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A level PE > Psychological factors affecting Performance 2.1 > Flashcards

Psychological factors affecting Performance 2.1 Flashcards

1
Q

2 types of Muscular Movement?

A

Gross - Large Muscle Movements - Shot Put

Fine - Intricate Movements - Snooker Shot

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2
Q

2 Types of Environmental Influence?

A

Open - Environment constantly changing - Skills in Ftball

Closed - Not affected by Environment - Free Throw

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3
Q

3 Types of Continuity?

A

Discrete - brief, well-defined, clear - A Penalty Flick
Serial - Group of skills to make complex move. - Triple J
Continuous - no obvious start or beginning - Swimming

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4
Q

2 Types of Pacing?

A

Externally Paced - pay attention to events - ball games

Internally Paced - Controls skills - Javelin Throw

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5
Q

2 Types of Difficulty?

A

Simple - straightforward with few Judgements - Swimmin

Complex - involve many decisions - Somersault

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6
Q

2 Types of Organisation?

A

Low - very easy and unorganised - Swimming Strokes

High - many sub routines - Cartwheel

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7
Q

Part Practise?

A
  • Working on isolated sub routine
  • Low Organisation
  • Allow make sense of skill
  • (Practicing Kicking)
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8
Q

Whole Practise?

A
  • Taught without breaking down
  • High Organisation
  • Recognise Strengths
  • (Sprinting and Dribbling)
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9
Q

Whole-Part-Whole Practise?

A
  • Practising, Sub Routine, Practise
  • Serial Skills
  • Recognise Skills
  • Practise whole stroke
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10
Q

Progressive-Part Practise?

A
  • Skills broken down into sub, links then added
  • Complex Skills
  • Allow performer to learn links
  • Gymnastics
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11
Q

Massed Practise?

A
  • Short or no intervals
  • Discrete Skills
  • To groove Skills
  • Jump Shot Practise
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12
Q

Distributed Practise?

A
  • With Rest Intervals
  • Continuous Skills
  • Feedback and breaks
  • Swimming length then pausing
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13
Q

Fixed Practise?

A
  • Specific Sequence repeated lots
  • Closed Skills
  • Skills become habitual
  • Discus
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14
Q

Varied Practise?

A
  • Practised in many environments
  • Open Skills
  • Development of experiences
  • Small sides game
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15
Q

Proactive Transfer of skills

A

-skill learned previously effects a skill yet to be learned

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16
Q

Retroactive Transfer of skills

A

-Learning a new skill affects a skill learned previously

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17
Q

Positive Transfer of skills

A

-learning and performance of one skill help other skill

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18
Q

Negative Transfer of skills

A

-learning and performance of one skill hinder other skill

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19
Q

Bilateral Transfer of Skills

A

-learning of one limb to another

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20
Q

How is Positive transfer used

A
  • Coaches use this to inform similarities of two skills

- making sure basics of first skill learned first

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21
Q

How can Negative transfer be avoided

A
  • making sure athlete is aware of diff

- Practise similar to game situation

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22
Q

2 ways Bilateral Transfer takes place

A

1) Cognitive aspects - why its required

2) Transfer of motor programme

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23
Q

Motor Skill

A

-action which has a GOAL and requires voluntary body movement, learned rather then innate

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24
Q

4 Learning Theories

A

1) Operant Conditioning
2) Thorndike’s Law
3) Cognitive theory of learning
4) Observational theory (Bandura’s)

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25
Q

What is Operant conditioning

A
  • Trial and Error learning
  • Correct response = rewarded
  • reinforced correct response leading to change in behaviour
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26
Q

Example of Operant Conditioning

A
  • Shooting practise aim for right hand corner

- If succeed, rewarded

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27
Q

What is Thorndike’s Law (3 laws)

A
  • based on Strengthening S/R bond
    1) Law of Effect
    - positive reaction = strengthen
    - Negative reaction = weakening
    2) Law of Exercise
    - rehearsing/repeating strengthens
    3) Law of Readiness
    - athlete must be mentally and physically ready
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28
Q

What is Cognitive theory

A
  • Intervening variables and insight learning
  • best achieved by premising whole skill
  • understand skill as a whole
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29
Q

Example of cognitive theory

A

-cricketer learns to swing a ball by understanding basic mechanics of movement

30
Q

What is Bandura’s learning theory

A
  • Learning through actions of a significant other
  • Form of visual guidance
  • Attention, retention, motor reproduction and motivation
31
Q

Example of Bandura’s theory

A

-Young rugby player forming game on famous rugby player

32
Q

3 Stages of Learning

A

1) Cognitive
2) Associative
3) Autonomous

33
Q

What is the Cognitive Stage of Learning

A
  • beginner
  • creating and mental picture of skill
  • Demonstrations vital
  • teacher shouldn’t give much information
  • Trial and error
34
Q

What is the Associative Stage of Learning

A
  • practise stage
  • attends to relative cues
  • Errors fewer and smaller
  • Motor programmes developed
  • Detailed verbal feedback
35
Q

