component 2 - skill aquisition Flashcards
1
Q
which 2 factors are environmental influencers ?
A
open and closed skills
2
Q
what are open skills ?
A
- skills which are affected by a changing environment
- skills which may require the performer to adapt
- mainly externally paced
- require decisions to be made
3
Q
give an example of an open skill ?
A
passing in football
4
Q
what is a closed skill ?
A
- a skill that is performed in a stable and unchanging environment
- they are habitual (the same)
- they involve a set movement
- they are self paced
5
Q
give an example of a closed skill
A
a basketball free throw
6
Q
what does externally paced mean ?
A
the environment determines the speed of the skill/when the skill is going to take place
7
Q
what does self paced mean ?
A
- the performer determines when to begin the skill, the speed at which they perform the skill at
8
Q
what are gross skills ?
A
- involve large muscle groups
- have little concern for precision
9
Q
give an example of a gross skill
A
rugby tackle
10
Q
what are fine skills ?
A
- skills which involve small muscle groups
- skills which involve accuracy and precision
11
Q
give an example of a fine skill
A
archery
12
Q
which are the different types of skills which use different muscular involvement ?
A
fine skills
gross skills
13
Q
what are discrete skills ?
A
- skills which have a clear beginning and end
- skills which are repeatable but the performer must stop and start again
- single, specific skills
14
Q
give an example of a discrete skill
A
shooting in netball
15
Q
what are serial skills ?
A
- movement skills that have a number of discrete elements put together in a definite order to make a larger movement or sequence
16
Q
give an example of a serial skill ?
A
triple jump
17
Q
what are continuous skills ?
A
- movement skills with no clear beginning or end
- the end of one cycle of movement is the beginning of the next
- involves repetition of the same movement to make sense
18
Q
give an example of a continuous skill
A
road / track cycling
19
Q
what is a self paced skill ?
A
- performer controls the rate at which the skill is executed
- usually proactive (pre - planned)
- usually closed skills
20
Q
give an example of a self paced
skill
A
a penalty in football
21
Q
what is an externally paced skill ?
A
- the environment confirms the rate at which the skill is performed
- normally reactive (unplanned)
- usually an open skill
22
Q
give an example of an externally paced skill ?
A
dribbling in hockey
23
Q
what are simple skills ?
A
- skills which take few decisions to make
- skills which are usually taught/learned as a whole
- skills which may be repetitive
24
Q
give an example of a simple skill ?
A
100 m sprint
25
what are complex skills ?
- skills which involve
making many decisions
- skills which may have to be taught in stages
- skills where there is a lot of information to process
26
give an example of a complex
skill
a spike in volleyball
27
what is a high organization skill ?
- skills which aren’t easily broken down (into sub routines)
- skills where it’s difficult to separate sub routines without disrupting the skills
- usually practiced as a whole
28
give an example
of a high organization skill ?
a tennis forehand
29
what is a low organization skill ?
- made up of sub routines which can be easily separated and practiced by themselves
- having being practiced separately the sub routines can be put back together into the whole skill easily
30
give an example of a low organization skill
a trampolining routine
31
what is part practice ?
each sub routine is practiced in isolation and perfected then the whole skill is put back together
32
what are the uses for part practice ?
- skill is low in organisation
- perceptual load is high (complex)
- the skill is dangerous
- the performer is a beginner to give early success of basic movements
- used to increase confidence
- helps to practice an aspect of the skill that is weak
33
what are the problems with part practice ?
- not suitable for high organisation skills
- limits awareness of whole skill
- limits kinaesthetic development
- transfer to the whole skill may be difficult
- can be de- motivating for high ability learners
- takes time
34
give sporting examples of where part practice would be used ?
triple jump
breast stroke
serve in volleyball
dance/trampolining/gymnastics routine
35
what is whole practice ?
the skill is taught without breaking it down into sub routines
36
what are the uses for whole practice ?
- gives true kinaesthetic sense for movement of the skill
- encourages positive transfer from practice to the real situation
- encouraging an appreciation of the relationship between each part of the skill
- skill is rapid
- encourages the establishment of a motor programme ( plan of movement in long term memory )
37
what are the problems with whole practice ?
- unsuitable for complex skills
- difficult for low abilities and those at the cognitive stages of learning
- too fast for some learners
- can be de-motivating if failure is experienced
38
give sporting examples of a whole skill ?
100 m sprint
shooting in football/netball/basketball/hockey
chest pass in netball
39
what is progressive part practice ?
- each subroutine is practiced in isolation
- the subroutine is then linked to the previous subroutine
- this forms larger parts of the skill eventually becoming the whole skill
(chaining)
40
what are uses for progressive part practice ?
- practicing serial skills
- practicing low organisation skills
- encouraging an understanding of the links between the sub routines
41
what are problems with progressive part practice ?
