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sports science > Chapter 5 - Skill > Flashcards

Chapter 5 - Skill Flashcards

5.1, 5.2, 5.3

1
Q

what is skill?

A

skill is the consistent production of goal-oriented movements, which are learned and specific to the task
ex. throwing a ball (learned part) as far as possible (goal oriented part)

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2
Q

types of skills

A
  1. cognitive:
    thinking, strategy, tactics
    ex: knowing how to attack when the other team is playing a offensive trap
  2. perceptual (more environment):
    using senses to analyse scenario before acting
    ex: (golf) reading surface and deciding what shot technique to use
  3. perceptual motor skill (how you react to the environment):
    interpreting environmental stimuli and reacting to them through a motor response
    ex: when dribbling, knowing where to go, how to attack well
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3
Q

classifying skills (based on distinctiveness):

A
  1. discrete - clear start to finish
    ex. jumping
  2. serial - multiple discrete skills linked
    ex: lay up, receiving a pass -> run,stop,dribble
  3. continuous - continuous flow of the skill - no stop to finish
    ex. running
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4
Q

classifying skill (based on environmental stability) :

A
  1. open - externally paced with changing environmental conditions
    ex. everything in footy - dribbling, corner, shooting
  2. closed - internally paced (only you decide when to do the skill) with predictable environmental conditions
    ex. no examples for team sports , archery

(more environmental stability from 1 to 2)

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5
Q

classifying skill (based on interactions) :

A
  1. individual - isolation from others
    ex. gymnastics, darts
  2. coactive - with others but no direct interference
    ex. swimming, racing, horse
  3. interactive - with others and direct interference
    ex. any team sport

more interaction from 1 to 3

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6
Q

classifying skill (based on size of muscle):

A
  1. fine motor - smaller muscle groups and fine movements
    ex. catching a ball
  2. gross motor - large muscle groups
    ex. running
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7
Q

what is ability? (3)

A
  • the traits that we are born with
  • perceptual and motor attributes, inherited from our parents that enables us to perform skills
  • abilities give us the capacity to perform skill
    ex. heigh, flexibility
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8
Q

what is technique?

A

way in which that sport skill is performed
ex. using a specific grip to spin the ball when pitching/bowling

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9
Q

skill = ? + ?

A

skill = ability + selection of an appropriate technique

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10
Q

what is novice and skilled performer

A

novice: someone new to the sport
skilled performer: someone more developed and experienced in the sport

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11
Q

7 key factors that affect technique

A
  1. consistency
  2. accuracy
  3. control
  4. learned
  5. efficiency
  6. fluency
  7. goal-directed
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12
Q

draw the simple model of information processing and what does it show?

A

input -> decision making -> output

shows: the more you practice something you learn how to respond appropriately. overtime strengthening the memory trace and make the output better based on the stimulus presented

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13
Q

types of sense receptors

A
  1. exteroceptors:
    - detect info from outside body
    - sight, hearing –> sport
    - sense organs
  2. introreceptors:
    - detect info from within the body
    - touch + pressure = pain
    - blood O2%, glucose , blood pressure
  3. proprioreceptors:
    - detect and inform central nervous system for body position and limb movements
    - location of the body in space
    - balance
    - internal sensors
    ex. kick a ball -> where leg is in relation to space to know when to kick a ball
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14
Q

ex of how info is processed:

A
  1. input
    ex. seeing the ball being passed to you
  2. decision making:
    ex. moving, changing stance, getting the ball
  3. output
    ex. moving body, stopping ball
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15
Q

signal detection definition and steps:

A

Definition: making sense of stimuli by the brain from sense organs
1. detection:
- brain getting the stimuli
- enviromental
- mostly sight/hearing
- extroceptor mostly
2. comparison:
- take stimuli and compare to examples in long term memory to understand stimuli
3. recognition process
- matching the stimuli to a long term memory experience

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16
Q

signal detection influences: (3)

A

can improve or impact signal detection process:
1. background noise:
more competing inputs make it harder for the brain to focus and identify relevant signals
2. intensity of stimulus :
easier to detect signal the more intense the stimuli is
ex. if someone is whispering vs someone yelling when calling for the ball
3. efficiency of the sense organ:
how trained your organs are to sensitivity
ex. if you have bad eye sight you cant detect as well - wear glasses

17
Q

how to improve signal detection

A

have to be in a state of appropriate alertness, experience, selective attention -> realizing what the important signals are, not getting sitracted easily

18
Q

selective attention (3)

A

ability to filter relevant info from noise
- limits what moves from short term sensory store to short term memory
- improves with experience/ training

19
Q

levels of memory

A

3 levels
1. short term sensory store (0.5 seconds)
2. short term memory (10-12 seconds)
3. long term memory
- no limit
- retrieval challenges

20
Q

improving memory - 8

A
  • rehersal: processing mentally
  • coding : labelling set of info
  • brevity : gradual release
  • association : match with previous memory
  • clarity: avoiding co-teaching similar topics
  • chunking: easier to remember
  • organisation: organise for meaning
  • practicE: establishes neutral pathway–> “muscle memory”
21
Q

response time = ? + ?

