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A Level PE > test 1- skills > Flashcards

test 1- skills Flashcards

1
Q

Why is skill classification needed?

A

To ensure the most appropriate method of practice is selected

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2
Q

what is the definition of a skill?

A

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

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3
Q

what is an open skill?

A
  • environment is unpredictable and changing
  • player must make decisions before the skill is in progress
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4
Q

what is a closed skill?

A
  • environment is predictable and unchanging
  • decision is made before executing the skill
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5
Q

what is a gross skill?

A

large muscles are used e.g. weightlifting

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6
Q

what is a fine skill?

A

smaller, intricate muscle groups e.g. pistol or rifle shooting

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7
Q

what is a self paced skill?

A

the performer controls the speed at which the skill is performed & when its started

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8
Q

What is an externally-paced skill?

A

the performer has no control over the speed of the skill or when to start e.g. a sailor must react to sound of starting horn and their speed is dictated by the wind

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9
Q

what is a simple skill?

A

requires very few decisions or thought during execution

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10
Q

what is a complex skill?

A

requires many decisions before executing the skill and during the skills

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11
Q

what is a low organised skill?

A
  • easily broken down into subroutines
    e.g. swimming stroke can be broken down into arm action, leg action and body action
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12
Q

what is a highly organised skill?

A
  • not easily broken down into subroutines e.g. a golf swing
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13
Q

what is a discrete skill?

A
  • skill has a distinct beginning and end
  • one sharp action
    e.g. a basketball free throw
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14
Q

what is a serial skill?

A

several discrete skills linked together e.g. a trampoline routine

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15
Q

what is a continuous skill?

A
  • no clear beginning
  • the end of one cycle is often the start of the next e.g. front crawl swimming action
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16
Q

what are the three categories of things to consider when choosing how to practice?

A
  • the task e.g. the nature of the skill, the physical and mental demands of the skill
  • the performer e.g. age, ability, stage of learning
  • the environment e.g. space available, time, danger
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17
Q

what is whole practice?

A

The task is presented in its entirety with sub-routines in tact

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18
Q

what kind of skills is whole practice good for?

A
  • fast
  • closed
  • simple
  • highly organised skills can only be practiced with whole practice as cannot be broken down
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19
Q

advantages of whole practice:

A
  • brings about realism (in comp season swimming is done in whole practice)
  • fluency - feel of the skill
  • understanding
  • keeps links between subroutines
  • builds mental image
  • builds entire motor programmes
  • could argue that any skill will benefit from whole practice as needs to be done successfully in comp
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20
Q

disadvantages of whole practice:

A
  • can be too much info at once (especially for less experienced)
  • could be beyond the capabilities of the performer
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21
Q

what is whole-part-whole practice?

A
  1. practice the skill in its entirety
  2. then isolate a part or weakness to work on before putting it back into the whole skill
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22
Q

Advanatages of whole-part-whole practice

A
  • used for skills with low organisation
  • good if performer has a weakness
  • gives feedback and error correction
  • helps to motivate and maintains the feel of the skill
  • good for serial skills e.g. a trampoline routine
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23
Q

disadvantages of whole-part-whole practice

A
  • must know how to do the skill to begin with
  • takes a long time to learn the skill and then improve each individual part
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24
Q

what is progressive part practice?

A

when each part of the skill is added gradually

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25
Q

what skills is progressive part practice good for?

A

serial
complex
dangerous
a new task
easily broken down (low organisation)

26
Q

advantages of progressive part practice

A
  • good for building fitness for the entire routine
  • builds the fluency for the entire skill
  • good way of learning a routine without performer being overloaded
27
Q

what is massed practice?

A

a repeated practice of a skill where there are no or little recovery periods between blocks of practice

28
Q

what kind of skills is massed practice good for?

A
  • discrete (distinct beginning and end)
  • simple
  • closed
  • highly organised (not easily broken down)
  • self-paced
29
Q

advantages of massed practice?

A
  • forms motor programs
  • increases fitness
  • enhances over learning
  • good for habitual responses
  • efficient
30
Q

disadvantages of massed practice:

A
  • no time for feedback
  • fatigue
  • too demanding
    -could be dangerous
31
Q

what is distributed practice?

