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SA - Booklet 1 Flashcards

(101 cards)

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1
Q

What is the definition of a skill?

A

A skill is a learned ability to bring about predetermined results with maximum certainty often with the minimum outlay of time or energy or both

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2
Q

What are the characteristics of a skilled performance (ACEFACE)?

A

Aesthetically pleasing
Consistent
Efficient
Fluent
Accurate
Controlled
Economical

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3
Q

What is the definition of an ability?

A

Motor abilities are relatively enduring traits which are generally stable qualities that help a person carry out a particular act

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4
Q

What are the key elements of an ability?

A

Natural and innate
Enduring
Inherited
Abilities underpin skills

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5
Q

What are the two types of ability?

A

Psycho-motor abilities
Gross-motor abilities

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6
Q

What do psycho-motor abilities require?

A

Involve information processing and decision making in order to carry out a particular movement e.g. reaction time, dexterity and aiming

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7
Q

What are gross-motor abilities?

A

Innate characteristics which allow movements to occur such as strength, flexibility, balance and whole body coordination

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8
Q

What are continuous skills?

A

Have no obvious beginning or end. Could be continued indefinitely e.g. running, swimming

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9
Q

What are discrete skills?

A

Defined start and end points. One short, sharp action e.g. tennis serve

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10
Q

What are serial skills?

A

Consist of several discrete skills linked together e.g. triple jump

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11
Q

What are self paced/internal skills?

A

The pacing of the action is decided by the performer e.g. climbing, tennis serve

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12
Q

What are externally paced/external skills?

A

The pacing of the skill is decided by something or someone external to the performer e.g. sailing

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13
Q

What are open skills?

A

Skills which is affected by environmental conditions (crowd, opposition) and performed in an unpredictable environment e.g. dribbling in hockey

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14
Q

What are closed skills?

A

A pre learned pattern that can be followed through with little reference to the environment e.g. gymnastics routine

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15
Q

What are gross skills?

A

Use large muscle groups and are not very precise e.g. rugby tackle

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16
Q

What are fine skills?

A

Precise, intricate movements which involve small muscle groups e.g. archery

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17
Q

What are high organisation skills?

A

Skills that are not easily broken down into parts e.g. football volley

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18
Q

What are low organisation skills?

A

Skills that can easily be broken down into subroutines

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19
Q

What are simple skills?

A

Skills that require few decisions while being performed e.g. forward roll

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20
Q

What are complex skills?

A

Skills that require lots of information to be used in decision making whilst the skill is being performed e.g. dribbling in hockey

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21
Q

What are the four different learning-performance curves?

A

Linear
Positively accelerated
Negatively accelerated
S-shaped plateau

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22
Q

What does the linear learning-performance curve show?

A

The rate of improvement is directly proportional to the number of practice sessions. There is constant improvement

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23
Q

What does the positively accelerated learning-performance curve show?

A

The individual has performed better in the later sessions than the earlier ones and that the rate of performance improvement is getting faster

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24
Q

What does the negatively accelerated learning-performance curve show?

A

The individual has performed better in the earlier sessions than the later ones and the rate of performance improvement is slowing. Could be due to poor coaching, boredom, reached potential

