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PE 12 > Chapter 2 > Flashcards

Chapter 2 Flashcards

Improving Skills (64 cards)

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1
Q

What is the relationship between motor skill development, participation and performance?

A

Development of motor skills is positively associated with participation in physical activity and performance .

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2
Q

Why are boys more proficient in performing object control skills, more active and fitter and have a higher perceived competence than girls?

A

Because they have been exposed to sports such as football from a very young age, unlike girls who don’t start competitive sport such as netball until they are older.

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3
Q

How do motor skills develop?

A

They do not develop naturally. A range of activities should be introduced to children so that they are motivated to get involved.

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4
Q

Qualitative Movement Analysis

A

The description of the quality of the performance

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5
Q

Quantitative Movement Analysis

A

Looks at the numerical data eg stats and times etc

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6
Q

Give an example of how qualitative and quantitative movement analysis can work together…

A

A coach tells you specifically what to improve on based off the time you ran

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7
Q

What are the four main principles of qualitative movement analysis?

A
  1. Preparation, coaches pick things to work on
  2. Observation, watching the performance
  3. Evaluation, looking at the performance
  4. Error Correction, fixing what was wrong in the performance
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8
Q

What is qualitative movement analysis used for?

A

Improving human movement

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9
Q

Give examples of professionals who use qualitative movement analysis…

A 
teachers
coaches
athletic trainers
physical therapists
biomechanists
sports medicine practitioners
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10
Q

Qualitiative Movement Analysis is sometimes referred to as…

A 
QMD
error detection
skill/movement analysis
observation
eyeballing
clinical diagnosis
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11
Q

Qualitative analysis is analysed for a number of things including…

A
  1. Diagnosis of strengths and weaknesses of players and teams
  2. To obtain a final result or rank in a competition
  3. For talent identification or team selection
  4. To predict future performance results
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12
Q

Preparation

A

Coaches need to develop an observation strategy that is based off solid knowledge of a sport and the skills related to the sport .

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13
Q

How do coaches develop the observation strategy?

A
  1. Determine the specific purpose of the analysis (purpose)
  2. Need to determine who is to be observed (who)
  3. Determine how the progress will be tracked (how)
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14
Q

Characteristics of skilled performances include:

A 
performs consistently at a very high level
coordinated
balance
flexibility
efficient technique
fit
anticipation
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15
Q

Observations

A

Coaches can carry out observations live or digitally.

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16
Q

Factors that can affect the ability to observe:

A

knowledge of the game
academic training
technical training
experience

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17
Q

Several factors being observed during or after the game include:

A 
global dynamics of the team
opponents pattern of play
behaviour of oppositions coach
situational variables
execution of set plays
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18
Q

Factors influencing the capacity to observe:

A

psycho-emotional aspects
expectations
referee errors
(subjectivity)

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19
Q

Evaluation (diagnosis)

A

Refers to the judgement of quality and the determination of the value or amount of something

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20
Q

The analyst must determine:

A
  1. What the problem is…problem
  2. What is causing the problem…cause
  3. How it can be fixed/addressed…solution
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21
Q

Performance can be assessed objectively…

A

Based on measures such as scores and times

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22
Q

Performance can be assessed subjectively…

A

Based on perception and interpretation of observation or opinion

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23
Q

How can qualitative movement analysis be made more objective?

A

The use of:

  1. Checklists, these list the components and elements essential for the performance eg style and technical performance
  2. Rating scales, a degree of difficulty sheet outlining a scoring/marking scale for movements
  3. Criteria/rubrics, outlining a set of rules, procedures or guidelines relating to assessment of the performance
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24
Q

Validity

A

Refers to the test’s capacity to measure what it is intended to measure.

