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IB Sports, Exercise and Health Science > Skill > Flashcards

Skill Flashcards

1
Q

What is skill?

A

Used to describe a specific action or level of performance of an individual

Infers that the movement has been learned and has a predetermined outcome/goal

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2
Q

Main characteristics of skill?

A

-Goal orientated
-Maximum certainty
-Minimum outlay of energy
-Learned through practice

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3
Q

Motor skill

A

Emphasizes movement and does not require much thinking

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4
Q

Cognitive skill

A

Requires lots of thinking

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5
Q

Perceptual skill

A

Using perceptual senses (visions, hearing, touch)

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6
Q

Perceptual Motor skill

A

The interpretation of environmental stimuli and the motor response to sensory information

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7
Q

Discrete skills

A

clear start to finish, brief and well defined

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8
Q

serial skills

A

linking together of skill to form a longer, more complex movement

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9
Q

continuous skills

A

the end of one cycle of movement is the beginning of another.

Repetitive, rhythmical, take place over long period of time

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10
Q

open skill

A

skills that are significantly affected by environmental conditions, to the extent that the conditions dictate the pace of the movement.

environment is variable and unpredictable

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11
Q

closed skills

A

performed in a stable, predictable environment

follow set movement patterns and are performed the same way each time

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12
Q

gross motor skill

A

movements that involve large muscle groups

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13
Q

fine motor skill

A

smaller muscle group, fine movement

intricate, precise, often requires hand eye coordination

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14
Q

individual skill

A

performed in isolation, one person involved

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15
Q

coactive skill

A

performed with someone, but NO direct confrontation

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16
Q

interactive skill

A

other people are directly involved, confrontation, active opposition that influences skill

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17
Q

What is ability

A

Traits that we are born with

Gives capacity to perform skill

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18
Q

Perceptual motor ability

A

enable individual to process information about how and when to move

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19
Q

motor abilities

A

abilities relating to actual movement

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20
Q

Fleishman’s taxonomy of ability

A

Examples of perceptual motor abilities
Examples of physical proficiency abilities

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21
Q

How are skill, ability and technique related

A

skill = ability + technique

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22
Q

Difference between skilled and novice performers

A

Consistent, accurate, control, learned, efficiency, certainty, goal directed, fluency

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23
Q

Black Box Model of Information Processing

A

Input -> CNS -> output -> Feedback -> Input…

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24
Q

Welford’s model of information processing

A

Input -> Sensation -> Perception (compared in short term and long term memory) -> Decision (LTM influences decision) -> efferent organization -> output -> feedback to LTM -> input…

perceptual: interpret information
translatory: makes decision
effector: transfers decision to muscles for movement response

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25
Q

Exteroceptors

A

Provide information outside of body (vision, auditory, touch, taste, smell)

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26
Q

proprioceptors

A

Sense body movement and position, maintain posture

(vestibular apparatus [balance], joint receptors, muscle spindles, Golgi tendon organs [limb position])

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27
Q

Signal detection theory

A

The probability of detecting any given signal depends on the intensity of the signal compared to the intensity of background noise

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28
Q

What is memory

A

the capacity that permits organisms to benefit from past experiences

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29
Q

Sensory information store

A

all incoming is held for a brief time

lost within 0.5 seconds

only retained and passes to short term memory if attended to and rehearsed

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30
Q

Short term memory

A

90% of all information entering STM is loss within 10 SECONDS

retention and passage to LTM depend on physical and mental rehearsal

Capacity: 7 plus or minus 2 bits of information

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31
Q

Long term memory

A

no capacity limitation, can be difficult to retrieve memories

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32
Q

Selective Attention

A

Focusing on relevant information while ignoring irrelevant information

overcomes limited capacity

past experience or similar situations allow to search environment for relevant information

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33
Q

Response time

A

time from the introduction of the stimulus to the completion of the action

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34
Q

Movement time

A

Time ti takes to carry out motor aspects of performance

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35
Q

relationship between reaction time, response time, movement time

A

Reaction time + movement time = response time

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36
Q

Factors determining response time?

A

Age
Fitness
*Number of choices

37
Q

Hick’s Law

A

As you double the number of stimulus response coupling, reaction time increases

Reaction time increases logarithmically with number of choices

38
Q

Psychological refractory period

A

When two stimuli are presented close together the reaction time to the second stimulus is slower than normal reaction time

Distraction

Jump before kicking a soccer goal

39
Q

What is motor programme

A

Set of muscle commands that allow movements to be performed without any peripheral feedback

40
Q

Open loop

A

the performance of a skill without recourse of feedback.