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25
What does the S-shape plateau learning-performance curve show?
Often happens when the athlete is trying to do too much and is over-tired. Could be lacking motivation then regain it
26
What is a learning plateau?
Although fluctuations of performance may occur, there is no definite change in the performance of the performer.
27
What is a drive reduction and when does it occur?
An end-of-task period when performance may get worse. Happens after succeeding in the task
28
What could cause a learning plateau to occur?
Lack of motivation Boredom Coaching Limit of ability Targets set too low Fatigue
29
What strategies could be used to overcome a learning plateau?
Intrinsic and extrinsic rewards Smaller chunks of info and subroutines Appropriate practice Effective feedback Effective and planned recovery New coach Take a rest Set new goals/targets More variety to training
30
What are the three different learning stages for sports performers?
Cognitive Associative Autonomous
31
What are the features of cognitive learners?
Limited attention span - brief instructions given Learner makes lots of mistakes Movements often slow Undeveloped motor programmes
32
What types of guidance and feedback should be used for cognitive learners?
Visual, verbal and manual guidance Extrinsic feedback
33
What are the features of associative learners?
More fluent More coordinated Still make mistakes Need lots and lots of practice
34
What types of guidance and feedback should be used for associative learners?
Visual, verbal and manual guidance still useful but mainly practice Extrinsic feedback and performer starts to use kinaesthetic feedback
35
What are the features of autonomous learners?
Fluent and efficient actions carried out automatically Focus on finer details - spare attention capacity Fully developed motor programme Detailed and specific movements
36
What types of guidance and feedback should be used for autonomous learners?
Can still use visual, verbal and manual guidance but less needed Kinaesthetic feedback and complicated extrinsic feedback from coach used Can deal with negative feedback
37
What is a stimulus using a sporting example?
Any information that enters the body via the sensory system e.g. a ball coming towards you
38
According to operant conditioning (Skinner) what relationship is developed in trial and error learning?
The stimulus-response (SR) bond
39
What is a response using a sporting example?
An action e.g. attempting to catch the ball
40
What are the key features of operant conditioning?
Based on trial and error Shapes behaviour Manipulates the environment
41
What is positive reinforcement?
A pleasant stimulus after the correct response which makes it more likely and strengthens the SR bond
42
What is negative reinforcement?
Taking away an unpleasant/adverse/negative stimulus after the correct response which strengthens the SR bond and increases the probability of the behaviour being repeated
43
What is a punishment?
An unpleasant stimulus is given to prevent incorrect actions from happening again. Weakens SR bond
44
What is complete reinforcement?
When there is a reward given on every occasion
45
When is complete reinforcement used?
When the performer needs to learn fast
46
What is partial reinforcement?
Reward given after a number of correct responses
47
When is partial reinforcement used?
Performer learns slow but lasts long
48
What does Bandura's SLT suggest about learning?
We learn by modelling significant others and using social reinforcement
49
What are the six processes that Bandura suggests are involved with observational learning?
Demonstration Attention Retention Motor reproduction Motivation Matching performance
50
What is Hull's drive reduction theory?
Suggests individuals are motivated to achieve and solve problems Leads to goal-directed behaviour When skill has been mastered, drive reduces meaning it strengthens the SR bond New goals must be set to increase challenge and increase motivation
51
What implications does Hull's drive reduction theory have for the coach?
Need to supply new challenges once old ones are completed in order to maintain drive
52
What is inhibition?
When performance decreases due to boredom and a lack of motivation
53
What are the six different transfers of learning?
Positive transfer Negative transfer Zero transfer Bilateral transfer Proactive transfer Retroactive transfer
54
What is positive transfer?
When the learning of one skill/action helps the learning of another
55
What is negative transfer?
When the learning of one skill/action hinders or inhibits the learning of another
56
What is zero transfer?
When the learning of one skill/action has no effect on the learning of another
57
What is bilateral transfer?
When learning is transferred from limb to limb
58
What is proactive transfer?
When a skill presently being learned has an effect on future tasks Old effects new
59
What is retroactive transfer?
When a skill presently being learned has an effect on previously learned tasks New effects old
60
What is transfer appropriate processing?
When the information processing requirements are similar, the effects of transfer are greater e.g. practising a skill in as realistic situation as possible (backflip with harness)
61
Which factors affect which type of guidance is used?
Stage of learning Nature of activity Individual preferences
62
What must the demonstrator do in order to ensure visual guidance is effective?
