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PE 3+4 > Chapter One : Characteristics of Skills and Stages of Learning > Flashcards

Chapter One : Characteristics of Skills and Stages of Learning Flashcards

1
Q

Skill

A

A voluntary, goal-directed activity that is learnt through practice and experience.

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2
Q

Motor Skill

A

A special form of skill that requires movement of the body or limbs to achieve a specific goal.

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3
Q

How are motor skills classified?

A

Movement precision
Type of movement
Predictability of environment
Type of skill

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4
Q

Movement precision

A

Fine motor skills

Gross motor skills

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5
Q

Type of movement

A

Continuous
Discrete
Serial

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6
Q

Predictability of environment

A

Closed

Open

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7
Q

Type of skill

A

Fundamental motor skill

Sports specific motor skill

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8
Q

Gross motor skills

A

Movements involving the use of large muscle groups that result in coordinated action

  • Easy to execute
  • Cognitive learners
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9
Q

Fine motor skills

A

Involve recruiting smaller muscle groups for precision movements
- Associative/autonomous learners

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10
Q

Discrete motor skills

A

Movements of brief duration that have a distinct beginning and end

  • Repetitve
  • Cognitive learners
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11
Q

Serial motor skills

A

Is a series of discrete skills performed together to create a more complicated action
- Varied duration
- Associative/autonomous
ie; a gymnastics floor routine

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12
Q

Continuous motor skills

A

Movements with no distinct beginning or end
- Cannot be broken down
ie; running

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13
Q

Closed motor skills

A

Are movements that are performed in a predictable environment where the performer has the greatest control over their performance
- Ideal for cognitive learners
ie; diving routine

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14
Q

Open motor skills

A

Movements that are performed in unpredictable environments that are constantly changing and the performer has limited control over their performance and environment
- Difficult for beginners
- Externally paced
ie; white water kayaking

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15
Q

Fundamental motor/movement skills

A

They are foundational skills that provide the basis for the development of more sport specific skills (physical literacy)

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16
Q

Sports specific motor skills

A

Are the combination of fundamental motor skills that are required to play a specific sport

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17
Q

Categories of fundamental motor skills

A

Stability skills - involving balance and control of the body
Locomotor skills - involve moving through space
Manipulative skills - Involving the control of an object

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18
Q

Link between Fundamental Motor Skills and participation/performance

A

Without fundamental movement skills it is very difficult to develop more sport specific skills required to engage in sport which leads to poor performance and decreased participation

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19
Q

Stages of learning

A

Cognitive
Associative
Autonomous
Are an important concept for teachers/coaches to be aware of to make their teaching more effective

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20
Q

Cognitive stage

A

This is the initial phase of learning of a motor skill where the emphasis is on concious understanding of the task requirements

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21
Q

Cognitive stage characteristics

A

Requires a lot of mental attention, leaving little room for tactics/decisions
A range of errors will be made and will be inconsistent performance with stiff movements
Progress is quick and this is usually the shortest stage
Blocked skills in a closed environment will be most suitable for this stage
Have not yet developed error detection or correction abilities

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22
Q

Needs of the learner (cognitive)

A

Only introduce 1 or 2 key points at a time to focus on
Need a mental picture so lots of demonstrations are necessary
Require lots of positive feedback and constructive criticism
A motivating and encouraging environment
Complex skills to be broken down
Focus on FMS

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23
Q

Associative stage

A

Is the second stage of learning a new skill, in which movement patterns become more refined and consistent through practice

24
Q

Characteristics of associative stage

A

Beginning to refine skills
More consistent performance with fewer errors
More of a focus on external stimuli
Some may never move the the autonomius stage from this one
Improvements are more gradual

25
Needs of the learner (associative)
Regular feedback to prevent poor technique and help develop skills further Increase to a more open environment to increase variability
26
Autonomous stage
Final stage of skill where the perfor,er is able to perform the skills automatically
27
Characteristics of the autonomous stage
Expert/elite stage Consistent performance with very few minor mistakes Developed anticipation Can detect and correct their own errors
28
Needs of the learner (autonomous)
Focus on game situations to develop tactical knowledge Practice with a large number of variables (open environment) Psychological skills to maintain performance under pressure Practicing highly challenging situations
29
Skill learning continuum
Where the three stages of learning are placed on a continuum as learners progress through stages of learning and it is difficult to pinpoint the exact moment one moves from one stage to the next A performer can be in all stages of learning for different skills in a sport The skills must be practised to maintain or progress performance
30
Social factors that affect skill learning
``` Family Role/status in society Time Resources Equipment Coaches Discrimination Personality Self belief Motivation Role models Parental encouragement ```
31
Cultural factors that affect skill learning
``` Education Politics Religion Technology Values Attitudes Race Climate Housing Child rearing practices Location ```
32
Factors that need to be considered when choosing practice methods
Part or whole practice Amount of practice Distribution of practice (Massed or distributed) Variability (Blocked or random)
33
Part practice
Breaking a skill into smaller sub routines and practicing the, individually ie; tennis serve
34
Whole practice
Practicing the entire skill together ie; volleyball spike
35
What to consider when choosing part or whole practice
Task complexity - how many parts of the skill are there | Task organisation - how dependent each segment is on the previous segment
36
Amount of practice
``` Depends on Athletes concentration Fitness Fatigue Stage of learning ```
37
Practice distribution
Refers to the scheduling of practice sessions based on availability of participants
38
Distributed practice
Shorter and more frequent training sessions - Longer rest - Professional teams
39
Massed practice
Less frequent training that lasts longer - Less rest - Non professional teams - More fatigue
40
Practice variability
Blocked practice | Random practice
41
Blocked practice
Practising the same skill continuously without changing to a different task - Appropriate for beginners - Stable environment - Replicating foundational movements
42
Random practice
Is the varied sequencing of different motor skills - Associative and autonomous - Promotes greate learning - Better performance in sport - Open environment
43
Feedback
Is the information a performer receives about the outcome and performance of a task
44
Intrinsic feedback
Is when the performers use their own senses including visual, auditory, proprioception and touch - Internal - Always available to the performer
45
Augmented feedback
From an external source which provides feedback during (concurrent) or after the (terminal) performance - Improves the individual's internal feedback system
46
Knowledge of results
Refers to the specific outcome
47
Knowledge of performance
Refers to characteristics of performance
48
Purpose of external feedback
Fixing errors through KOP/KOR Motivation shows progress to the learner Reinforcement through positive feedback
49
How to deliver feedback
Should be clear and precise Should be genuine and thoughtful Limited info as to not confuse learner Positive reinforcement
50
Frequency of feedback
Significant amounts for beginners but lessen and become more specific as learner progresses to associative and autonomous
51
Why is it important to understand the needs of the players?
So that practice can be tailored specifically to enhance the learning process
52
Transfer of practice
When practice closely resembles the game a greater transfer of skills from training to game
53
Proprioception
Sensory information relayed in the muscle Being able to move through the air without seeing or feeling everything A predictive sense of where objects are in relation to the body
54
Law of diminishing returns
In the beginning the time spent practicing is relative to the improvement in performance, but as time goes on it is not relative and more hours are needed to achieve the same improvement
55
Examples of fundamental motor skills
Stability - Balance, jumping, landing Locomotor - walking, hopping, sliding Object control - throwing, catching, kicking, rolling
56
Most important sociocultural factors
``` Peers Gender Socioeconomic status Family Community Cultural beliefs/tradition ```

PE 3+4 (16 decks)

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