game and equipment used.

  • manipulating the task (equipment, rules)

e.g., an under 10s baseball team would use an appropriately sized bats and balls, rules may be changed from 3 strikes to 5 strikes to be out.

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12
Q

Influences on Movement -
Environmental Constraints

A

Are those EXTERNAL to the individual such as weather, sociocultural restraints (religion, culture), and gravity.

  • no control over
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13
Q

Motor Skill development, participation and performance

A

The more you participate in something, it increases motor skill development, which improves the performance.

If performance improves, then this would motivate and encourage individuals to participate more.

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14
Q

Qualitative Movement Analysis Principles -
1. Preparation

A
  • info bout critical features of the skill are identified.
  • info about performer including age, gender, skill level, medical history.
  • details of the observation strategy will be outlined.
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15
Q

Qualitative Movement Analysis Principles -
2. Observation

A

Direct Observation: small details can be missed, is subjective.

Digital Recording: can be replayed, slowed down for finer details, athlete can watch and identify areas of improvement with coach/trainer.

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16
Q

Qualitative Movement Analysis Principles -
3. Evaluation

A

Outlines strengths and weaknesses

  • involves the use of checklists, criteria, rubrics or rating scales

The coach decides:
- what the problem is?
- what is causing the problem?
- how the problem can be addressed?

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17
Q

Qualitative Movement Analysis Principles -
4. Error Correction

A

Weaknesses are targeted via either:

  • direct or constraints based coaching
  • instructional strategies depending on the stage of learning the performer is in.

METHODS of error correction:
- Feedback (verbal)
- Modify practice - task can be broken down to focus more on technique than outcome.
- Visual model - instructor could demonstrate correct execution/footage of correct technique.
- Manual Guidance - coach can physically guide the performer to experience the correct action.

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18
Q

Direct Instruction

A

Learner is given explicit instructions about skill execution and tactical awareness. (Coach-oriented instruction model)

  • highly structure drills, focusing on technical skill components.
  • coach provides feedback regarding skill errors
  • for cognitive stage of learning
19
Q

Constraints-based Instruction

A

To develop effective movement skills within a game context. (competitive environment)

  • involved in short-sided, modified games
  • associative + autonomous stage of learning
  • open-ended questions
20
Q

Stages of Learning -
Cognitive Stage

A

beginner stage - initial phase of learning of a motor skill with emphasis on conscious understanding of the task requirements.

  • learner’s attention is given to understanding the skill and how to perform it.
  • frequent large errors, unable to detect and correct.
  • trial and error learning style
  • developing the skill (no fluidity in movement)
21
Q

Stages of Learning -
Associative Stage

A

Practice stage - second phase of learning a new skill in which movement patterns become more refined and consistent through practice.

  • consistent performance of the basic mechanics of the skill.
  • relatively few mistakes, improved ability to detect and correct errors
  • learner concentrates on skill refinement
  • can pay more attention to the game environment (develop decision making capabilities)
22
Q

Stages of Learning -
Autonomous Stage

A

Expert Stage - third phase where learner can perform the skill almost automatically.

  • highly skilled, very few errors and highly developed ability to detect and correct errors
  • multitasking evident
  • able to adjust skills to games environment, greater tactical and strategic awareness
23
Q

Sociocultural Influences on Skill Development -
Family

A

Parents facilitate their child’s involvement in sport by driving them to practice, buying uniforms/equipment, registration fees etc.

  • encourage them to get involved
24
Q

Sociocultural Influences on Skill Development -
Cultural Norms, traditions and beliefs

A

Prevalence of a particular sport in a community can promote skill development within that specific field.

  • different nationalities identify with different sports. e.g., Australia = swimming, Canada = hockey
  • can also become a barrier, such as if education is prioritised, language barriers, encountering discrimination and racism.
25
Q

Sociocultural Influences on Skill Development -
Gender

A

Girls and boys will be socialised into different sports. Can lead to differences in skill development.

e.g., Girls are more likely to develop coordination, balance and flexibility associated with dance, gymnastics.

