2.1

Question 1

Open & closed skill

Answer 1

Affected by environment (perceptual) or not (habitual)

Question 2

Self & externally paced

Answer 2

Controlled by athlete (proaction) or environment (reaction)

Question 3

Gross & fine skills

Answer 3

Large muscle movement (many movement pattern) or small muscle groups (precise, hand eye coordination)

Question 4

Discrete & serial & continuus

Answer 4

Clear beginning and end, several combined discrete elements, no obv beginning and end

Question 5

High & low organisation continuum

Answer 5

Difficult to break down into sub routines vs. easy

Question 6

Part practice

Answer 6

Low in organisation, broken down into sub routines, complex skills eg triple jump

Question 7

Whole practice

Answer 7

Teaching skill without breaking down, kinaesthetic sense, fast paced

Question 8

Whole part whole

Answer 8

Low organisation and serial, kinaesthetic

Question 9

Progressive part method

Answer 9

Or chaining, sub routines, time consuming

Question 10

Massed and distributed practice

Answer 10

Continuous training, no or short rests, simple
Continue with rests for mental rehearsal, complex

Question 11

Fixed practice

Answer 11

Stable and predictable training environment, closed skills

Question 12

Varied practice

Answer 12

Environment changes, LTM

Question 13

Positive transfer

Answer 13

Learning and performing of one skill helps leaning or performance of another

Question 14

Negative transfer

Answer 14

Learning or performance hinders the lop of another

Question 15

Proactive transfer

Answer 15

The influence of one skill on another one yet to be performed . Positive or negative

Question 16

Retroactive

Answer 16

Influence of one skill on the performance of a skill that has already been learned . Pos or neg

Question 17

Bilateral transfer

Answer 17

Transfer of learning from one limb to another (left and right handwritee)

Question 18

Associationists

Answer 18

A group of theories related to connecting a response. -> operant conditioning = example of associationist view of learning

Question 19

Skinner 1964

Answer 19

Suggested that manipulating behaviour towards a stimulus rather than modifying a stimulus

Question 20

Operant conditioning

Answer 20

Concerns actions being shaped & reinforced. If we’re rewarded for something we’re more likely to do it again

Question 21

Thorndikes law

Answer 21

Law of exercise, effect, readiness (rehearsal, satisfier/annoyer, mentally/physically)

Question 22

Cognitive theory of learning

Answer 22

How athletes think and understand. mental processes between S-R, past experiences, match-like situations

Question 23

Banduras theory of social/observational learning

Answer 23

Significant others.
Attention, Retention, Motor production, Motivation
(->. Watch S.O, remember, imitate, stay motivated)

Question 24

Fitts and posners three stages of learning

Answer 24

Cognitive:
Type of practice- mental
Performance- slight improvement
Guidance - relies on it
Errors - trial and error stage so yep lots
Adapting- doesn’t understand how to
Attention- large attention
Feedback - external & positive most effective

Question 25

Fitts and posners three stages of learning

Answer 25

Associative: Types of practice - shift towards physical Performance - large improvements Guidance - gains personal understanding Errors - few basic, a lotta complex Adapting- understand how to adapt Attention- balance bt conscious n autonomous Feedback - more intrinsic & and positive

Question 26

Fitts and posners three stages of learning

Answer 26

Autonomous: Types of practice -physical Performance - successful. Slight improvements Guidance- not needed Errors - very few Adapting - easily adapt Attention - autonomous Feedback - intrinsic & negative effective

Question 27

Guidance

Answer 27

Verbal: +feedback, attention - information overload, inaccurate Visual: + mental image, see diff stages - inaccurate demos, may learn bad habit Manual/mechanical: + safety& confident, subrout -over restrictive, false kinaes. sense

Question 28

Intrinsic feedback

Answer 28

+ immediate correction, doesn’t need to rely on others, accurate -inaccurate in cognitive stage

Question 29

Extrinsic feedback

Answer 29

+correct feedback > improvements -no kinaesthetic sense, bad if inaccurate, maybe unreliable source

Question 30

Positive feedback

Answer 30

+strengthens SR bond, motivating, self esteem - if undeserved, incorrect s-r bond, some performers don’t respond well to praise

Question 31

Negative feedback

Answer 31

+ motivated, clear understanding, suits autonomous performers - unmotivating if In cognitive, detrimental if inaccurate

Question 32

Knowledge of results

Answer 32

Intrinsic or extrinsic, important in early stage of learning

Question 33

Knowledge of performance

Answer 33

External or kinaesthetically if In autonomous stage

Question 34

Effective feedback

Answer 34

-> limited amount of information -> immediacy -> related to the individual -> facilitating intrinsic feedback