Paper 2 - Skill Acquisition Flashcards

Question

What is Whole-Part-Whole Practice?

Answer 1

Is where the performer attempts the whole skill first in its entirety, then practises a subroutine in isolation before putting them back together again to practise the skill as a whole. (more info on practice doc - read out loud to self)

Answer 2

A skill that is broken down into subroutines which can be seen as links to a chain. The performer learns one link at a time (isolate the subroutines) then adds a second link. 2 links then practised together (progressively chained) and then a third link and so on, until links can be practised together as a whole. This is also known as chaining. (more info on practice doc - read out loud to self)

Answer 3

Massed practice, distributed practise, fixed practise, varied practise

Answer 4

Practising a skill without a break (occurs when an activity is repeated continuously over a period of time with very little or no rest periods). (more info on practice doc - read out loud to self)

Answer 5

Short, frequent practice sessions interspersed with rest intervals. Rest intervals could allow for (recovery, feedback, learn new skill or mental rehearsal). (more info on practice doc - read out loud to self)

Answer 6

Practising in a stable and predictable environment, with practice conditions remaining unchanging and fixed. (more info on practice doc - read out loud to self)

Answer 7

Practice that takes place with a variety of different situations to allow the performer to experience a range of different experiences. (more info on practice doc - read out loud to self)

Answer 8

Feedback occurs as a result of the movements we make and is used to compare our performance with what we intended to do. Should help with improvement.

Answer 9

Feel of movement, detected by proprioceptors, helps autonomous performer to correct movements, helps with fluency

Answer 10

Information about the kinaesthetic feel of the movement that comes from within the performer E.g. Performer physically feeling that they hit the sweet spot with a badminton racket + effective for autonomous / instant feedback / self detection & correction of errors - ineffective for cognitive / may not be accurate kinaesthetic feel / different sensory effectiveness (some gain more feedback and improves more then others)

Answer 11

Information that comes from an external source to the performer that an be received by the visual or auditory systems E.g. Coach says they have performed a cartwheel correctly + effective for cognitive stage / objective (factual) / increase confidence & motivation - may be over reliant (lack kinaesthesis) / inaccurate if coach lacks knowledge / TMI = overload performer

Answer 12

Gives information about a successful outcome and is often praise or positive comments about performance which can be intrinsic or extrinsic E.g. praising a teammate for successful layup in basketball + effective for cognitive / strengthens S-R bond / reinforces skill learning (when things are good) / motivates & confidence - ineffective if isn’t specific enough / strengthen wrong S-R bonds if used when it shouldn’t / lose effect when used too often

Answer 13

Information about an unsuccessful outcome/performance which can be criticism and focus on poor aspects of performance an can be intrinsic or extrinsic E.g. Coach criticising netball paper for poor pass into the shooters + effective for autonomous (refining skills technique) / specific = know what is wrong / motivating (increase determination and strive for higher performance) - ineffective for cognitive / lose confidence and motivation / not specific = don’t know how to improve / hinders performance if incorrect feedback given

Answer 14

Information about how well the movement was execute (technique) and concerns the moment and the quality of it, normally external but can be internal due to kinaesthetic awareness E.g. Coach explaining to performer what went well in their javelin throw + cognitive (understanding & improve), autonomous (refine technique) / kinaesthetic awareness / motivate & confidence / immediate corrections during match - inaccurate = decrease performance / overload performer = confusion / gradually given for beginners

Answer 15

Information about outcome of performance can be intrinsic and extrinsic and is terminal (comes at the end of the performance), can be positive or negative and is important in improving the next performance of the movement E.g. You ran the 100m in 12.5 seconds + measurable & objective / successful KOR strengthens S-R bonds / motivates & confidence/ effective for cognitive and autonomous (all need to know if successful) - statistic based (ineffective for cognitive) / may decrease confidence etc as may have played well & score not reflected / used after performance / not used in aesthetic sports (e.g. gymnastics as that focuses on technique

Answer 16

As a coach you have to decide the best way to transmit knowledge. There are 4 types and the type chosen depends on : Personality Motivation Ability of performer Situation Nature of skill being developed

