PE chapter 8 Flashcards
(117 cards)
1
Q
Ability
A
The qualities and characteristics a person is born with such as speed, agility, coordination, flexibility, balance, reaction time, that allow a person to learn or acquire skills
2
Q
how many hours does it take to become an expert according to anders ericsson
A
10 000 hours
3
Q
Skill
A
A learned and practiced ability that brings about the result that you want to achieve with maximum certainty and efficiency
4
Q
What are the eight key factors that can affect the variation of skill level within a perfomer
A
Age and maturity
Arousal conditions
Facilities
Environment
Teaching and coaching
Anxiety
Motivation
Culture
5
Q
Age and maturity
A
How young a person is can affect how good they become. Starting younger provides more time to become expert.
6
Q
Arousal conditions
A
Someone who is calm and enjoys low arousal may perform well in shooting and archery, which requires fine motor skills. People with high arousal levels may prefer football or boxing, which require more gross motor skills.
7
Q
Facilities
A
The kinds of facilities that are available and accessible will impact on the sports that are offered.
8
Q
Environment
A
Where you live will affect your choices. If you live where the weather is colder and there is more snow, you are more likely to ski than if you lived in a tropical country
9
Q
Teaching and coaching
A
The quality and provision of coaching available will affect the skill level. For example andy murray left the uk to go to spain for tennis
10
Q
Anxiety
A
If you see the skill as difficult, for example, it may stop you from improving. The coach must break the skill down to help motivate you.
11
Q
Motivation
A
This will influence the skills you choose and how well you master them. A desire to succeed will encourage you to practice and seek new challenges.
12
Q
Culture
A
Background can impact upon the skills you learn. A person with the ability to play striking sports is likely to play baseball in usa but cricket in india
13
Q
What can influence sports popularity
A
The sports that are offered in school can influence the popularity.
14
Q
What is the difference between skill and ability
A
The ability is a quality that your born with and a skill is a learned and practiced ability
15
Q
Examples of ability
A
Speed
Agility
Coordination
Flexibility
Balance
Reaction time
16
Q
Accurate
A
Achieving precise reliable movements
17
Q
Consistent
A
Performing to a high level every time with control and quality
18
Q
Fluent
A
Using movements that are quick, smooth and flowing, without hesitation or stumbling
19
Q
Coordinated
A
Moving different parts of the body together with efficiency and control
20
Q
Goal directed
A
Focusing performing on a specific target and being determined to achieve that target
21
Q
Aesthetically pleasing
A
A display that looks good to the eye of the spectator, judge or coach
22
Q
A
23
Q
How can you be a good sports person
A
You must use your abilities and train them
24
Q
What is a skilled performance
A
Is one that demonstrates accurate , consistent fluent coordinated and aesthetically pleasing
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Example of accurate
Darts snooker archery
Shooting in netball or basketball
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Examples of consistent
Shooting in basketball, bagging in cricket, golf
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Examples of fluent
Gymnastics combining movements during a routine
Footballer produced quick movements
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Examples of coordination
Essential for most activities and skills
Racquet sports and team games
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How is volleyball serve an example of coordination
Serving in volleyball legs to generate momentum and the arms to serve the ball
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Aesthetically pleasing examples
Gymnastics figure skating diving
Straight knees and pointed feet
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Examples of goal directed
Being determined to achieve the target
Scoring a goal
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Badminton example accurate
Keeping the shuttle low to the net when performing drop shots and short serves
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Consistent badminton.