- unsuitable for high organisation skills
- can be hard for learners with low ability/motivation
- lots of information to process
- potential for overload
- can be de motivating to return to sub-routines
42
give examples of progressive part practice
- routines - dance/gymnastics/trampolining
- layup in basketball
- triple jump
43
what is whole part whole practice ?
the performer attempts the first skill first then practices the weak elements of the skill in isolation before being put back into the whole skill
44
what are uses for whole part whole practice ?
- practicing serial skills
- practicing low organisation skills
- correcting errors or reinforcing movements within a skill
- encouraging initial feel/fluency for a skill
45
what are problems with whole part whole practice ?
- similar to part practice
- unsuitable for high organisation skills
- limited awareness for whole skill
- limited kinaesthetic development
- transfer to the whole skill may be difficult
- can be de-motivating for high abilities
- takes time
46
what is massed practice ?
- practice which involves very short or no rest intervals within the session.
- it is a continuous practice period
47
what are the uses for massed practice ?
- learning discrete simple and closed skills which are short in duration
- performers are autonomous or older or more experienced performers
48
problems with massed practice
- can lead to poor performance
- can hinder learning due to fatigue
- demotivaiton
49
examples of massed practice
passing in netball / football in a closed environment (no opposition)
batting in cricket in a closed environment
50
what is distributed practice
- practice which involves relatively long rest intervals between attempts at the skill
- Performers may recover, receive feedback and use mental rehearsal during rest
51
what are uses for distributed practice
- learning continuous skills where the performer quickly tires
- learning complex and dangerous skills where fatigue may cause harm
52
what are problems with distributed practice ?
performers must avoid activities in the rest periods that could lead to negative transfer
53
give examples of distributed practice
100 m sprint
swimming
marathon runner
javelin
54
what is fixed practice ?
practice which involves a stable and predictable environment with practice conditions which remain unchanged
55
what are uses of fixed practice
practicing closed skills to encourage habitual movement
56
what are uses of fixed practice
practicing closed skills to encourage habitual movement
57
what are problems with fixed practice
can lead to boredom
can lead to overuse injuries
58
give an example of fixed practice
gymnastics vault
basketball free throw
59
what is varied practice
practice which gives a range of experience where the practice conditions are not constant
60
what are uses for varied practice
learning open skills to help develop motor programmed stored in long term memory
gives the performer a range of strategies to draw upon in competitive situations
61
what are problems with varied practice
not helpful for closed skills as environment is more stable
nah overwhelm or confuse beginners
basic techniques or skills need to be learned before varied practice is used
62
give examples of varied practice
shooting in netball/football
tackling in rugby / football
63
what is transfer ?
the influence of the learning and/or performance of one skill on the learning and/or performance of another
64
what is positive transfer ?
when the learning and or performance of one skill helps the learning and performance of another skill
65
give an example of positive transfer ?
learning to throw a ball can help with the learning technique of throwing a javelin
66
when is positive transfer likely to occur ?
- 2 skills have similar movement patterns
- practice environment is similar to competition environments
- information processing requirements in practice are similar to the ones of the actual skill
- identical elements theory
67
what is the identical elements theory ?
the greater the number of components of practice that are relevant to the real situation the greater the chance of positive transfer
68
how could a coach optimise positive transfer ?
- a coach should explain to a performer when a certain practice may help the development of a skill
- practices should be as true to life as possible so they are as similar as possible
- progressive practices can help learners by avoiding too many differing movement patterns
- teaching basic fundamental skills first
- thoroughly learning a skill
- teaching similar skills together
- providing positive feedback when positive transfer has occurred correctly
69
what is negative transfer ?
when the learning of one skill hinders the learning and performance of another skill
temporary
70
give an example of negative transfer
the technique for a jump shot in basketball may hinder the learning of technique for shooting in netball
71
when is negative transfer likely to occur ?
- performer misunderstands the movement requirements
- a familiar stimulus requiring a new response
- skills which seem to be similar but aren't
- conflicting skills are taught close together
- when practice environment is different to competition environment
72
how can a coach minimise the effects of negative transfer ?
- draw the performers attention to the differences in the required response
- make sure skills are thoroughly learned before moving onto new ones - don't introduce too many movement patterns at once
- avoid teaching skills together which are similar and may cause confusion
- make sure practice sessions are similar to the performance situation
73
what is proactive transfer ?
when a previously learnt skill influences a skill currently being learned
this can be a positive or negative influence
74
give an example of proactive transfer
a performer has learned how to pass backwards in rugby which may negatively influence passing in any direction in basketball
75
what is retroactive transfer ?
when a skill currently being learned influences a skill already learned
this can be positive or negative
76
give an example of retroactive transfer
learning how to perform a tennis serve may positively influence the already learned skill of a volleyball serve
77
what is bi-lateral transfer ?
when a skill that has been learned on one side of the body is transferred to the other side of the body
this can be a positive or negative influence
78
give an example of bi-lateral transfer ?
a dominantly right sided football player learns how to kick the ball with the left foot
79
what are the 2 ways bi-lateral transfer occurs in ?
