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Sport > MLC > Flashcards

MLC Flashcards

1
Q

Structure of a training session

A
  1. Warm-up – Dynamic / Sport specific
  2. Skills – Explanation of new skill / Drill
  3. Fitness – Sport Specific / Timing
  4. Culmination – Modified game / linked to skills – future game
  5. Cool-down – Recovery / Injury prevention
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2
Q

Static to Dynamic

A

Involves the player starting with drills involving no movement (static) and progressing to drills involving movement (dynamic) and additional tasks.

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3
Q

Simple to Complex

A

Starting with a simplified or basic version of the skill and progressing to a more complicated or advanced version of the skill.

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4
Q

Shaping

A

When a simplified version of a skill is practiced

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5
Q

Chaining

A

Skill is broken down into parts, these parts are then practiced independently.

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6
Q

Different styles of coaching are chosen by

A

Age
Experience
Time of season EG Pre season v Finals
Situation

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7
Q

The Authoritarian Coach

A

Tends to make all the decisions
Very strict style of coaching
Defines clear team rules on and off the field
Well organized

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8
Q

The Democratic Coach

A

Delegates coaching tasks to senior players or support coaching staff
Allows input from others
Encourages good communication

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9
Q

The Casual Coach

A

Players prepare themselves for games and training
Lacks structure and planning
Minimal decisions made
Opportunity for players to “step up”
New coach steps back to see leaders emerge

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10
Q

Gross Motor Skills

A

Involve movement of major muscle groups resulting in large body part movement.

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11
Q

Fine Motor Skills

A

Involve movement of smaller muscle groups resulting in more precise movement. (hand – eye coordination)

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12
Q

Open skills

A

Open skills involve performing in an environment where information is constantly changing. Performers use experience, perceptual skills and knowledge to analyze a given situation during the course of the performance before adapting a suitable skill in response.

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13
Q

Closed Skills

A

Take place in a stable, predictable environment where critical information does not change during the performance of the skill. The skill is pre – learned, rehearsed movement pattern, that the performer tries to reproduce the same way every time eg diving, floor routine in gymnastics, shot putt. The environment has little influence on the performer

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14
Q

The Discrete, Serial and Continuous Continuum.

A

This continuum is influenced by how well defined the beginning and end of the performance is.

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15
Q

Discrete skills

A

Have clear beginnings and endings. eg a shot at goal

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16
Q

Serial skills

A

Made up of a number of discrete skills which are put together in a certain order eg changing gear on a manual

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17
Q

Continuous skills

A

Do not have clear a clear beginning or ending and it is impossible to define exactly where the skill starts and where it stops . e.g. – cycling, jogging

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18
Q

The Task Complexity Continuum

A

This continuum is based on how difficult the skill is to perform.
- The number of relevant cues that require attention
- The amount information that needs to be analyzed
- The number of available responses to select from
- Time available to analyze information and select response
- Task requirements – degree of speed and accuracy needed.

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19
Q

Simple skills

A

passing a ball to a team mate at training
No time pressure
One cue only
No opposition players
Speed not important
Accuracy important

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20
Q

Complex skill

A

Passing a ball to a team mate in a game situation
Time pressure
Many cues
Many available responses
Speed important
Accuracy important

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21
Q

The Pacing Continuum

A

This continuum is based on how much control the performer has over the timing of when the skill will occur.

22
Q

Internally - paced or self – paced skills

A

occur when the performer determines when to start the skill eg a golf shot, diving off the board.The timing of the start of the shot is determined by the player

23
Q

Externally paced skills

A

occur when the performer produces a skill at a time determined by an external source eg a sprint start, a block in volleyball. The timing of the execution of the block by the Brazilian player is determined by the movements and actions of the spiker

24
Q

What is feedback

A

Feedback is the information a performer receives about their performance of a skill.

25
Q

Internal Feedback (own thoughts)

A

Feedback received from sensory receptors inside muscles, joints and tendons which provide information to the performer about their execution of the skill

26
Q

External Feedback

A

External feedback is information received from outside the body. It is received by the sensory system and is seen, felt or heard.

27
Q

Concurrent Feedback

A

Provided during the performance either internally or through the coach. To change performance if need be, or if the feedback is positive, maintain current performance.

28
Q

Terminal Feedback

A

Provided after the movement has been completed by external source. The performer can only use this feedback to change future performance.

29
Q

Non – verbal feedback

A

Non – verbal feedback is feedback communicated to the performer without using words.

30
Q

Verbal Feedback

A

This is spoken augmented feedback provided by a coach or similar

31
Q

Positive Feedback

A

Positive feedback is feedback which recognises what was done well during a performance. Positive feedback from a coach is very important in helping young players in particular to maintain their motivation.

32
Q

Negative Feedback

A

Negative feedback is feedback which highlights
negative aspects of the performance or things
that went wrong. It can be demotivating to the athletes concerned

33
Q

Front Loading

A

Is the process that the coach sets up before an activity / session to focus his players attention on one or more key aspects of the upcoming session

34
Q

Two forms of feedback

A

Knowledge of Results and knowladge of performance

35
Q

Knowledge of Performance

A

Subjective feedback that a performer receives regarding the quality of their movement or technique.