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25
Reliability
Refers to the ability of a test to reproduce similar results when conducted in identical/similar conditions, contexts and situations.
26
To produce reliable results, the same:
``` Procedures Conditions Equipment Environment Tester ```
27
Inter-rater agreement
Refers to the degree of agreement between judges on the same performance (raters)
28
Intra-rater reliability
Refers to the degree of consistency shown by one judge or observer at different times and in different situations
29
How can scoring be made more consistent?
Observers can be trained with specific scoring criteria to ensure their scoring is up to standard
30
If inter-rater and intra-rater agreement are both poor...
1. The observers need more training | 2. The scoring criteria needs to be reassessed
31
Error Correction (intervention)
Refers to the observers interpretation of the data/activity
32
Intervention can take place during training...
- using visual recordings - modifying drills - individual or team meetings
33
Intervention can take place during the game...
- discussing at half time - targeting individual players - giving immediate feedback through gestures - calling "time-outs"
34
Direct Coaching
This model suggests that the learner has little need to make decisions on their own because the coach determines everything
35
Direct coaching approaching requires the coach to make all the decisions relating to:
``` Task selection Task sequencing Structure of how tasks are to be performed Timing of when tasks will be performed Duration of time spent on practise tasks How tasks will be modified How techniques will be refined ```
36
Constraints
Refers to boundaries that enable learners to think independently, shape their movement patterns and how they process information
37
Constraints are factors that...
Influence learning and performance. | They enable the learner to become dynammic
38
Three type of constraints:
Individual Environment Task
39
Individual Constraints
``` Fitness level (agility, speed, flexibility) Body size (height, weight) Mental ability (concentration, confidence) ```
40
Environmental Constraints
``` Physical Enviro -noise level -gravity -weather conditions -terrain -facilties Social/cultural Enviro -cultural norms -family support networks -peer groups ```
41
Task Constraints
Rules of the sport Equipment available Field/pitch/court dimensions Player numbers
42
To undertake a constraints coaching approach, coaches must:
1. Have a good understanding of the sport 2. Have experience with manipulating the constraints 3. Have an understanding of individual strengths/weaknesses
43
In this problem-based approach to coaching, coaches must:
- facilitate, not direct - encourage learners to take responsibility for their own development through constraints - enable learners to develop intrinsic feedback
44
Affordances
Refers to opportunities for action. | These opportunities relate to the capability and confidence of performers
45
How do performers allow affordances to occur?
By developing the knowledge of their team, individual and opponents capability.
46
Ways of manipulating a range of task constraints with various sports-Net sport coaches example
Change court dimensions to be long and thin and add a no-go zone in the middle of the court
47
Ways of manipulating a range of task constraints with various sports-Net sport coaches result
This encourages players to hit long and short and vary depth of shots
48
Ways of manipulating a range of task constraints with various sports-Striking and fielding coaches example
Changing boundary dimensions to develop technical and decision-making skills, eg placing cones for batters to try and hit the balls through depending on where the base runners are in baseball/softball Create small sided games that have scoring zones and fewer fielders
49
Ways of manipulating a range of task constraints with various sports-Striking and fielding coaches result
This encourages a batter, for example, to hit behind a base runner in order to move the runner over
50
Sociocultural Influences
Refers to customs, values and lifestyles that characterise a society or group
51
Social Factors
``` Family structure Role and status in society Time Available resources Access to equipment Access to coaches Discrimination Personality Self-motivation Active role models ```
52
Cultural Factors
``` Education Politics Religion Social Organisations Technology Values Attitudes Race Climate Housing Geographic location ```
53
Perceived Competence
Is based on self-evaluation of one's effectiveness or capability in a specific context.
54
Cognitive stage needs:
- lots of feedback | - simple instructions with demonstrations
55
Associative stage needs:
- regular feedback | - opportunities to practise in varying environments
56
Autonomous stage needs:
- practise in game situations | - practise with challenges
57
Sociocultural factors that influence each stage of learning include:
Time, amount of practise Role models, who inspires/teaches Family structure, siblings/parents roles in learning Politics, funding of sporting programs Geographic location, having areas suited to a particular sport
58
Outline four testing methods that can contribute to the objectivity of qualitative testing...
- Using checklists for compliance - Using rating scales to make judgements - Using rubrics or criteria sheets to consistently use language to describe judgements
59
What is the main limitation of observation as the sole selection criteria for gaining representation honours in a sport?
Subjectivity Different people watch the same performance will value different aspects of the performance, leading to conflict of judgement.
60
Discuss 5 requirements that will enhance a past-players ability to coach...
- Knowledge of the sport and sport science - Patience and persistence enables the coach to persevere when progress is not being made - A sense of humour will allow the coach to see the lighter side of training and not get too serious when it would be detrimental to do so - Understanding and empathy enables the coach to help manage athletes when performance does not meet expectations - Enthusiasm is needed to motivate the players being coached
61
Explain ways in which intervention occurs during a macro/micro cycle of training...
- Having meeting with athlete/team - Adapting training during session - Providing video feedback - Providing written feedback
62
How can error correction be used by a coach during a session of gameplay?
- Utilising a time-out - Verbal feedback at half-time - Using body language to convey feedback during a game - Providing immediate feedback to specific individuals during a game
63
What does it mean when a coach takes command of task selection? Give an example
The coach alone will determine the skills and training tasks to be performed And example is in table tennis if a coach decides for the team to do 5 minutes of set shots, 5 minutes of serves then 5 minutes of rally’s. The players will abide to these requirements.
64
What does it mean when a coach makes decisions about task sequencing? Give an example
Task sequence refers to the coach determining the full sequence of training tasks within the coaching sessions. An example is in rugby union- a coach might explain the sequence of training being a warm up, tacking technique, weights, practise match, cool down

PE 12 (10 decks)

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