What is the Autonomous Stage of Learning

A
  • Learner can execute skills automatically
  • Motor programmes in long term memory
  • Needs practise of could drop
36
Q

4 types of Guidance

A

1) Verbal
2) Visual
3) Manual
4) Mechanical

37
Q

Verbal Guidance

A
  • Provided by coach/sig other

- used to explain how to perform activity

38
Q

+/- of Verbal Guidance

A

+ Reinforce good movements
+ Hold attention of performer
- Can lead to info overload
- if guidance is inaccurate, skills hindered

39
Q

Visual Guidance

A
  • Images can be used to help learner

- highlight key points of movement/skill

40
Q

+/- of Visual Guidance

A

+ Easy to create mental picture
+ Skill can be seen at different stage
- demonstration incorrect = bad habits
- Visual representation unclear

41
Q

Manual/Mechanical Guidance

A
  • Manual = Physical

- Mechanical = with a device

42
Q

+/- of Manual/mechanical Guidance

A

+ can reduce fear
+ safety
- over restrictive
- false kinaesthesis

43
Q

6 Types of Feedback

A

1) Intrinsic Feedback
2) Extrinsic Feedback
3) Positive Feedback
4) Negative Feedback
5) Knowledge of results
6) Knowledge of performance

44
Q

Intrinsic Feedback

A
  • from internal proprioceptors about feel of movement

- Kinaesthetic feel

45
Q

Example of Intrinsic Feedback

A

-feel whether you’ve hit the ball in the middle of the cricket bat

46
Q

Extrinsic Feedback

A
  • feedback from external sources such as teacher/coach

- received via auditory and visual systems

47
Q

Example of Extrinsic Feedback

A

-coach saying need to point toes when diving

48
Q

Positive Feedback

A

-received when movement is successful

49
Q

Negative Feedback

A

-received when movement is incorrect

50
Q

Knowledge of results Feedback

A
  • feedback about outcome of movements (extrinsic)

- can be positive/negative

51
Q

example of Knowledge of Results

A

-watching back performance on video recording

52
Q

Knowledge of Performance Feedback

A

-Concerns movement itself and quality of it (external)

53
Q

+/- of intrinsic feedback

A

+ Occurs as movement happens (personal)

- Cognitive stage = not able to know if successful

54
Q

+/- of Extrinsic feedback

A

+ Can lead to improvement
+ Significant other
- inaccurate feedback could occur

55
Q

+/- of Positive feedback

A

+ Can lead to positive reinforcement (S-R bond)

- Some performers don’t respond to praise

56
Q

+/- of Negative feedback

A

+ More determined performer

- Can be demotivating

57
Q

+/- of Knowledge of Results

A

+ See outcome of action

- may demotivate performers if unsuccessful

58
Q

+/- of Knowledge of Performance

A

+ Allows performer to know what good perf. feels like

- may demotivate performers if unsuccessful

59
Q

Atkinson and Shiffren’s Multi store Memory model

A
  • three stages for remembering information

- in order to learn more skills

60
Q

3 stages of Atkinson and Shiffren’s Multi store Memory model

A
  • Short-term sensory store
  • Short-term memory
  • Long-term memory
61
Q

Short-term sensory store

A
  • limitless memory store that lasts around 1 second
  • Streams of sensory stimuli passed into SSTS and processed
  • Selective Attention occurs
62
Q

Short-term memory

A
  • ‘working memory space’
  • SSTS and LTM are used brought together
  • info held for as long as attention wants - 1 min
  • Chunking occurs
63
Q

Long-term memory

A
  • well learned, permanent coded info
  • past experiences
  • movement skills
  • LTM can be reused in STM to help store
64
Q

Selective attention

A

-relevant info is filtered through STM

irrelevant info lost/forgot

65
Q

Chunking

A

-different pieces of info can be chunked (similar)

66
Q

Movement skills

A
  • action/task that has a goal

- eg motor skill

67
Q

+/- of Atkinson and Shiffren’s Multi store Memory model

A

+ simplifies memory process

- too simplified - doesn’t explain how diff info stored

68
Q

Craig and Lockhart’s levels of processing model

A
  • seeks to explain what we do with information rather than how its stored
  • taken to LTM if 3 things occur
  • Considered
  • Understood
  • has meanings
69
Q

3 levels to how verbal info is processed (Craig and Lockhart’s levels of processing model)

A

1) Structural Level - paying attention to what words look like
2) Phonetic Level - processing words and sounds
3) Semantic Level - actual meaning of words

70
Q

+/- of Craig and Lockhart’s levels of processing model

A

+ if understand info, likely to remember it
+ longer we consider info, more remember
- does not always lead to better recall
- could have individual differences

71
Q

Ways in which memory can be improved

A

1) Rehearsal
2) meaningfulness
3) Association
4) Avoiding overload
5) Organising info
6) Mental imagery

A level PE (13 decks)

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