36
Q

Knowledge of Results

A

Objective feedback which provides the performer with information regarding the success of their performance in achieving a desired outcome. It is an analysis of the result or outcome of the movement.

37
Q

Functions of feedback

A
  1. To motivate the performer– assure the performer that progress is happening.
  2. To Change Performance- what needs to be changed for future attempts if improvement is to occur.
  3. To Reinforce learning- reinforce learning or performance
38
Q

characteristics of specific feedback

A
  1. Specific, not general
  2. Constructive, not destructive
  3. Timely: Provided as soon as possible
39
Q

Phases of Motor Learning

A
  1. The Cognitive Phase
  2. The Associative Stage (practice stage)
  3. The Autonomous Stage
40
Q

First Stage of Learning: The Cognitive Phase

A
  1. Performer learns the nature and demands of the task.
  2. Performance level is inconsistent with frequent large errors – trial and error.
  3. Learner begins to develop the basic motor patterns for the task.
  4. Movements consciously controlled
  5. Demonstration of the skill prior to performance and immediate feedback to correct errors is vital .
41
Q

The Associative Stage (practice stage)- 2nd Stage Of Learning

A
  1. Characterised by plenty of practice to develop and consolidate motor programs
  2. Parts of the skill become automatically controlled
  3. Consistency improves
  4. Size and frequency of errors decreases
  5. External feedback is important but learner begins to understand and use internal feedback to change performance
  6. Feedback contains more specific information
  7. Some learners never move beyond this stage often due to a lack of motivation.
  8. The length of time in this phase varies depending on; Task complexity, Level of ability, Amount of practice
42
Q

3rd Stage of Motor Learning – The Autonomous Stage

A
  1. Performer’s movements are fluent, well coordinated and seemingly effortless
  2. Increased speed and accuracy of response to a given situation
  3. Attends to relevant cues only – selective attention is high.
  4. Little variability in day to day performance (consistent)
  5. Able to detect and self – correct errors
  6. Skills are automated (without thought)
43
Q

Transfer of Learning

A

Using prior knowledge of a skill to either enhance or hinder the learning process of a new skill.

44
Q

Three categories of transfer of learning

A
  1. Skill to skill transfer of learning- When the knowledge of one specific skill has an impact on the learning of another skill
  2. Theory to practice transfer of learning- The transfer of theoretical skills such as execution points into physical practice.
  3. Training to competition transfer of learning- Refers to the transfer of skills developed at training that mimics a competition situation.
45
Q

There are three effects of transfer

A
  1. Positive Transfer of learning- Occurs when skills and / or knowledge gained from a previous learning experience helps with the learning of a new skill.
  2. Occurs when the learning from a previously learned skill hinders the learning of a new skill.
  3. zero Transfer of learning- Occurs when the learning of a new skill is not affected either positively or negatively by previously learned skills.
46
Q

Information processing describes how performers;

A
  1. Take in large amounts of information from the environment
  2. Analyze and interpret the information
  3. Make decisions about what response to make
47
Q

4 stages of information prosessing model

A
  1. identification of the stimuli
  2. response identification/decision making
  3. response/output
  4. feedback
48
Q

Stage 1- identification of the stimuli

A

This stage involves the sensory mechanism detecting signals / cues in the environment (also known as the “display”). The information is gathered from both internal and external sources.
- High level performers are better at filtering irrelevant information while Relevant information is sent to the brain for further analysis and processing.

49
Q

Stage 2- response identification/decision making

A

The brain processes all the data received from the sensory system. This stage involves 3 sequential processes;

  1. Perceptual Mechanism / Stimulus Detection
    The perceptual mechanism analyses and interprets the data received from the sensory mechanism. This process is also known as stimulus detection and is influenced by the following; Ability of the sense organs, Strength of the cue, noise, Length of the cue, level of arousal and experience

2.Decision Making Mechanism- The response selected is influenced by past experiences, knowledge and skill level of the performer.

  1. Effector Mechanism /response selection- The effector mechanism and central nervous system prepare to produce the response selected as a result of the decision making process.
50
Q

Stage 3- response/output

A

This stage involves the neuromuscular system producing the movements required to produce the selected response.
1. Response time ⎯ the time taken from the presentation of a stimulus to the completion of the movement
2. Reaction time ⎯ the time between the presentation of a stimulus and the initiation of the response.
3. Movement time ⎯ the time taken from the initiation of the movement to the completion of the movement.

51
Q

Stage 4- feedback

A

The feedback can be internal, external intrinsic or external augmented.
- Feedback provided during the performance (concurrent) can be used to help achieve the goal of the task immediately
- Feedback provided after the performance (terminal) is typically extrinsic augmented and provides information about either the quality of the performance (qualitative) or result (quantitative) of the movement

Sport (26 decks)

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