26
Q

Sociocultural Influences on Skill Development -
Socioeconomic Status

A
  • people with lower incomes (or socially disadvantaged) have lower of levels of PA and sport participation due to expenses - $$ of uniform, transport, registration fees
  • people with more $$ would play more expensive sports
27
Q

Sociocultural Influences on Skill Development -
Local Community

A

Community facilitates sporting development via suitable coaching, training facilities, open grounds + parks, sport programs at school

28
Q

Practice Strategies -
Amount of Practice

A
  • The more time an individual practices a new movement skill, the greater chance they have of mastering that skill

However, too much time should not be spent as individuals can lose interest
- Balance the amount of time spent on a particular skill before moving onto the next.

29
Q

Practice Strategies -
Diminishing Returns

A

Dictates that performers in the early stages of learning will improve rapidly in response to practice.
However, as performer becomes more competent, their rate of improvement in response to practice, decreases and plateus.

30
Q

Practice Distribution -
Distributed Practice

A

Sessions are broken into smaller practice intervals, interspersed with rest periods.

  • shorter but more frequent training sessions
  • recommended when learning a new skill
  • better for people at cognitive stage, however, is more common for full-time professional teams as they have more flexibility with time.

Advantages:
- the rest breaks minimises the effects of fatigue, allow for recovery.
- greater learner engagement (motivation)
- allows for feedback during rest breaks.

Weaknesses:
- more time consuming
- may be less suited to discrete skill rehearsal.

31
Q

Practice Distribution -
Massed Practice

A

Continuous practice with little to no rest between repeat rehearsal of a skill.

  • less frequent sessions that last longer
  • better for people at autonomous stage as they can error correct.
  • common in non-professional sport teams due to commitments.

Advantages:
- maximises practice time
- may suit an elite highly motivated performer

Weaknesses:
- physically + mentally fatiguing
- repetitious + boring

32
Q

Practice Variability -
Blocked Practice

A

Involves practicing the same skill continuously for set time without changing to a different task.

  • suitable for cognitive stage learners, their attention is mostly on executing and replicating to ideal skill technique.

Advantages:
- learner is able to concentrate on one skill at a time
- learner replicates the basic mechanics of skill technique
- facilitates improvement in skill execution
- assist learner to develop confidence in skill performance.

33
Q

Practice Variability -
Random Practice

A

Involves rehearsing a number of different skills in an unpredictable sequence

  • suitable for autonomous stage of learning

Advantages:
- most effective at preparing learner for a games environment
- enable learner to improve decision-making skills
- closely resembles the physical and cognitive demands of a game.

34
Q

Intrinsic Feedback

A

Is when performers use their senses to assess performance against the goal of a given task.

  • suitable for autonomous stage
35
Q

Intrinsic Feedback - Visual

A

Observing the outcome a task/skill.

e.g., does the ball land in the intended location (tennis serve)

36
Q

Intrinsic Feedback - Auditory

A

listening to the sound made when performing a task/skill.

e.g., ball making contacting with a bat

37
Q

Intrinsic Feedback - Proprioception

A

Awareness of your body positioning in relation to space/object

e.g., balance when surfing

38
Q

Intrinsic Feedback - Touch

A

Feeling contact between your body and the object you are manipulating.

e.g., tennis grip

39
Q

Augmented Feedback

A

information about a skill performance that comes from an external source (coach/trainer)

  • suitable for cognitive stage learners.
40
Q

Augmented Feedback - Knowledge of results

A

Feedback regarding the outcome of task/skill performance in regard to the intended goal of the movement skill.

  • information regarding relative success or failure
41
Q

Augmented Feedback - Knowledge of performance

A

Feedback regarding how a skill is performed; assessing on the basis of process and skill technique.

(such through video analysis)

42
Q

Concurrent Feedback

A

Occurs during the activity (autonomous, associative can cope)

43
Q

Terminal Feedback

A

Is provided after the performance (cognitive stage)

Physical Education (10 decks)

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