Fast movements

Too fast to use feedback to alter movement once it has begun

41
Q

Closed loop

A

Movement can be altered during execution

42
Q

Perceptual trace

A

Memory for the feel of successful past movements

controls an ongoing movement

43
Q

memory trace

A

the selection and initiation of movement

44
Q

what is schema

A

Set of generalized rules

rules that are generic to a group of movements

45
Q

recall schema

A

memory with regard to the choice and initiation of action

46
Q

recognition schema

A

memory for the feel of a movement

allows to make appropriate changes to action

47
Q

response specifications

A

comparing what is held in STM to present situation to decide specifics of movement

48
Q

what is feedback

A

information resulting from an action or response

49
Q

intrinsic feedback

A

available to performers without outside help

can see results without anyone telling them

50
Q

extrinsic feedbakc

A

information that is provided by someone or something else

can be concurrent or terminal

51
Q

knowledge of results

A

post response information concerning the outcome of the action

visual, can see the end product of the action

terminal

52
Q

knowledge of performance

A

consist of post response information concerning nature of the movement

knowledge of sensory consequence

concurrent or terminal

53
Q

Positive feedback

A

telling athletes they’ve done well

54
Q

negative feedback

A

concentrates on errors

ineffective to beginners

55
Q

Performance

A

temporary occurrence, fluctuating over time

56
Q

learning

A

relatively permanent change in performance resulting from practice or past experience

57
Q

Stages of learning

A

Cognitive: tries to make sense of instructions, using thinking, uncoordinated motor components

Associative: Practice to develop knowledge, consistency, and coordination

Autonomous: the individual can perform consistently without over cognitive ability

58
Q

Linear learning curve

A

easy to perform skill

59
Q

positively accelerated curve

A

progress is slow at first but then performance improves quickly

60
Q

negatively accelerated curve

A

Learn quickly at first then slow down

61
Q

plateau effect

A

learning is positive, period of no improvement, breakthrough with more learning

62
Q

Positive transfer

A

practice of one task has a facilitating effect on the learning and performance of another

63
Q

Negative transfer

A

practice of one task has inhibiting affect on another

64
Q

Skill to skill transfer

A

One skill to the next

ex: throwing ball to throwing javelin

65
Q

Practice to performance

A

Training to game situation

ex: batting in baseball against a pitching machine

66
Q

Abilities to skill

A

How natural abilities inform the acquisition of skill

ex: improving dynamic strength in order to start races better

67
Q

Bilateral

A

From one limb to another R2L L2R

ex: a soccer player learning to kick with his or her weaker foot

68
Q

Stage to stage

A

Cognitive, associative, autonomous

From 3-3 basketball to full game

69
Q

Principles to skills

A

theory to performance

Learning that long levers aide throwing to throwing javelin

70
Q

Massed practice

A

Little to no gaps in practice

having breaks that are shorter than the time to complete a full trial

71
Q

Distributed practice

A

Practice is interspersed with rest or a different activity

Having intervals between trials that are greater than one complete trial

often lead to better performances because reduces fatigue and boredom

72
Q

Blocked practice

A

one movement is repeated over and over again

can lead to quick improvement, but can be false

73
Q

Random practice

A

practice of one movement is randomly interspersed with practice of other movements

more effective than blocked practice

74
Q

serial practice

A

different movements are practiced, but structured in consistent order

75
Q

When should whole tasks be presented?

A

When components are

performed simultaneously

highly integrated/interdependent

meaningless on their own

76
Q

When should tasks/skills be broken down

A

When component parts of the skill are

performed consecutively (one after the other)

Highly dependent

made of individual skills

77
Q

Command style (style A)

A

mentor in charge

useful in large groups, when activity involves danger

useful when teaching technical skills, closed skills, when accuracy is important

have to have homogenous skilled group

78
Q

Reciprocal style (style c)

A

mentor sets agenda

learners provide feedback to eachother

learners have to know task well and want to help each other

can progress at own rate and work on specifics of own performance

79
Q

Divergent style

A

Mentor sets problem/task, learner works out solution

allow increase in independence and self esteem

more likely to implement in game

mentors have to set realistic problems and explain situation well

learner needs lots of experience

80
Q

interoceptors

A

information form internal organs, passed to central mechanism of brain via body’s sensory nervous system

heartbeat, blood pressure, blood pH

81
Q

Signal detection

A

Detection: registering the stimulus

Comparison: referring the stimulus to memory

Recognition: Finding a corresponding stimuli in memory

82
Q

Rehearsal

A

information is processed mentally or physically

83
Q

coding

A

labelling sets of information to make it easier to access

84
Q

rity

A

keeping learning/teaching simple

85
Q

chunking

A

learners retain more if the information is chunked

86
Q

organization

A

organize

87
Q

association

A

new learning is linked to what players already know

88
Q

practice

A

establishes memory trace

IB Sports, Exercise and Health Science (3 decks)

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