Clear image Accurate demonstration Highlight key points verbally Reinforcement to ensure retention Given from different angles Model must be age relevant and attractive to performer
63
What must the demonstrator do in order to ensure verbal guidance is effective?
Concise and precise Clear and accurate Relevant to stage of learning Understandable to age group Used in conjunction with visual guidance
64
What are the advantages to using visual guidance?
Learner can see accurate performance Demos can be repeated Can use slow-mo in videos to highlight key points Useful in all stages of learning
65
What are the disadvantages to using visual guidance?
Problems if no accurate images are available
66
What are the advantages to using verbal guidance?
If effective can enhance learning and understanding Effective when combined with visual guidance Immediate
67
What are the disadvantages to using verbal guidance?
Beginners have short attention span and verbal instructions can be too long and complicated Some movements cannot be explained accurately
68
What are the advantages to using manual and mechanical guidance?
Prevent learner making inaccurate movements Provide a safe environment and reduce fear Helps performer develop kinaesthetic awareness of the motion Useful in early stages to get correct position
69
What are the disadvantages to using manual and mechanical guidance?
Performers can become dependent if overused Can give an unrealistic feeling of the motion e.g. not supporting their whole body weight so fail upon removal of the guidance
70
What factors should demonstrators consider in order to optimise learning when presenting practices?
Amount of information to process Ability of performer Personality and motivation Nature of the skill Amount of technical knowledge required Size and structure of the group Facilities and time available
71
What are the different methods of presenting practise?
Whole Part Whole-part-whole Progressive part
72
What is whole practice?
Performer learns the skill as a whole action without it being broken down into sub-routines
73
What is part practice?
Skill broken down into its sub-routines and learnt separately
74
What is whole-part-whole practice?
Whole skill attempted Specific focus on errors Attempt skill again
75
What is progressive part practice?
Parts progressively built upon until whole skill is learnt e.g. learn part 1, then part 2, then part 3 - dance routine. A AB ABC ABCD
76
What are the advantages of using whole practice?
Performer gets to know the feel and timing of the whole movement Quick learning
77
What are the disadvantages of using whole practice?
Unsuitable for complex skills
78
What are the advantages of using part practice?
Provide early success Safer Allow coach to focus on specific parts of the skill (isolate)
79
What are the disadvantages of using part practice?
Difficulty putting skill back together Continuity of skill is lost Reduce kinaesthetic awareness
80
What are the 9 types of practice?
Whole Part Whole-part-whole Progressive part Fixed Variable Massed Distributed Mental
81
What is fixed practice?
When there is no change in the environment (closed skill)
82
What is variable practice?
When the environment is constantly changing (open skill)
83
What is massed practice?
Practice with no breaks e.g. 2 players kicking a rugby ball back and forth for 30 mins (simple skills, autonomous learners)
84
What is distributed practice?
Practice with regular breaks (complex skills, cognitive learners)
85
What is an advantage of fixed practice?
Promotes overlearning
86
What is a disadvantage of fixed practice?
Performers not always prepared for when things go wrong
87
What is an advantage of variable practice?
Practice in a more realistic setting
88
What is a disadvantage of variable practice?
Difficult to stimulate appropriate competitive situations
89
What are the advantages of massed practice?
Good for 'grooving' skills Good for learning short discrete skills
90
What is a disadvantage of massed practice?
Can lead to fatigue and boredom
91
What are the advantages of distributed practice?
Good for learning most skills Time to recover mentally and physically Good for potentially dangerous situations
92
What is mental practice?
Imagery/visualisation where the athlete sees themselves performing the skill successfully
93
What is an advantage of mental practice?
Improve confidence of performer
94
What is a disadvantage of mental practice?
Not as effective as physical practice when used on it's own
95
What is the definition of feedback?
Feedback is the information that is available to the performer either during or after performing
96
What are the different functions of feedback (MRI)?
Motivate Reinforce Informs
97
What are the different types of feedback?
Intrinsic Extrinsic - knowledge of performance and knowledge of results Positive Negative Terminal - delayed and immediate Concurrent
98
What is terminal feedback?
Feedback given after the performance Some time after - delayed Straight away - immediate
99
What is concurrent feedback?
Feedback given during performance
100
What are the five key principles of effective feedback?
Constructive and informative Specific and consistent Immediate Frequent Accurate
101
How should feedback be made effective?
Must be relevant and understandable Should not be too much information Accurate and specific Time to digest the info Not overused - performer becomes over-reliant Sets appropriate goals/targets Positive feedback to maintain motivation

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