Answer 17

The learner watches a model to form a mental image of the skill. (demonstrations, videos, charts and other visual aids) E.g. individuals watch a demonstration of front crawl arms by their teacher. + mental picture created/cognitive stage/understand movement requirements & error correction/encourages observational learning (draw attention to important cues) - poor demos = bad habits/coach show inaccurate demo/demo to complex or quick to be effective/no feedback so less effective for autonomous

Answer 18

An explanation of how to perform the specific activity. Spoken instructions telling what to do. E.g. coach telling their football team what tactics they should use in a game. + builds knowledge from visual/info result in improved performance/weaknesses highlighted and addresses/focus on key aspects & relevant cues/detail aid’s understanding or focus on tactics - info overload/unclear & incorrect info = inhabit skill development/skills too complex for verbal alone/ boring & demotivating/not understanding terminology leads to confusion

Answer 19

Learner is given physical support by a teacher/coach. Involve moving the joints or limbs. E.g. coach physically supporting a gymnast to perform a back walkover. + reduce fear from dangerous sports/increase confidence, try on own after/kinaesthetic feel/cognitive stage - not like coach touching/reliant -> lack confidence/false sense of kinaesthesis/intrinsic feedback incorrect -> bad habits/relevant for only some skills & difficult for some skills

Answer 20

Learner uses equipment or apparatus to help performance? The equipment being used supports the body through the movement E.g. using a harness in trampolining when learning how to perform a front somersault + reduce fear/build confidence/increase safety/kinaesthesis development/cognitive stage - over restrictive & lack control of movements/reliant = lack confidence/false kinaethesis/intrinsic feedback incorrect = bad habits/limited support for all sports so not many sports use

Answer 21

Visual - demo accurate/avoid info overload, focus few aspects/position of learner allows gain max benefit of demo/demo repeated = formation of mental image Verbal - some not explainable/direct verbal good for early learning stage/verbal hold attention (not too long, lose attention)/question technique encourages development and confidence Manual - different support levels/remove soon as -> confidence & independence/participate fully avoid neg effects on motivation Mechanical - remove soon as -> confidence & independence/participate fully avoid neg effects on motivation

Answer 22

The influence that one skill has on the learning of another (Rarely learn new without any previous knowledge, common when learning motor skills, increases when two tasks are similar) Positive, negative, proactive, retroactive, bilateral

Answer 23

Common to learn basic skills first and then build on to achieve more sophisticated skills E.g. primary school, PE teaches fundamental motor skills (FMS) of running, jumping, throwing, catching, etc Basic skills can be transferred into more complex activities such as netball and football

Answer 24

Learning of one skill enhances learning of another skill E.g. throwing a javelin develops from the experience of throwing a ball

Answer 25

ALWAYS GIVE EXAMPLES WHEN EXPLAINING - teach similar skills close together - don’t teach conflicting skills at same time - make sure previous skill well learned - emphasise similar movements/elements - praise when positive transfer occurs - teach FMS first - practices realistic/game related - utilise progressive practices

Answer 26

Optimise positive transfer of learning S - similar skills W - well learnt first skill EE - emphasise transferable elements P - praise/positive reinforcement

Answer 27

Learning of one skill hinders learning of another E.g. tennis player when playing badminton, may not generate enough power to hit shuttlecock effectively due to normally playing with firm wrist but now needing flexible wrist for badminton

Answer 28

CAUSES - performer misunderstands movement requirements - familiar stimulus require different response - conflicting skills taught closely together - practice environment different to competitive environment - different skills appear similar but aren’t LIMITING - grooving skills (throughly learned before moving on) - clear + concise demonstrations - progressive practice (build up skills) - conflicting skills (avoid close together) - realistic/game related practice/environment - highlight differences

Answer 29

Previously learned skill affects learning of new skill E.g. knowing how to throw helps learn an overarm bowl in cricket

Answer 30

Current learning of new skill affects performance of previously learned skill E.g. golf drive (new skill) affects performance of hockey hit (previously learned skill) as your swing will be too high

Answer 31

Learning is transferred from limb to limb (e.g. arm to arm) E,g. Footballer dominantly right footbed leaning to shoot with left foot (2 stages, cognitive = understanding what is required, motor programmes transferred = pattern of movement learned by one limb is subconsciously transferred to other)

