Part 4- Skill acquisition

Question 1

sub-routines

Answer 1

components of a skill

e.g. hop, skip and jump

Question 2

motor programmes

Answer 2

moement pattern of a skill

Question 3

proactive transfer

Answer 3

influence on one skill to another skill yet to be performed

Question 4

retroactive transfer

Answer 4

new skills learnt influence the effect the performance of a perviously learnt skill

Question 5

positive transfer

Answer 5

learning from one skill helps the learning of another

Question 6

negative transfer

Answer 6

learning from one skill hinders the learning of another

Question 7

bilateral transfer

Answer 7

the transfer from learning from one limb to another

Question 8

how to optimise positive transfer

Answer 8

• transferable elements highlighted
• practice should replicate real game situations
• explanation on how practice will develop another skill

Question 9

ways to limit negative transfer

Answer 9

• teach movement pattern to avoid confusion
• build the skill up to allow fluidity
• clear demonstrations

Question 10

fine skills

example

Answer 10

intricate movements, small muscle groups involving lots of hand eye co-ordination

darts, snooker

Question 11

gross skills

example

Answer 11

large muscle movements, not very precise

rugby tackle, shotput

Question 12

open skills

example

Answer 12

affected by environments, adapations are needed

pass in football

Question 13

closed skills

example

Answer 13

not affected by environment, follow a set pattern

free throw in basketball, penalty in football

Question 14

discrete skills

example

Answer 14

clear begininng and end, can be repeated

penalty in football, shot in netball

Question 15

serial skills

example

Answer 15

several discrete elements to make up a movement

high jump, lay up in basketball

Question 16

continuous skills

example

Answer 16

no obvious beginning or end, repeated action

swimming, cycling, running

Question 17

simple skills

eample

Answer 17

straight forward, little judgment/descions, taught in whole

walking, sprint start in swimming

Question 18

complex skills

example

Answer 18

many descions made, taught in stages

sailing, high jump, floor routine

Question 19

low organisational skill

example

Answer 19

sub-routines are easy to separate

tennis serve, spike, triple jump

Question 20

high organisational skill

example

Answer 20

sub-routines are difficult to separate

dribbling in basketball

Question 21

self-paced skill

example

Answer 21

performer controls the rate at which the skill is executed

javelin, bowl in cricket

Question 22

externally paced skill

example

Answer 22

environment controls at which the skill is executed

recieving a serve in volleyball, recieving a pass

Question 24

part practice

skill & stage of learning ?

Answer 24

spitting the skill into sub-routines

low organisational and cognitive learners

Question 25

whole practice | skill & stage of learning ?

Answer 25

teaching the entirity of the skill, deeloping the intrisic feel | discrete and autonomous stage

Question 26

progressive part learnng (chaining) | skill & stage of learning ?

Answer 26

teacing sub-routines in order | serial and cognitive learners

Question 27

whole-part-whole practice | skill & stage of learning ?

Answer 27

1. observing the skill 2. breaking down the skill 3. performing skill | low organisational skill/serial and associative

Question 28

massed practice | skill & stage of learning ?

Answer 28

no rest intervals, building up kinethesis | discrete skills (fitness) and autonomous

Question 29

distributed practice | skill & stage of learning ?

Answer 29

rest intervals include doing something unrealted to the task | simplr and autonomous

Question 30

fixed practice | skill & stage of learning ?

Answer 30

repeating the skill to develop kineasthetic feel, within a stable environment | closed, self-paced and cognitive learners

Question 31

varied practice | skill & stage of learning ?

Answer 31

familiarises performer with game-like situations | open, externally paced skills and assosiative, autonomous

Question 32

what are the three stages of learning

Answer 32

* cognitive * assosiative * autonomous

Question 33

cognitive learner

Answer 33

* demonstartions to create** mental picture** * lots of trial and **error** * relevent ques highlighted to build a mental pictureof the **motor programme** * extrinsic **feedback**

Question 34

associative learner

Answer 34

* begins to compare **mental picture** with movement produced * fewer **errors** * **motor programmes** produced * extrinsic **feedback** still used, begins to have **kinaethesis** (therefore intrinsic **feedback**)

Question 35

autonomous learner

Answer 35

* little conscience about **mental picture** * consistant, no **errors** * **motor programme** completly formed * **kinaethetic** feel and intrinsic **feedback** used most

Question 36

visual guidance

Answer 36

* visual demonstrations: correct level of understanding * creates a mental picture- focus is needed | cognitive learners

Question 37

positives and negatives of visual guidance

Answer 37

* increase understanding * correct errors * motivates learner BUT * poor demonstrations arent effective * loose impact if too complicated * suppourted by verbal guidance * no feedback= not effective

Question 38

verbal guidance

Answer 38

talking through a skill | all stages ## Footnote mainly autonomous because they have the mental picure and motot programmes

Question 39

manual guidance

Answer 39

physical suppourt from coach | cognitive

Question 40

positives and negetives of verbal guidance

Answer 40

* suppouts visual guidance * helps understand detail * can focus on key aspects * corrects errors * motivates learner BUT * always negetive is not effective * too much information= not effective * not useful if incorrect * some skills are too complex * confusing at cognitive stage

Question 41

positives and negatives of mechanical and manual guidance

Answer 41

* corrects errors * builds confidence * helps develop kinaethesis * motivates young athletes BUT * learner can become reliant on aids * cause discomfort * can limit further development * ineffective if used too much

Question 41

mechanical guidance

Answer 41

equipment or aids to help performer | cognitive

Question 42

complete reinforcement

Answer 42

reward after every attempt, quicker speed of learning

Question 43

partial reinforcement

Answer 43

reward occasionally, learnng is more thorough but takes longer

Question 44

stimulus- response bond | example

Answer 44

simiuli is closely linked to an appropiate response (visa vera) ## Footnote stimuli-shuttle high infrot of performer, response- smash shot