mid-year exam Flashcards
(113 cards)
1
Q
motor skills
A
a motor skill is a voluntary muscular movement that involves specific movements of the bodys muscles to perform a certain task. eg = running, throwing a ball, swimming
2
Q
motor programs
A
a motor program is the set of instructions held in memory that is sent to the muscles resulting in movement
3
Q
sub routines
A
smaller components of a motor program, when performed in the correct sequence produce skilled movement
example = tennis = grip, stance, ball toss, backwards swing, forward swing, ball contact, follow through
4
Q
3 factors motor skills can be classified in
A
- movement precision
- type of movement
- predictability of the environment
5
Q
fitts and posner model of stages of learning
A
- cognitive (understanding)
- associative stage (practise)
- autonomous stage (automatic)
6
Q
movement precision
A
- fine motor skills = involves precise movement often using small muscle groups eg. bouncing a ball before a serve
- gross motor skills = often a whole body movement using many and/or large muscle groups eg. dance
7
Q
types of movement
A
discrete = having a distinct beginning and ending eg .kicking a ball
continuous = having no definite beginning and ending eg. running, walking
serial = number of discrete skills performed in a movement sequence eg. gymnastics
8
Q
environmental predictability
A
open = performed in an environment that is unpredictable or requires the performer to adapt their responses to the environment eg. white water rafting
closed = performed in an environment that is predictable & stable. they are self paced
eg. diving routine
9
Q
cognative stage
- what it is
- characteristics
- coach tips
A
= identification and development of the components of the skill. you learn what is needed to perform the skill.
characteristics = make many errors, broken down into smaller parts, get an idea of the skill
point for the coach = provide an accurate demonstration, give clear instructions, don’t overload information
10
Q
associative stage
- what it is
- characteristics
- coach tips
A
= the practise stage where the performer become familiar with sequence and timing
- recognises errors themselves, develop anticipation & timing, know how to do the skill not just what to do
- practise in competition simulated situations, specific feedback, challenge performer by increasing intensity
11
Q
autonomous stage
what it is
-characteristics
-coach tips
A
= developed the learnt skill so that it become automatic, little or no conscious thought
- effortless movement, little to no thinking, performer can identify and correct their own errors
- chucking, continue to focus on little components to perfect
12
Q
factors affecting skill acquisition
A
- gender =
- age = younger children can process information easier than adults
- previous experience
- motivation
- quality of instructions
13
Q
practise types
A
- massed
- distributed
- whole
- part practise
14
Q
biomechanics
A
= biomechanics is the science concerned with the internal and external forces acting on a human body or object and the effects produced by these forces
15
Q
massed practise & distributed practise
A
massed - practising a skill consistently and continuously until it has been learnt
= can lead to fatigue and lack of motivation eg. basketball
distributed - short, frequent practise sessions with rest intervals
= reduces fatigue, increases motivation
eg. match play
16
Q
whole practise & part practise
A
whole - involves learning the skill in its entirety
eg. golf
part - it is the learning of skills broken down into part or subroutines
progressive practise = whole and part practise. a skill is taught by learning the parts before practising as a whole
eg. diving
17
Q
fixed/drill practise & varied practise
A
fixed/drill - when the same movement skills is practised over and over again = repetition, environment does not change : hockey shooting
varied - practising skills in varied environments to help with open environments
18
Q
problem solving
A
= learning through discovery and investigation, players develop a good understanding of strategies and game plans
19
Q
schema
A
= rules which we learn in order to execute skills in differing environments and situation
= knowing how much force to apply to a ball when throwing it 10m apposed to 40m
20
Q
information processing model
A
sensory input
]
Processing/ decision making
]
output
]
feedback
21
Q
sensory input
A
information from the external environment is received through the senses.
22
Q
processing decision making
A
stimulus identification = once the stimulus is received it has meaning attributed to it from memory
response selection = the response from the chosen stimulus must be decided
response programming = the correct response must be prepared by the motor system to initiate the required motor program
23
Q
output
A
= movement that occurs as a result of the initiation neurons
- responding to a situation
24
Q
feedback
A
= all the information a person receives about the performance
25
receiving information
information from the external environment picked up by the senses hearing, sight, touch and taste
26
cues and senses
a cue is all the information present in the environment
senses gather information such as the speed of the ball, the position of the fielders
27
noise
noise is irrelevant information/cues.