A

response time = reaction time + movement time

22
Q

influencing factors of response time (reaction-4 + movement-2)

A

reaction:
- stimulus transmission
- detection
- recognition
- decision to respond
movement:
- nerve transmission time
- initiation of action

23
Q

hicks law:

A

response time increases with stimuli options

24
Q

PRP - psychological refractory period

A
  • concept of deception in sport
  • response time increases if second stimuli is given while participation is still responding to the first stimulus
  • response to 1st stimulus must be complete before response to 2nd stimulus
  • single channel hypothesis is that the brain can only process one related stimulus at a time
25
Q

motor programme def:

A

a set of movements stored as a whole in the long term memory
ex: hitting a tennis ball, triple jump

26
Q

compare motor programs from open loop and closed loop perspective:

A

open loop
- fast movements
- cant adjust to feedback
- no alterations once initiated

closed loop:
- slower movements
- can adjust to feedback
- can make alterations once initiated

27
Q

adam’s theory:

A

2 components:
- memory trace: selects and initiates an appropriate response
- perceptual trace: acts as a record of the movement made over many practices, closed loop: adjustments during movement

During and after an attempt of the movement, feedback and knowledge of results enables the performer to compare the movement with the perceptual trace
The trace acts as a reference of correctness so that appropriate error adjustments can be made for subsequent attempts of the movement.

28
Q

outline the role of feedback in learning process (4)

A
  • motivation
  • reinforcement of learning
  • adaptation of performance
  • punishments
29
Q

outline the role of feedback in information processing models - 8

A
  • intrinsic: able to access by ourselves
  • extrinsic: need external support to identify
  • knowledge of results: post response based on achievement
  • knowledge of performance: post response based on feeling of the movement
  • positive: doing well
  • negative doing bad
  • concurrent: during skill effort
  • terminal: afterwards
30
Q

distinguish between learning and performance

A

learning: the progression of the performance from experience
performance: how an individual executed a skill at that time

31
Q

phases of learning:

A
  1. cognitive/ verbal:
    - individual tries to make sense of instructions
    - individual uses verbalisation to aid memory
    - mistakes made often
    - individual attends to irrelevant and relevant stimuli
  2. associative/motor :
    - now has knowledge of what to do
    - practice to perfect the skill and increase consistency and coordination
  3. autonomous
    - consistency and coordination
    - no/limited cognitive activity required
32
Q

learning curves

A

positive acceleration
negative acceleration
linear
plateau

33
Q

factors that impact learning: 6

A
  • physical maturation
  • physical fitness
  • age
  • teaching enviroment
  • difficulty of task
  • motivation
34
Q

define transfer:

A

the effect of learning from building on experiences or different skills ex. transfer jumping skillls from basketball to volleyball

35
Q

types of transfer skills: (7)

A
  • positive
  • negative
  • skill to skill: same skill movement used in 2 different sports
  • practice to performance: practicing with a machine/drill to simulate performance
  • abilities to skills: focusing improving ability to allow for better skill performance
  • bilateral: improving “bad” side ex. foot/hand
    -stage to stage: mini/constrained game to full games
  • principles to skills: techniques knowledge to skill performance
36
Q

practice types: (5)

A

distributed:
- gaps or intervals between skill focus
- usually better -> reduced boredom/fatigue
massed:
- no gaps/intervals between reps
- skill takes longer than rest time
fixed drill:
- repeating a specific skill in a controlled drill over and over
variable:
- practicing the skill in a variety of contexts -> individual/group/mini game
mental:
-visualisation of the execution of the drill

37
Q

presentation types (how to work on skill) - 4

A
  1. whole: skill is practiced in its entirely
  2. whole-part-whole: whole skill to get an understanding -> work on parts -> put it back together
  3. progressive part: complex skill, slowly add parts to the skill until at the end full skill
  4. part: too complex/dangerous , only work on part in isolation
38
Q

types of teaching/coaching styles

A
  1. command: select the content for the session as well as the methods of practice and training
  2. reciprocal : peer coaching, coach set up a plan, performers work in pairs and provide each other with feedback
  3. problem solving: coach sets a problem or task & lets the learner work out a solution for themselves

sports science (27 decks)

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