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Sports Science > Learning and Skills > Flashcards

Learning and Skills Flashcards

1
Q

What is a Skill?

A

A skill is the learned ability to perform an action with determined results with good execution.

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2
Q

what skills do we focus on in sports?

A

motor skills

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3
Q

Motor Skills can be defined by?

A

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

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4
Q

characteristics of a skilled performer?

A

consistency, precise, confident, hard work

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5
Q

characteristics of an unskilled performer?

A

inconsistent, low confidence, low motivation, poorly executed

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6
Q

how can motor skills be classified?

A
  1. Movement Precision (muscular effort involved within the skill)
  2. Type of movement
  3. Predictability of the environment (the environment where the skill is performed)
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7
Q

why is skill classification helpful for coaches?

A

These work as a good starting point for coaches to evaluate the skill and describe the appropriate training and instruction.

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8
Q

what is Movement Precision?

A

Movement precisions describes the force exerted by the muscle to perform the skill.

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9
Q

what are the two categories of movement precision?

A
  1. Fine Motor Skills – recruitment of smaller muscles / muscle groups. Movement require precision. (dart throwing)
  2. Gross Motor. Skills – Recruitment of larger muscle groups and large parts of the body. Movement require less precision. (running, swimming)
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10
Q

what are the different Types of Movement?

A

Discrete Skills: Single movement with a distinct start and finish.

Serial Skills: Several discrete skills performed in sequence that creates a continuous performance. i.e. - Gymnastics floor routine or dance performance

Continuous skills: No distinct beginning or end. i.e. - Dribbling a basketball or running.

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11
Q

what is the predictability of the environment?

A

Open and closed skills: The classification is based on the extent to which a performer needs to adjust to the environment in which the skills are being performed.

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12
Q

what are the two categories of predictability of the environment?

A

Open Skills: Are performed in unpredictable environments. In an open environment, the conditions are constantly changing and the performer has limited control.

Closed Skills: Highly predictable environment. The performer has greatest control over the performance environment.

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13
Q

what are the stages of learning?

A

cognitive (beginner)
associative (competent)
autonomous (elite)

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14
Q

what is cognitive (beginner) learning stage?

A

Little knowledge of the skill or its performance.

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15
Q

characteristics of the cognitive (beginner) learning stage?

A
  • Many errors in performance
  • Gives lots of attention to understanding the task
  • Unable to detect and correct own errors
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16
Q

what do coaches need to do in the cognitive (beginner) learning stage?

A
  • Indicate what player needs to do
  • Break skill down
  • Demonstrate skill
  • Help detect errors
  • Clear and simple instructions
  • Positive feedback
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17
Q

what is the associative (competent) learning stage?

A

Can perform the skill but lacking accuracy, timing and context.

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18
Q

characteristics of the associative (competent) learning stage?

A
  • Consistent performance of the basic mechanics of the skill
  • Concentrates on refining skill
  • Improved ability to detect and correct errors
  • Some perception of important cues/information in a game environment
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19
Q

what do coaches need to do in the associative (competent) learning stage?

A
  • Provide relevant feedback
  • Provide opportunity to practise
  • Encourage athlete to monitor and analyse their own performance
  • Assist learner to recognise important cues/information in game environment
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20
Q

what is the autonomous (elite) learning stage?

A

Skill mastered, able to perform the skill automatically.

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21
Q

characteristics of the autonomous (elite) learning stage?

A
  • Performance almost automatic
  • Highly skilled
  • Very few errors
  • Able to adjust skills to game environment
  • Greater tactical and strategic awareness
  • Ability to detect and correct own errors
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22
Q

what do coaches need to do in the autonomous (elite) learning stage?

A
  • Introduce set plays, tactics and advanced skills
  • Assist athlete focus on tactics and game strategies
  • Match practice
  • Practice varied and engaging
  • Challenge the learner
  • Feedback to be very precise
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23
Q

what does practice need to take into account?

A

Practice needs to take into consideration the individual, the task and the environment for learning to occur.

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24
Q

what are the different practice methods?

A
  • Blocked or random practice
  • Whole or part practice
  • Massed or distributed practice
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25
Q

what is part practice? (types of practice)

A
  • All motor skills can be broken down into parts or segments.
  • Breaking a skill into parts can be very useful for beginners, who may become overwhelmed with a complex task. Below is an example of parts of a tennis serve
26
Q

what is whole practice? (types of practice)

A
  • Non beginners may benefit more from practicing the skill as a whole. A whole practice involves practicing the skill all together without breaking it into parts. For example hitting a serve all together..
  • More advanced athletes will practice the skill as a whole in more of a gameplay environment.
27
Q

what is Distributed practice? (distribution)

A
  • Involves shorter but more frequent training sessions.
  • More time is given for rest between tasks within the training session.
  • This model is adopted by professional teams and creates a better learning environment.
28
Q

what is massed practice? (distribution)

A
  • Involves the scheduling of less frequent training sessions that last for a longer period of time.
  • Rest intervals between tasks are also reduced compared to distributed practice.
  • Most non-professional sporting teams use this method because of other commitments.
29
Q

what is Blocked practice? (variability)

A
  • is practising the same skill continually without changing to a different task.
  • It is usually used with beginners who are trying to understand and reproduce the movement.
  • A closed environment should enable the beginner to quickly replicate the movement pattern.
30
Q

what is Random practice? (variability)

A
  • Is the varied sequencing of different motor skills in the same training session.
  • It is appropriate for performers in the intermediate to advanced stages.
  • Leads to greater learning when compared to blocked practice on a retention test.
31
Q

what does the amount of practice influence?