28
selective attention
| - how can a coach improve selective attention
a performers ability to block out irrelevant information and only attend to relevant cues
- relevent cue stand out = brighter ball
- using language suited to performer = consise and clear
29
signal detection
determining whether or not a signal is present
| eg. how hard a balls been hit
30
orienting
is looking to the correct part of the environment for important information in order to ensure that vital cues are detected
31
reaction time
the amount of time between a stimulus and the first movement initiated in response to it.
eg. 100m sprint start- reaction time out of the blocks
32
response time
the time from the initial stimulus to the completion of the task
ie. reaction time + movement time
eg . catching a ball
33
movement time
the time taken to complete the tasks (movement) after it has been initiated and finishes when your last movement has occurred.
eg. total time to finish a swimming race
34
importance of RT
- shortened RT overall
- athletes with fast RT means they can start movement earlier
- more MT
35
factors affecting R.T.
Gender = generally males have a shorter RT than females
the psychological refractory period = information processing system can only deal with 1 cue at a time, therefore if a second stimulus is present before the first one can be processed the reaction to the second stimulus will be delayed
36
simple reaction time
simple reaction time is when there is only one stimulus to react to and only one response
37
choice reaction time
is the time lapses between the presentation of several stimuli and several responses
- usually in team sport
38
whats hick law
- hicks law states that there is a relationship between the number of stimulus presented and reaction time
- as the number of stimulus response alternative increases so does the time taken to respond
eg. basketball = if it was a 1v1 you have one stimuli to focuse on meaning your RT would be faster than what it would be if it was 2v2
39
the psychological refractory period
the information processing systems can only deal with one cue at a time which can take up to 0.5 sec therefore if a second stimuli is present when the first stimuli is still being processed the reaction time to the second stimuli will be delayed
40
anticipation
= refers to the process by which a performer prepares to initiate a particular response before the appearance of the appropriate signal
eg. a tennis player see their opponent start their stroke from underneath the ball, they might anticipate a topspin
- reduce RT
41
temporal anticipation
this involves predicting WHEN an environmental event will occur
eg. anticipating when the umpire is going to throw the ball up in AFL
42
spatial anticipation
- this relates to anticipation that can involve predication about WHAT will happen in the environment
- will allow player to organise a response in advance
eg. tennis player who anticipates that an opponent will hit a lob to get out of a tricky situation and buy time
43
memory
= the ability to recall information through encoding (understanding and meaning)
44
memory encoding
memory storage
memory recall/retrieval
memory encoding = information comes into our memory system from sensory input
memory storage = where the information is stored
memory recall/retrieval = this refers to accessing the information needed
45
memory capacity
the ability to store information is based on the amount of encoding
short term sensory storage = unlimited up to 1 second
STM = 5-9 items for 60 second
LTM = unlimited, permanent
46
STSS
short term sensory storage = has the ability to receive much information but will retain it for a very brief time (1 second)
47
STM
= information from STSS is filtered via selective attention and what passes is usually what's most relevant to the performer
48
LTM
= long term memory exists for information which has been repeated or rehearsed. its the permanent storage area.
eg. riding a bike
49
factors affect STM
```
relevance and meaningfulness
interference (distractions)
overloading
chunking and coding
rehearsal and practise
```
50
overloading
STM is limited to 5-9 items of information and only be retained for 60 seconds. any number over this means that information may not be retained and lost due to overloading
51
chunking and coding
chunking (putting single pieces of data together into groups). chunking is the process of organizing objects into meaningful wholes. the use of chunking increases the number of items we are able to remember
52
relevance and meaningfulness
- you will find it easier to remember information if it is relevant to what you are attempting to achieve. you can transfer information to STM if the information is relevant
- specific instructions
53
rehearsal and practise
- you must rehearse information for it to be transferred into STM. it is vital that the rehearsal occurs asap
- do different practices, helps to get into STM
54
interference
- 'noise' can interfere with your ability to concentrate on sensory information and transfer it to STM
- crowd, other player, dance routine when music cuts out
55
influence of selective attention on STM
- if we selectively attend to what is most relevant to the situation if the information is processed it will go to STM whilst the things that aren't relevant will be lost. Items of information will only remain if we are giving them attention
56
muscle memory
LTM
| - muscle memory is the ability to perform a skill without conscious effort. this is usually due to repetition of a skill
57
mains roles of feedback
motivate = receiving information can play a strong motivating role for performers. KR & KP makes the task seem more interesting, keeps the learner alert
reinforcement = feedback ca reinforce efficient motor programs and schema. KR will reinforce to the learner that the movement they have developed is working efficiently
instructing = feedback specifically instructs the learner about aspects of movement which need changing during movement
inform and improve = feedback provided to assist players to improve future performance
58
sources of feedback
Intrinsic/Internal = - sensory feedback. this sensory information arises as a natural consequence of producing a movement
- it is information that comes from the senses both during and after movement pattern