Answer 32

Supports schemas theory (all info needed to make a movement decision is stored in LTM) - motor programmes clustered and changeable to respond to a situation - transfer helps build schema (positive transfer increased if performer has a breadth of experience) E.g. positional play for experienced footballer could transfer positively if took up hockey (invasion games)

Answer 33

Operant conditioning 1. The teacher presents a stimulus in a relevant sports situation 2. The learner, through trial and error, will react to the stimulus 3. When the learner reacts to the teacher will then shape or modify the behaviour 4. When the learner performs the correct response, the teacher will use positive reinforcement or a reward

Answer 34

Connecting a S-R bond Trial & error learning Correct response is rewarded, this reinforces the correct response This behaviour is shaped (changed) E.g. passing in football (stimulus = free team mate, response = successful pass to them)

Answer 35

Structure the conditions - manipulate the environment so that the focus is on the desired outcome E.g. Passing the ball through a target/mini goal Trial and error - multiple attempts at the skill E.g. 5 attempts at passing through the target Behaviour shaping - successful attempts form a response E.g. Successfully passing through the target form the correct passing response

Answer 36

Positive reinforcement - Praise used to strengthen S-R bonds towards desired response E.g. Coach saying well done for passing through the target Negative reinforcement - Removal of a negative stimulus to strengthen S-R bind towards the desired response E.g. Coach stops saying ‘bad pass’ when a successful pass is made Punishment - Negative stimulus to weaken S-R bond towards undesired response E.g. Coach giving 10 laps for missing a pass

Answer 37

Thorndike proposed 3 laws which he thought should be taken into consideration when trying to connect S-R binds Law of exercise The response should be practised and rehearsed for learning to take place. Skills improve through training so you train more E.g. Netball player continuously practises her footwork when catching a ball, she is more likely to imitate this response during a competitive game Law of readiness Performer should be physically and mentally capable to perform the skill E.g. If a swimmer is incapable of swimming a length then a coach may shorten the distance Law of effect The effect of the response dictates the next response If the response is followed by positive reinforcement (S-R bond strengthened) If the response is followed by punishment (S-R bond will be weakened E.g. Of beginner football player performs a good pass to a free player and their coach praises them, it is more likely that the player will repeat this and perform the skill successfully again

Answer 38

- Helps performers to form correct S-R bonds - Coach has an influence to correct learning - Manipulation of the environment allows the performer to learn the correct response - Positive reinforcement leads to skill learning, strengthens S-R binds and increases confidence and motivation - Learning is quick if reward is given - Effective for young performers - Can be utilised at any stage of learning

Answer 39

- Associated with the brain and mental processes to learn and solve problems - Theory based on Gestaltism and problem so,vine - Believes that ‘the whole is greater than the sum of its parts’

Answer 40

Whole learning - Proposes that skills are learnt best as a whole E.g. learn arm and leg action together for front crawl Intervening variables - Use of mental processes such as mental rehearsal E.g. visualising front crawl action successfully before attempting Perception - Interpretation of information E.g. interpret the timing of arm and leg movements Past experiences - To formulate new ideas E.g. past experience of other strokes to help learning front crawl Insight learning - The use of intuition E.g. using intuition to work out the time of arm and leg movements to complete front crawl

Answer 41

Most effective for : Autonomous performers Have the mental processes to use mental rehearsal Have the level of insight to use intuition Less effective for : Cognitive performer Do not know what the skill looks like Haven’t got a mental picture to help solve the problem

Answer 42

- Theory proposed by Bandura - States that our behaviour is determined by the situation or social environment - Behaviour is, therefore, created through a process of observing others and imitating their behaviour

Answer 43

Demonstration - Coach showing how to perform a skill E.g. passing in football Attention - Observer must focus on key points of the demonstration E.g. side of foot when passing in football Retention - Memorising key points via mental rehearsal and repetition E.g. repeating a pass in football Motor reproduction - Being physically and mentally able to match the demonstration E.g. being physically able to pass with the correct technique Motivation - Drive to match performance E.g. coach using praise will increase drive to match demonstration