Players must maintain quality through as they need to win three sets to win a match
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Fluent and coordinated and goal directed and aesthetically pleasing in badminton
Players must move quickly and smoothing around the court to reach shots and maintain a good court position
Players use their legs arms and eyes to move maintain balance and achieve a clean contact with the shuttle
Fluent player will link shots and movements together smoothly
Focused on winning each point and use tactics / select shots that help achieve this
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Basic skills
Simple skills that require lower levels of concentration and coordination
Need to be mastered before more complex skills are attempted
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Examples of basic skills
Throwing catching jumping or running
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Complex skills
More difficult skills that require a high level of coordination and concentration
Complex skills take far longer to master and they often include multiple sub routines
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Complex skills
More difficult skills that require a high level of coordination and concentration
Complex skills take far longer to master and they often include multiple sub routines
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Examples of complex skills
Synchronized diving, gymnastics vault , basketball lay up
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Open skills
Affected by outside or environmental factors such as weather pitch conditions and the actions of opponents and teammates
Skills are performed differently each time
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Ex of open skills
Team sports ( football , netball , hockey or rugby
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Closed skills
Skills that are unaffected by the environment or the performers in it
Decision making is unnecessary and skills can be performed in the same way each time
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Closed skills examples
Archery, swimming, free throws basketball and shot put
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Fine skills
Involve precise movements that require high levels of accuracy and techinique
Involve small muscle groups, including those that control the wrist and fingers
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Examples of fine skills
Snooker , serving (table tennis) , drop shot in badminton
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Gross skills
Skills that use large muscle groups to produce large powerful movements
Force production is more important than precision or accuracy
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Ex of gross skills
Sprinting , javelin , rugby tackle , goal kick
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Basic and complex continuum
Basic : running
Middle tennis
Complex synchronized swimming
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Open and closed continuum
Open football
Middle tennis
Closed archery
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Gross and fine continuum
Fine table tennis
Gross track running
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What are the 4 stages of the information processing model
Input decision making output and feedback
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What are the 4 stages of the information processing model
Input decision making output and feedback
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Input
Information received via the senses ( sight sound and touch) and from previous experiences
A performer needs to select the most relevant information to act upon
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Example of input
Opponents body position , communication from team mates
crowd
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Decision making
Information is analyzed so the performer can choose the most appropriate response. Information is stored in short term memory at first and the long term memory if rehearsed over time
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How can decision making be effected
Experienced performer have more relevant information stored and can make faster and better decisions
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Output
The decision is made and then acted upon
The brain sends information to the muscles the muscles contract and the action is performed
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Feedback
Information is received about the outcome of the decision whether it’s good or bad
The knowledge can be stored in the memory and used to make future decisions
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Examples of feedback
Can be intrinsic from the feel of the movement or extrinsic from the crowd coach team mates and seeing the outcome
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What are two types of feedback
Intrinsic and extrinsic
61
Apply the model to a penalty kick
Input : the performer receives information from their surrounding including the position of the goal keeper and the condition of the pitch
Decision making: the player notices that the keeper is positioned to the left of the goal and decides to shoot right
Output : skill is executed and the player shoots to the right and scores
Feedback; the performer receives feedback from variety of sources telling them that they were succes
This information is stored in the memory and can be used to improve decision making in the future
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Limited channel capacity
Our brains can only process a certain amount of information at once too much information results in overload
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Examples of limited channel capacity
Noice from the crowd instructions from the coach and team mates cameras flashing and a variety of visual cues can make it hard to focus on the important information
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Single channel hypothesis
The theory that the brain can only process one piece of information at a time. Until one stimulus has been dealt with and a decision made another cannot be acted upon
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Multi channel hypothesis
The theory that the brain has several channels each dedicated to a different task
Visual information may be processed through one channel and verbal language instructions through another
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The three stages of learning
Cognitive
Associative
Autonomous
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Cognitive
The preparation stage
Occupied by beginners start to learn a new skill or technique
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Properties of cognitive
A large number of dog mistakes are made
Performers consciously think about the actions needed to perform the skill
Reliant on inout from a teacher or coach
Skills are broken down into sub routines which are practiced individually
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Stage 2 Associative
The practice stage
The skill is practiced repeatedly
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Associative properties
Fewer mistakes are made as consistency improves
Performers may attempt more advanced techniques
May practice in controlled environments eg a reduced sized court
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Stage 3 autonomous
The automatic stage
Performing skills with control accuracy and flair
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Autonomous examples
Mistakes are rare and performers can analyze what went wrong
Skills are performed naturally and without conscious thought
Skills can be used effectively in n full games and matches
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Autonomous examples
Mistakes are rare and performers can analyze what went wrong
Skills are performed naturally and without conscious thought
Skills can be used effectively in n full games and matches
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Learning to solve in tennis
The skills is broken down ball toss racket grip
The skill practiced can be in controlled environments