A
  • In general the more you practice, the more you learn.
  • Maximise skill practice within the time available.
  • In the interest of learner engagement, develop a sense of when it’s best to stop working on one skill and move to a new activity.
  • Be aware of the principle of diminishing returns.
32
Q

What is Feedback?

A

Any information received about a performance.

33
Q

why is feedback essential for sport?

A

Feedback is crucial to learning and refining skill and can be achieved in numerous ways. It comes from the feel of a performance, the outcome of an action and can be both positive and negative.

34
Q

what does feedback do?

A
  • identifies errors
  • allows modification
  • reinforces learning
  • provides motivation
35
Q

what are the types of feedback?

A
  • intrinsic
  • extrinsic
36
Q

what is intrinsic feedback?

A

Intrinsic feedback is the physical feel of the movement as it is being performed. It is what is felt by the performer as they execute a skill or performance.
eg - a skier feeling they are off balance and changing their technique as they ski so they don’t fall over.

37
Q

what is extrinsic feedback?

A

Extrinsic feedback is provided by external sources, during or after a performance. It can come from teachers, coaches, team-mates and also includes things that the performer can hear or see.
eg - a wheelchair basketball player can hear verbal feedback from a coach, comments from teammates, the response of the spectators and the referee’s decisions. The player can see where the ball goes and what the score is and so adjusts their feedback.

38
Q

how will feedback vary?

A

A coach will need to judge what type of feedback – intrinsic or extrinsic – is most effective in helping the performer to acquire and improve their skills. This will vary depending on the performer’s experience, ability and learning style. The following factors will help make a judgement.

39
Q

Advantages of intrinsic feedback?

A
  • Helps performers to focus on the feel of a skill
  • Helps performers to solve problems themselves
  • Helps performers to develop skills independently
  • Gives performers more time to practise
40
Q

Advantages of extrinsic feedback?

A
  • Provides new or additional guidance
  • Helps performers to identify problems
  • Offers solutions to problems
  • Prevents performers from reaching a dead end
41
Q

what feedback will most performers benefit from?

A

Most performers benefit from a mix of intrinsic and extrinsic feedback. Generally, novices and experienced performers will seek different types of feedback at different times.

42
Q

what is a Novice (Cognitive Stage of Learning) and what feedback do they need?

A

A novice can be thought of as a beginner. When a performer is new to a sport, they may need more extrinsic feedback to start with. This helps them to acquire the basic skills. However, novices should also have time to practise on their own so they can begin to get a feel for and grasp those skills.

43
Q

what is an Experienced (Autonomous Stage of Learning) and what feedback do they need?

A

An experienced performer, who is familiar with the sport, will have acquired the basic skills and may have developed into an elite performer. They may need more intrinsic feedback to refine and master those skills. However, experienced performers will also need extrinsic feedback to overcome persistent problems and to develop more complex skills.

44
Q

what times can feedback be given at?

A
  • concurrent/continuous
  • terminal
45
Q

what is concurrent feedback?

A

Concurrent feedback is experienced by the performer whilst completing the action. For example, a gymnast will experience feelings of being in a balanced positioned whilst they successfully complete a handstand.
It is often the case that that concurrent feedback is also intrinsic feedback.

46
Q

what is terminal feedback?

A

Terminal feedback is experienced by the performer once the movement has been completed. For example, a cricketer receives terminal feedback about the quality of their shot once the ball reaches the boundary.
It is often the case that terminal feedback is also extrinsic feedback.

47
Q

what two areas of knowledge is feedback based on?

A
  • knowledge of results
  • knowledge of performance
48
Q

what is knowledge of results?

A

Knowledge of results focuses on the end of the performance, for example, the performer’s score, time or position. It is sometimes called terminal feedback.

49
Q

what is knowledge of performance?

A

Knowledge of performance focuses on how well the athlete performed, not the end result. For example, a golfer may receive feedback that they have putted very well even if their drives were less effective.

50
Q

what is positive feedback?

A

feedback reinforcing successful outcomes or techniques

51
Q

what is negative feedback?

A

feedback illustrating errors in the performance of a skill

52
Q

what is constructive feedback?

A
  • Motivate athletes with supportive, informative statements soon after performances.
  • A common technique is positive-negative-positive, where the coach points out what went well, and specific areas where the athlete can improve, then ends with another positive comment.
53
Q

what should coaches consider when providing valuable feedback to a specific individual?

A
  • How the person receives the feedback should be tailored to the individual
  • Know your players
54
Q

What is a coach?

A

One who instructs players in the fundamentals of a competitive sport and directs team strategy.

55
Q

what are the roles of a coach?

A
  • educator
  • motivator
  • planner
  • role model
  • fitness adviser
56
Q

what are the three main styles of coaching?

A
  • Authoritarian
  • Democratic
  • Casual
57
Q

what are coaching styles influenced by?

A

They can be influenced by personality, experience, type of sport, age and gender of athletes.

58
Q

what is an authoritarian coaching style?

A
  • Autocratic
  • Strict and disciplined
  • Thoroughly prepared and organised
  • One way communication
  • All decisions made by the coach
  • Often critical and harsh towards those that fail
  • Winning is vital and is the only goal
  • Often not a good style for the deep thinker and sensitive players
  • A team orientated coaching style
59
Q

what is a democratic coaching style?

A
  • Have a plan although will negotiate with the players
  • Form good relationships with players
  • Athlete centred
  • Communication is open and encouraged
  • Decisions lead by coach but with some consultation with players
60
Q

what is a casual coaching style?

A
  • Highly relaxed, easy going
  • Lack of planning and organisation
  • Coach by instinct
  • Assists only when advice is sought
  • May appear to lack real commitment
  • Can develop independence in the players
  • Can leave players uncertain of how to train and improve
  • Players can feel under valued and unsupported

Sports Science (3 decks)

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