Answer 44

More likely to copy model if : - Significant other (someone you look up to, coach, role model) - Similar to us (same age, gender, race, sport, position) - Model’s behaviour is reinforced and praised - Model is warm, friendly and attractive to the observer - Demonstration is of a high standard, accurate and successful - Observer is focused on relevant cues and can remember what they have seen - Visual guidance - Demonstration is repeated - Observer is motivated to copy the model

Answer 45

Perception - Stimulus identification (as info received from environment the performer need to make sense of. Interpret it & identify elements that are relevant and important). 3 elements = detection, comparison & recognition Selective Attention - Sorting out relevant info from many that are received. Irrelevant info is filtered and not attended too.

Answer 46

Drawing on bamboo Example is catching the ball in cricket. Input - Refers to the information received from the surroundings. E.g. When catching the ball a cricketer will receive information about the ball, the batter and surrounding players. Short term sensory store - The area of the brain which receives information and holds it for a short time (less than a second) prior to processing. Very large storage capacity (limitless). Information deemed unimportant is lost and forgotten and replaced by new information (selective attention). E.g. Focuses on speed, direction and trajectory of the ball (selective attention) Short term memory - The part of the brain that keeps information for a short period (30 seconds) after it has been deemed worthy of attention. Known as the workspace or working memory. The STM can carry between 5-9 separate items of information. Information can be used for problem solving. Important information is encoded into the LTM for permanent storage. E.g. Flight of ball is remembered so info is chunked in the brain to make the catch Long term memory - The part of the brain which retains information for long periods of time (up to the lifetime of the performer, permanent). Very well learned information is stored. Here we store information on motor programmes and patterns of movement. LTM is limitless and not forgotten but may require a code for the information to be recalled. Information is decoded to the STM for recall and retrieval. E.g. Successful performances are remembered and the movement required for catching the ball can now be performed.

Answer 47

STRENGTHS -Easy to understand -Explains how individual can deal with large amounts of info -Realistic answer to how an individual deals with and filters info that they take in -Long term element explains how an individual can perform skill they haven’t done for a long time -It is true that info which is repeated and chunked is more likely to be stored in the LTM -True that some info is difficult to retrieve from the LTM to STM WEAKNESSES -Too simplistic (not enough detail) -Doesn’t explain why individuals might remember 1 type of info but not another -Not quantify how much repetition results in LTM storage as not everything which is repeated is stored in the LTM -Doesn’t account for individual differences in capacity and duration -Doesn’t account for interest, motivation and concentration differences which influences memory

Answer 48

Opposes the view that there are set memory stores shown by the multi-store memory model It explains what we do with the information rather than how it is stored and has no set structure & how deeply we consider or process information dictates how long memory lasts Information received by the brain will be transferred into the long term memory and therefore remembered more of the information : Is considered, understood & has meaning (related to past memories) Therefore, the meaning of the information is much more relevant than just repetition. How much the information is considered is called the ‘depth of processing’ The deeper the information is processed, the longer the memory trace will last.

Answer 49

Structural - what info looks like Phonetic - what info sounds like Semantic - what info means (deeper level of processing)

Answer 50

Shallow processing - Processing what the info looks like (shape & flight of tennis ball) and what the information sounds like (noise made by ball). Structural & phonetic. Shallow processing results in a weak memory trace being formed and only short term retention of information. Deeper processing - Processing the meaning of the info (ball is hit hard so going to travel quickly). Semantic. Deeper processing results in a strong memory trace being formed, and long term retention of information that can help future performance.

Answer 51

STRENGTHS -Explains remembering is better with a meaning & deeper processing -Explains why somethings are remembered better than others WEAKNESSES -Doesn’t explain how memory is stored (doesn’t define deep processing) -No diagram to visualise it -Simple explanation for a complex subject -Longer time it takes to process info does not always lead to better recall

Answer 52

Repetition/over learning movements and routines Chunking of info or organisation Use of mental preparation Meaningful or relevant info Making info more interesting and enjoyable Linking knowledge to previous experiences Positive feedback and reinforcement

Paper 2 - Skill Acquisition Flashcards

(76 cards)