A

rest intervals between sessions

32
Q

when should distributed practice be used?

A

when the skill is:
- continuous
- complex
- low organised (can be broken down)
- serial
- externally paced

33
Q

advantages of distributed practice:

A
  • allows recovery
  • less mental pressure
  • allows mental rehearsal/feedback
  • reduces danger
34
Q

disadvantages of distributed practice

A
  • time consuming
  • time maybe managed ineffectively as rest periods could be longer than working periods
  • may be boring
35
Q

what is varied practice?

A

a type of practice where the skills and drills are changed

36
Q

when should varied practice be used?

A

when the skill is:
- complex (easy part at first then add)
- open
- externally paced

37
Q

advantages of varied practice

A
  • gives motivation
  • allows adaption
  • builds a schema
38
Q

disadvantages of varied practice

A
  • time consuming
  • possibility of a negative transfer
  • fatigue
  • too demanding
39
Q

what is mental practice?

A

Going over the skill in your head without doing the movement

40
Q

what are the two ways of mental practice?

A

internal - emotions
external - mental picture of environment

41
Q

advantages of mental practice

A
  • improves reaction time
  • builds motor programmes
  • builds confidence
  • controls anxiety
42
Q

disadvantages of mental practice

A
  • environment must be calm
  • must be correct!
43
Q

what are the three stages of learning?

A
  1. the cognitive stage
  2. the associative stage
  3. the autonomous phase
44
Q

characteristics of the cognitive stage of learning:

A
  • movement may lack coordination
  • may include mistakes
  • MOTOR PROGRAMME NOT DEVELOPED
  • trial and error may be used
  • performer needs to think while using feedback
45
Q

characteristics of the associative stage of learning:

A
  • MOTOR PROGRAMMES START TO BE FORMED
  • movement is smoother
  • practice is used to perfect movement
  • movements are compared to a more perfect model
46
Q

characteristics of the autonomous stage of learning:

A
  • MOTOR PROGRAMMES ARE FORMED
  • task completed with efficiency and attention to detail
  • expert level
  • movement may be second nature (subconscious motor programme retrieval and movement completion: fast and cannot be adjusted)
47
Q

what are some benefits of feedback?

A
  • builds confidence/motivates
  • corrects errors (directly improves performance)
  • makes the stimulus-response bond stronger which makes skills habitual
  • gives reinforcement which promotes repetition
48
Q

what is the difference between intrinsic feedback for autonomous learners and cognitive learners

A

both get intrinsic feedback but autonomous learners can understand and interpret it. Cognitive learners cannot.

49
Q

how do you make feedback effective?

A
  • give it immediately
  • make sure it is relevant & understood
  • make sure it is appropriate for the performer e.g. age, beginner
  • make sure it is accurate
  • set SMART targets as well as feedback
50
Q

what is positive transfer?

A

the learning of one skill positively influences the learning of another

51
Q

how to cause positive transfer?

A
  • the coach can point out similarities
  • use positive reinforcement e.g. praise transfers, show planned progression
  • point out similar information processing requirements
  • teach similar skills together
52
Q

what is negative transfer?

A

the learning of one skill inhibits the learning of another

53
Q

what are the causes of negative transfer?

A
  • misunderstanding
  • when a familiar stimulus requires a different response
  • skills appear similar but are not
  • conflicting skills are Hugh/coached together
54
Q

how to prevent negative transfer?

A
  • draw attention to differences
  • thouroughly learn skills
  • avoid teaching conflicting things together
  • do not overload
55
Q

what is zero transfer?

A

the learning of a skill has no impact on another

56
Q

what is bilateral transfer?

A

the transfer from one side of the body to another (e.g the left to the right)
e.g. kicking football with right foot when you usually kick with left foot

57
Q

what is visual guidance?

A

a demonstration of what to do

58
Q

advantages of visual guidance

A
  • creates mental image for performer
  • shows performer what to avoid by highlighting weaknesses
  • can be used for large groups
  • builds motor programme
59
Q

disadvantages of visual guidance

A
  • learner must be capable of copying
  • must be accurate and clear to prevent wrong actions from being learned
60
Q

what is verbal guidance

A

an explanation of what to do

61
Q
A

A Level PE (10 decks)

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