Extrinsic (augmented/ external) = information provided to the learner from an outside source
- extrinsic feedback provides information about the outcome of the movement
- feedback from other people such as coaches, team members
59
KR
- knowledge of results is the feedback which provides information about the outcome of a performance. usually from external sources eg coach
eg. the ball landed 250 meter down the fairway
60
KP
- knowledge of performance indicates the technical correctness or quality of the movement. thus it is the information about the movement patter and/or sub-routine that the athlete has performed either correctly or incorrectly
- gold = good swing, your hands folded nicely
61
Timing of feedback
Continuous = feedback that is provided from many sources during the execution of the skill
Terminal =this is feedback that is provided after a skill has been performed
62
flexion & extension
flexion = flexion is a bending movement which brings bones closer together
eg. when the elbow flexes it brings the ulna & radius closer to the humerus
extension = the movement of the joint resulting in an increase in angle between two bones
eg. by extending the arm away from the midline its increasing the angle
63
abduction - adduction
abduction = movement away from the midline
eg. movement of the femur lateral from the midline
adduction = movement towards the midline
eg. movement of the femur towards the midline
64
anterior - posterior
anterior = frontal plane of the body
eg knee is on he frontal plane
posterior = dorsal back of the body
eg. shoulder blades are posterior
65
kinematics
- kinematics is the area of biomechanics that studies the description of motion. this includes how fast how far and how consistently a body moves
66
linear motion
- the motion of the body in a straight line all body parts move in the same direction
eg ice skater holding a glide
67
angular motion
- movement of all parts of an object that move around a fixed point
```
internal = shoulder joint
external = uneven bars in gymnastics
```
68
general motion
the combination of linear and angular motion
69
projectile motion
- a projectile is a body that moves through the air
| eg. human body, tennis ball
70
factors affecting projectile motion
shape = streamlined shapes travel better due to less drag eg. aerodynamic helmet
spin = top spin, back spin , side spin change the shape of the parabola
air resistance = when a projectile passes through the air , it creates drag
velocity of release = the harder a ball is hit or thrown the higher and further it will travel
angle of release = coaches need to ensure that the correct angle of release is used by participants
height of release = the higher the point of release the further the projectile will travel
71
kinetics
- kinetic is the area of biomechanics that studies influence on the movement of a body
72
mass
- mass is the amount of matter that makes up an object
73
force
- force is the pushing or pulling effect of a body
74
newtons 1st law of motion
- a body continues in a state of rest or state of motion unless acted upon by a force (inertia)
75
newtons 2nd law of motion
the rate of change of acceleration to a body is proportional to the force applied
- f = m x a (m/s2)
- a = f divided by m
76
newtons 3rd law of motion
- for every action there is an equal opposite reaction
momentum = mass x velocity
77
levers
the human body is made up of levers in the forms of bones, with the joints acting as axis
78
base of support
- the area of the supporting base of an object is directly related to its stability. the greater the area of support the greater the degree of stability
79
stability
- stability is the body's ability to remain in a state of balance
- stability can be static (stationary) or dynamic (moving)
- eg. lowering centre of gravity by bending knees will help with stability
80
centre of gravity
- the centre of gravity of an object can be described as the centre of balance or centre of weight
eg. high jumpers move their centre of gravity to get over the bar
81
momentum
- momentum is a measure of the amount of motion by a moving body
82
steps in biomechanical analysis
- using observation = naked eye (normal speed), video analysis (speed up and slow down)
- determine objective = state the objective of the skill (first phase)
- movement patterns = place a skill within a pattern of movement
- detect errors = using analysis to detect errors & provide information to improve sub-routines or motor program
- starter mechanisms = include movements which are used in a skill that appear to have little relevance to the performance
- skill phases = break the skill into meaningful phases
83
energy
- energy can be defined as the capacity or ability to perform
- all energy for body functions comes from the breakdown of ATP (adenosine trisphosphate)
84
role of ATP
(adenosine trisphosphate)
- ATP is a chemical that serves as an immediate source of energy
- it is made up of adenosine and three phosphates
- the phosphates are linked together by high energy bonds
85
ATP splitting
the high energy bonds contain energy which causes the ATP to split to ADP and is known as ATP splitting
- the energy cause the muscle to contract
86
energy sources that replenish ATP
ATP-PC system/ ATP- CP, Phosphagen system
lactic acid system, Anaerobic glycolysis
Aerobic system/ Oxygen system, Aerobic glycolysis
87
ATP storage
- stored ATP already present in the muscles can power contractions for 2 seconds
- thus our muscles can only store limited ATP, ATP splits to release energy and then process is reversed to generate new ATP which is ATP resynthesise
88
Creatine Phosphate - PC, CP, PCr system
- what reaction
- food fuels
- Creatine Phosphate is a molecule similar to ATP in that it is a chemical that splits releasing energy
- the energy is used for the reaction: ADP + P =ATP
- the food fuels are
carbohydrates
fats
protein
89
carbohydrates
- two types
food sources
- what happens to carbs in the body
- the primary source of ATP
- Complex carbs = starches, low GI ( bread, grains, pasta)
- simple carbs = High GI (lollies, potatoes, fizzy, white bread)
when carbs are digested they are converted to glucose for blood transport and then stored as glycogen in the muscles and liver.
