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Year 12 P.E revision > movement skills > Flashcards

Flashcards in movement skills Deck (38):
1

discrete motor skills

having an obvious beginning and end
kicking ball or netball pass

2

gross motor skills

recruitment of large muscles groups
less emphasis on precision
running, swimming

3

fine motor skills

recruitment of smaller muscles
associated with movements requiring precision
bouncing ball, throwing dart

4

serial motor skills

several discrete skills performed in sequence
combines discrete skills to perform an action
gymnastics routine, lay-up or dribbling

5

continuous motor skills

no beginning or end point
walking, running
motor skill is continuous in nature

6

open skills

performed in a less predictable environment
constantly changing (conditions)
tackling, kayaking

7

closed skills

where performer has the greatest control over the performance environment
playing surface, opposition

8

Fundamental Movement skills

Stability- skills involving balance and control (handball)

locomotor- skills that enable us to move through space (running)

manipulative- skills involving control of object (throwing, kicking)

9

sports specific skills

utilise a range of fundamental movement skills in a sequence

10

Link between motor skill development, participation and performence

fundamental motor skills are the building blocks to sports specific skills
therefore if your fundamental motor skills are underdeveloped you are less likely to involve yourself in specific sports that rely upon those motor skills

11

Intrinsic feedback

internal
when performers use their own senses to asses performance
visual, auditory, proprioception and touch

12

augmented feedback

external
enhance a performers own internal feedback system
can occur during or after performance
during activity= concurrent feedback
after performance= terminal feedback

13

knowledge of performence

characteristics of performing tasks as opposed to the specific outcome

14

knowledge of results

specific feedback about the outcome of task as opposed to feedback relating to performance chart
beneficial for learners trying to develop new skills

15

Frequency

frequency of feedback should be reduced as the performer moves through the stages of learning
(cognitive, associative and autonomous)

16

socio cultural factors

social:
family
available resources
active role models

cultural:
education
religion
technology
climate

17

Stages of learning

cognitive
associative
autonomous

18

Stage 1. cognitive

beginner mentally trying to comprehend movement requirements of motor skill
beginners will ask questions
lack of confidence but rapid improvment
knows whats wrong but doesn't know how to correct

19

Stage 2. associative

practise stage
refine technique and movement
more consistent, less errors
able to detect errors and develop strategies

20

stage 3. autonomous

largely automatic skill
developed anticipation
detect own errors and correct them

21

practise strategies: amount

refers to scheduling of practise sessions
availability, frequency and length of sessions

22

Distribution: distributed practise

shorter but more frequent training sessions
more time for rest during sessions
creates better learning environment

23

distribution: massed practise

less frequent training sessions that last for a longer period
rest intervals are shorter
physical and psychological fatigue is more likely to result from massed practise

24

variability

several skills practised

25

variability: blocked practise

practising the same skill continuously without changing to a different task
appropriate for beginners

26

variability: random practise

varied sequencing of different motor skills in same training session
suitable for performers in stage 2 or 3

27

qualitative movement analysis principals

1 preparation
2 observation
3 evaluation(diagnosis)
4 error correction(intervention)

28

1. preparation

critical features of skill required for success
information about performers
details about observation stage

29

2. observation

influence ability to observe- experience, knowledge, academic and technical training
to gather and organise information

30

3. evaluation

the judgement of quality
determination of the value
what is the problem?

31

4. error correction

providing feedback
visual demonstrations
mechanical guidance
manual guidence

32

movement: individual constraints

structural- body size, fitness level

functional- anxiety, technical skills

33

movement: environmental constraints

physical environment: weather, noise level, lacality

social/cultural environment: family support networks, peer groups, cultural norms

34

task constraints

rules of sport
equipment available
player numbers/team size
field dimensions

35

direct coaching

maximises practise time
emphases on mastering technique
instructor centred keeps learners on task

36

constraint-based coaching

develops technical and tactical awareness
skills developed more to game environments
motivating
decreases likelihood of underperforming at times of stress

37

reliability

ability of test to reproduce similar results in similar conditions
conditions, environment, equipment, observation technique

38

validity

ability of the observation method to measure what is intended to