Experiencing
Mistakes are rare
Able to make adjustments
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Types of practice
Whole
Part
fixed
Variable
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Whole practice
Combining sub-routines and practicing a skill as a whole
Appropriate for autonomous learners
e.g. bowling in cricket, practicing free-kicks in football
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Part practice
Practicing sub-routines of a skill individually
Appropriate for cognitive learners e.g. the ball-toss when serving in volleyball
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Fixed practice
Repeating the skill over and over in one situation Appropriate for associative and cognitive learners
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Variable
Repeating the skill in a range of situations (e.g. in isolation and small-sided games)
Appropriate for autonomous learners
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What is feedback
The information a performer receives about their performance
Helps us to assess how well we’ve performed
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Feedback loop
Illustrates the importance of feedback and where it fits into the cycle of creating improved performances
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feedback is when
during or after a performance
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the processes of the feedback loop
the skill is performed and feedback is received
feedback is used to assess the quality of the performance to identify the adjustments that need to be made
Technical adjustments are made and the skills is practiced before the cycle is repeated
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extrinsic feedback and examples
information that comes from an external source. example teachers or coach the reaction of the crowd or your team mates
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extrinsic feedback is essential for
beginners / cognitive learners who dint yet have the knowledge to assess their own performances really on an outsider
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intrinsic feedback
information that comes from within examples the emotions we feel thoughts about our actions and the feel of the movement from our muscles
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what type of learners use intrinsic feedback
Autonomous learners can use intrinsic feedback to make immediate adjustments to their technique
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knowledge of results
knowledge of outcomes your score, time , distance or place in a race
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knowledge of performance
feedback that comes from analysing the quality of movements and techniques regardless of the results
example : whether your landing in gymnastics was clean
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knowledge of results disadvantage
may discourage and demotive cognitive learners as outcomes at this stage are likely to be poor. May not reflect level of skill as results are dependent on quality of your opposition
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knowledge of performance useful
useful for performers at all three stages of learning
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extrinsic feedback advantages
important for cognitive learners who lack knowledge
autonomous learners can combine intrinsic and extrinsic feedback to gain more accurate picture
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extrinsic feedback disadvantages
qualified coaches are required to give the feedback
poor quality coaching could cause performances to decline
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intrinsic advantages
performers don't need to wait for extrinsic feedback and can make adjustments immediately
suitable for autonomous learners
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intrinsic disadvantages
high level of knowledge required
cognitive learners do not have this knowledge
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knowledge of results advantages
results give a quick objective measure of success can provide a target to work towards can be used to show improvement over time
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knowledge of performance advantages
easily tailored to suit the performers ability level ex simple feedback can be provided to cognitive learners and complex feedback to autonomous learners
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quality feedback
positive feedback should be provided
negative feedback or criticism can affect confidence and motivation
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quality feedback should be
fast focus and factual
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fast feedback
given as soon as after the event as possible
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focus feedback
should be focused upon the key areas of concern or development
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factual feedback
feedback should be factual based on evidence from your performance of what you did well or need to improve
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guidance
help and instruction given to guide learners through movements skills and techniques to help them acquire skills
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visual guidance
guidance that comes in the form of images examples watching videos or demonstrations of a technique
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verbal guidance
instructions given in the form of words. words are used to explain movements and techniques
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manual guidance
hands on guidance that helps performers acquire muscle memory or a feel for the movement
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mechanical guidance
hands on guidance that helps performers to acquire muscle memory or a feel for the movement
108
visual guidance in stages of learning
used all three stages
important for cognitive learners who need to see an overall pictureof the skill so that they understand how it should be performed
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verbal guidance in stages of learning
limited relevance for cognitive learners as they lack an understanding of the terms used
useful in the autonomous stage as it allows coaches to provide detailed instructions
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manual and mechanical stages of learning
used at the cognitive stage as they enable beginners to gain a feel for the movement
autonomous learners may use harness to ensure safety and when trying out new techniques
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advantages of visual guidance
enables performers to visualise. a visual picture of correct performance. Demonstration can be repeated if necessary. slow motion video can be used to focus on a specific sub routine
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Disadvantages of visual guidance
Demonstrations need to be accurately performed
Incorrect demonstrations could lead to the wrong technique being learned. poor quality video has limited used
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advantages of verbal
immediate instructions can be acted upon straight away
questions can be used to assess learning can be combined with visual guidance to paint a more accurate picture
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Disadvantages of verbal
long or complicated instructions are hard to process
some movements cannot be accurately explained with words
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manual and mechanical guidance advantages
manual guidance is useful for beginners as it helps learners develop muscle memory. Mechanical guidance provides a safe environment to try new skills. supports can help to reduce feeling of anxiety and fear
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manual and mechanical disadvantages
performers can become dependent on support from a coach or equipment. they may resist having supports removed. Can give an unrealistic feeling of the motion
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