Chapter 1 Flashcards

Characteristics of Skills and Stages of Learning (55 cards)

1
Q

What is a skill?

A

Defined as the ability to do something well.

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2
Q

What is a motor skills?

A

“a voluntary, goal directed activity that we learn through practise and experience. Motor skills are a special form of skill that require movement of the body or limbs to achieve the goal”.

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3
Q

Movement skills are often categorised as:

A

Movement precision
Type of movement
Predictability of the environment
Fundamental movement skills

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4
Q

Movement precision skills are classified as:

A

Gross motor skills & fine motor skills

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5
Q

Gross Motor Skills:

A

Involve the recruitment of large muscle groups and less emphasis on precision.
Examples include running, kicking a football, walking, jumping and swimming.

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6
Q

Fine Motor Skills:

A

Involves the recruitment of smaller muscles associated with movements requiring precision.
Examples include bouncing the ball before serving in tennis, dart throwing, latching (babies), using a knife and fork, typing and writing.

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7
Q

Why is movement of precision measured on a continuum?

A

Many motor skills are largely gross movements with fine elements. Thus, movement precision is measured on a continuum.

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8
Q

Types of movement:

A

Discrete
Serial
Continuous

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9
Q

Discrete Motor Skills:

A
Skills having a distinct beginning and end. 
Examples include:
-a chest pass in netball
-basketball free throw
-handball in footy.
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10
Q

Serial Motor Skills:

A

Several discrete skills performed in a sequence.
Examples include:
-a dance routine
-tumble turn (turn, touch, release, dive)
-tennis serve (hit, behind, jump)
-basketball layup (dribble, step, jump, shot-release)

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11
Q

Continuous Motor Skills:

A

Skills that have no distinct beginning or end.
Examples include:
-running
-cycling
(continuous movement that doesn’t refer to an event such as a 400m race/event)

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12
Q

Predictability of the environment

A

closed motor skills

open motor skills

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13
Q

Closed Motor Skills

A

Performer has greatest control over their environment

Example: indoor diving (no weather, no opposition)

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14
Q

Open Motor Skills

A

Performed in an environment where the performer has very little control over their environment
Example: white water rafting or outdoor tennis match

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15
Q

Fundamental Movement Skills

A

Foundation skills that provide the basis for the development of sport specific skills

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16
Q

Key fundamental movement skills include:

A

Stability Skills
Locomotor Skills
Manipulative Skills

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17
Q

Stability Skills

A

Involving balance and control of the body

Example: balance/twisting

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18
Q

Locomotor Skills

A

Enable us to move through space

Example: running/jumping

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19
Q

Manipulative Skills

A

Involving control over an object

Example: catching/throwing

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20
Q

Sport Specific Skills

A

Skills that are specified to a sport

Developed fundamental skills that are advanced

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21
Q

Why is the development of fundamental skills crucial?

A

Especially from a young age as it enables people to develop sport specific skills without difficulty

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22
Q

What are the three stages of learning?

A

Cognitive
Associative
Autonomous

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23
Q

Cognitive Stage

A
  • beginners, trying to understand movement patterns
  • will have to think about their movements and their performance will be inconsistent and stiff
  • unable to detect errors and will ask a lot of questions
24
Q

Associative Stage

A
  • the stage of refining technique, not thinking about action
  • focuses on external stimuli eg weather, opposition
  • able to cope with feedback and able to detect errors, whilst developing strategies to reduce errors
25
Autonomous Stage
- skill is automatic, no thought is needed - performer develops anticipation in game play - performer is able to detect errors and correct them - improvements are usually more small and steady
26
Types of practise
Part and Whole practise Amount of practise Distribution of practise Variability/blocked or random
27
Whole Practise
a teaching method where the task/activity is taught as one whole movement
28
Part Practise
a teaching method where a task/activity is broken down into parts
29
Why is Part Practise useful for beginners?
Helps them not get overwhelmed by the whole movement . And allows them to understand the basics first . It allows the performers to gain confidence from each successful segment, thus increasing motivation
30
Task complexity
How difficult the skill is
31
Task Orginisation
How dependant each segment is on the previous segment
32
Amount of Practise in Cognitive Stage
More training can lead to significant gains in performance
33
Amount of Practise in Associative and Autonomous Stage
Rate of improvement decreases
34
Time on Task
The percentage of time in which a student is engaged. | It is an important consideration for coaches who plan skill development sessions
35
Distribution of Practise
- refers to the scheduling of sessions | - the most important consideration is the availability of the participants
36
Distributed Practise
- short but frequent training sessions - longer rests are given between tasks during a session - generally adopted by professional athletes - better learning environment
37
Massed Practise
- longer but less frequent training sessions - rest periods during a session are shorter than in a distributed training session - used by non professional teams as they need to schedule training around work and school etc - results in physical and mental fatigue (decreased concentration and motivation, increased risk of injury)
38
Variability
Refers to how skills in a training session are approached
39
Blocked Practise
- A type of practise where the same skill is repeated in isolation to other skills - Each skill is practised in a block - suitable for beginners trying to understand and reproduce the movement action and is typically performed in a closed environment
40
Random Practise
A type of practise where a bunch of skills are performed variously throughout a training session -Suitable for performers in autonomous and associative stage
41
Feedback
Information a performer receives about the outcome of s task
42
Intrinsic Feedback
Feedback where performers use their own senses to assess performance - useful in associative and autonomous stage when performers learn to detect errors - includes visual, auditory, touch and proprioception (body positioning)
43
Augmented Feedback
Feedback that is received from external environment, eg coaches - particularly important in the cognitive phase of learning - coaches should consider a performers skills level, and where a performer is in terms of the task (during or after)
44
Terminal Feedback
Feedback given after a task
45
Concurrent Feedback
Feedback given during a task
46
Augmented Feedback can be further classified as:
- Knowledge of results | - Knowledge of performace
47
Knowledge of Results
- Specific feedback in regards to the outcome of a task - Examples: times, scores, - helpful for beginners, can be annoying for associative and autonomous learners
48
Augmented Feedback is also known as:
External Feedback
49
Knowledge of Performance
Feedback relating to the characteristics of performing a task Feedback relating to how the athlete performed and includes methods of improvement Example: correct production of a task -usually delivered after a task is complete -equipment is used to enhance feedback Example: videos, stopwatch
50
How often should feedback be given?
The frequency of feedback should reduce as a performer moves though the stages of learning
51
How to deliver feedback?
1. Reinforcement through positive feedback 2. Motivation 3. Fixing errors as a result of knowledge of results or performance
52
Feedback should be:
clear, condensed and precise pick one or two things to improve on should be genuine so there is trust between coach and learner
53
Define Proprioception
Refers to feedback provided form one’s own internal body positioning sensors. Muscles, tendons, joints and balance vestibules all provide proprioception feedback to a performer about the relative position of the body or parts of the body during exercise.
54
Which method of practise would a professional basketball team favour and why?
Distributed practise in order to avoid physical fatigue and therefore reduce risk of injury. It also reduces mental fatigue allowing players to stay focused and have better concentration and motivation. The increase in training increases skill, team unity and tactical development.
55
Is proprioception intrinsic or extrinsic feedback?
It is classified as intrinsic feedback as the feedback is provided by the body’s own sensors and not by an external source such as a coach