- cognitive aspect
- transfer of the motor programme
80
what is the cognitive aspect of bi-lateral transfer ?
understanding of what is required
81
what is the transfer of the motor programme aspect of bi-lateral transfer ?
pattern of movement is transferred subconsciously from one limb to the other
82
what is operant conditioning ?
- learning through consequence
- a performer learns to link or connect a stimulus to a set response
83
give an example of operant conditioning
a tennis player learns to connect the stimulus of a high tennis ball to a smash shot
84
how does operant conditioning work ?
- a coach will manipulate the environment
- the performer will respond to the stimulus using trial and error
- the coach will shape the behaviour of the performer through reinforcement
85
give an example as to how a coach will manipulate the environment ?
- a badminton coach will place hula hoops at the back of the court to aim long serves into
86
give an example as to how the performer will respond using trial and error ?
- the performer experiments with different ways of performing a long serve to try and get the badminton shuttle into the hula hoops placed at the back of the court
87
give an example as to how the coach will shape behaviour through reinforcement ?
a badminton coach may praise the correct serve action even if the shuttle doesn't land in the hoop
88
what are the 2 types of reinforcement ?
positive
negative
89
what is positive reinforcement ?
a stimulus (reward/satisfier) is given when the desired response occurs
90
what does positive reinforcement encourage performers to do and how does this improve their performance ?
- it makes the performers repeat the same correct response
- this in turn strengthens the correct S-R bond
91
give an example of positive reinforcement ?
a rugby coach praises a performer for tackling with correct technique
92
what is negative reinforcement ?
- an unpleasant stimulus (annoyer) is withdrawn when the desired respone occurs
93
what does negative reinforcement encourage performers to do and how does this improve their performance ?
- it makes the performer repeat the same correct response
- this strengthens the correct S-R bond
94
give an example of negative reinforcement ?
a swimming coach stops criticising a performer when they dive with correct technique
95
how is reinforcement beneficial ?
- coach has influence to encourage correct learning
- manipulation of environment means correct learning will happen
- can be used on young performers
- reinforces correct S-R bond
- effective for all stages of learning
- shaping allows stages of success
- developing S-R bonds leads to automatic responses
- learning is quick if a reward is given every time
- it motivates people if trial and error is failing
96
what is punishment ?
a coach will add an unpleasant stimulus to decrease undesired behaviour
a coach will take away a pleasant stimulus to decrease undesired behaviour
97
give an example of how a coach could add an unpleasant stimulus (punishment)
a netball coach will make the team complete 5 laps of the court for lack of effort in training
98
give an example of how a coach could take away a pleasant stimulus ?
a hockey coach will drop a performer from the starting 11 for missing training
99
how does punishment help performers ?
it weakens incorrect S-R bonds
it points out where changes to behaviour are needed
100
give an example of how punishments benefit performers
when the hockey player is dropped they understand that they need to attend training if they want to be in the starting 11
101
when is reinforcement problematic ?
- reward can become meaningless if overused
- reward can become more important than enjoyment of activity
- if used at the wrong time it can strengthen an incorrect S-R bond
- Ineffective if unspecific
- if negative can demotivate performers
102
what is the cognitive theory of learning ?
- learning is centered around thinking and understanding
- learning is best achieved by presenting the whole skill/problem go the learner
103
give an example of the cognitive theory of learning ?
a basketball coach explaining the benefits of a bounce pass in the context of a set play
104
how does the cognitive theory of learning work ?
1- the coach will present the whole skill to perform in a realistic situation
2- the learner has to think and understand the problem as a whole = insight learning
3- when practicing the learner will consider intervening variables to help them respond to a stimulus
4- the learner will use mental rehearsal of a past experience to help with learning
105
what is insight learning ?
the learner has to think about and understand the problem as a whole
106
what are intervening variables ?
influences that occur between the presentation of a stimulus and the learners response to it
107
give an example of intervening variables ?
the learner perceives the height of the tennis ball and the position of her opposition before executing a lob
108
give an example of using the entire cognitive theory of learning model ?
- a tennis coach explains the benefits of a lob in the context of a set play
-a tennis coach performs a lob against an active opponent during a rally on a full sized court
- the learner thinks about the lob in the context of a rally and understands why its used
-the learner perceives the height of a tennis ball and the position of their opposition before execution
- the learner recalls a situation where they attempt to a lob and they didn’t lose a point
109
when is the cognitive theory of learning beneficial ?
- performer develops better understanding
- performer may be able to apply a skill or tactic more effectively
- performer finds they make quick progress
- helps the performer when solving or using perception in the future
- enables performers to adapt in different situations better or to use schema
- can learn to self correct
- developing whole skill develops kinaesthetic feel
110
what are the drawbacks to the cognitive theory of learning ?
- performer might find the whole skill or tactic too difficult
- it can be ineffective for low organization, complex, serial, dangerous skills
- performer might give up easily (demotivation)
- learning might be slower if performer doesn’t understand skill or tactic
- performer may understand what to do but could be physically unable to execute the skill
- learning may not occur as successfully compared to watching and copying role models
- might not have past experiences to draw on