90
fats
- what happens in the body
- food sources
- fats are the major source for long endurance activities
- fats are broken down to fatty acids, which circulate in the blood and triglycerides which are found in the muscles or liver stored in the adipose tissue.
- nuts, meats, oils
91
proteins
- protein contains amino acids which are important for growth and repair, only minimally contribute to ATP production
- when the body has severely depleted stores of carbs and fats amino acids can be used to provide energy
92
ATP-PC system/ Phosphagen system
- once ATP stores are depleted we begin to produce ATP by splitting the chemical fuel phosphocreatine.
- thus: PCr + P +Cr - ADP + Pi = ATP
- 8-10 seconds of ATP production, at a very rapid rate. It is used at the start of sub maximal exercise and during very short, intense exercise efforts of high intensity such as sprints, throws and jumps that take less than ten seconds.
93
Lactic acid system / Anaerobic glycolysis system
- this system allows ATP to be reformed using the muscles glycogen stores
94
Aerobic system
95
Aerobic Glycolysis
- occurs in the muscle cells (cytoplasm), this only occurs when carbs are used as fuel
- glycogen is broken down into glucose which is then broken down into pyruvic acid releasing small amounts of ATP
96
Krebs Cycle
- occurs within the mitochondria fuel and oxygen enter the krebs cycle. Pyruvic acid (carbs), fats or protein can be used as fuel in this stage.
- oxygen combines with carbons producing CO2 as a by product the CO2 diffuses into the blood and then carried to the lungs and eliminated
- hydrogen ions are produced and go to the next stage
97
Electron transport chai
- occurs within the mitochondria
- H and O2 mix to form H2O, heat and water are produced as by products. water diffuses into the tissue and blood and my be sweated or urinated or breathed out
- a large amount of ATP is produced
-
98
Energy Continuum
- all three energy systems work together to meet energy demands, the contribution of each is determined by the duration, intensity, cardiovascular fitness and type of activity
99
muscle fibre types
slow twitch = slow twitch are suited to endurance activities light exercise
eg. long distance
fast twitch IIa = moderate exercise
fast twitch IIb = high inensity, short duration eg sprint
100
aerobic steady state
aerobic steady state is when there is a balance between the amount of oxygen required for the activity and the amount of energy being supplied aerobically
101
oxygen deficit
- when the body would rather produce the energy aerobically. when it cant do this it will enter an O2 deficit, as moving from rest to exercise without letting our systems sufficient time to start working the body will use the anaerobic energy sources
102
VO2 & VO2 max
VO2 = the amount of oxygen taken up and used by the body to produce energy
VO2 Max = the maximum amount of oxygen that can be taken up, transported to and consumed by the working muscles to produce energy.
103
acute responses
- only last for the duration of the exercise
104
chronic circulatory respiratory adaptations
at rest = increased stroke volume, decreased blood pressure, decreased cardiac output
during submaximal exercise = decreased heart rate, increased stroke volume, decreased blood flow
during maximal exercise = increased VO2, increased cardiac output
105
chronic muscular adaptations
- endurance training
| - non-endurance training
106
O2 transport in muscles
107
absolute and relative VO2 Max
absolute = VO2 max is expressed in L per min, body size isnt taken into account
relative = body size is taken into account by dividing the person absolute reading by their weight using mL/Kg/min
108
LIP
- LIP reflects the balance between lactate entry into the blood and lactate removal from the blood it is the last point where these two factors are balanced
109
acute responses
acute responses to exercise are those changes which occur in the body between rest and exercise and only last for the duration of the exercise
- acute responses occur due to the working muscles needing greater oxygen supply during exercise
110
chronic response
long term adaptations
| are changes that occur over longer time durations due to the effects from training
111
myoglobin
The main function of myoglobin is in aiding the delivery (diffusion) of oxygen from cell membrane to the mitochondria where it is consumed
112
buffering
The increased performance after LIP training results from educating the body’s buffering mechanism
113
muscle hypertrophy
an increase in muscle cells
