Skill Acquisition

Question 1

Selective attention

Answer 1

Ability to select relevant information from irrelevant information

Question 2

How can you use selective attention to improve performance?

Answer 2

• Concentrate on relevant information
• prevent and overload of information

Question 3

Role of experience on selective attention

Answer 3

Beginner/novice- overload of information
Expert- able to filter out irrelevant information

Question 4

Attention skills

Answer 4

generally not taught but are learned both explicitly and implicitly

Question 5

explicit

Answer 5

keep your eyes on the ball (cricket)

Question 6

implicit

Answer 6

anticipate how fast the serve is (volleyball)

Question 7

How are attention switching and selective attention learnt?

Answer 7

Through a trial and error approach. With experience, learners filter relevant and irrelevant information depending on the situation

Question 8

Motor skill

Answer 8

Voluntary activity learnt through practice to achieve a goal.

Question 9

Topic 1: Classifying movement skills

Question 10

Movement precision

Answer 10

fine motor skills (small and precise, eg writing), gross motor skills (large, eg long jump)

Question 11

Type of movement

Answer 11

discrete, serial, continuous

Question 12

discrete

Answer 12

a skill with a distinct beginning and end (throwing)

Question 13

serial

Answer 13

a series of discrete movements linked together (jumping over a box: running, jumping, landing)

Question 14

continuous

Answer 14

a movement with no distinct beginning or end (cycling or running)

Question 15

closed motor skill

Answer 15

performed in a predictable, self-paced environment with minimal interruptions or changes in the surroundings.

-predictable environment
-internally paced
-limited inter-trial variability (in a free kick)

Question 16

open motor skill

Answer 16

performed in a constantly changing and externally paced environment

-unpredictable environment
-externally paced
-inter-trial variability (situation changes when playing in a game)

Question 17

fundamental motor skills (FMS)

Answer 17

the foundation movements to more specialised, complex skills in games, sports, dance, gymnastics, and physical recreation activities.

Question 18

sport specific skills (SSS)

Answer 18

are mature FMS, refined and combined to meet the demands of more specific tasks (tennis serve, volleyball spike, basketball rebound)

Question 19

sport specific concepts

Answer 19

include factors such as moving into space, understanding when to pass, understanding of team strategy

Question 20

FMS

Answer 20

stability skills - involving balance & control of the body
locomotor skills- that enable us to move through space (walking and running)
manipulative skills- involving the control of an object (throwing, catching, striking, & kicking)

Question 21

Stages of learning

Answer 21

Cognitive, Associative, Autonomous

Question 22

Cognitive

Answer 22

-Beginner
-Trying to mentally comprehend the movements the skill demands
-Lots of questions
-Inconsistent performances/unrelaxed movements
-No error correction capabilities

-Most rapid stage of improvement, and benefit the most from a closed environment

Question 23

Associative

Answer 23

-Technique refinement
-Higher consistency and fewer errors
-Attention demands decrease, can focus on external stimuli (opposition/spin)
-Have some error correction capabilities
-Performance variability decreasing

-More gradual improvements
-can cope with practical coaching approaches

Question 24

Autonomous

Answer 24

-skill is automatic
-focus can be directed elsewhere (tactics & strategy)
-developed anticipation
-self error detection and correction
-small performance variability
-good coaching i.e. precise feedback is beneficial

Question 25

Part practice

Answer 25

breaking a motor skill into its subcomponents -beneficial for cognitive learners as they don't get overwhelmed by a complex task -allows for refinement of a single part of the skill

Question 26

Whole practice

Answer 26

practicing a motor skill whole, as it is; used for skills that are difficult to breakdown (task organisation

Question 27

Amount of practice

Answer 27

-significant gains seen in proportion to the amount of practice -law of diminishing returns means that rate of improvement slows as performers move to latter stages

Question 28

practice distribution

Answer 28

schedule of training

Question 29

distributed practice

Answer 29

shorter but more frequent training sessions -may create a better learning environment -better for pro teams

Question 30

Massed practice

Answer 30

Less frequent training sessions that occur for a longer amount of time -increased risk of fatigue -usually for those with work/life commitments

Question 31

practice variability

Answer 31

what is trained during the practice session

Question 32

blocked practice

Answer 32

practicing the same skill continuously -appropriate for cognitive stage learners; helps them understand and reproduce movement action

Question 33

random practice

Answer 33

varied sequencing of various motor skills -for associative and autonomous performers results in greater learning

Question 34

transfer of practice

Answer 34

-beginners benefit from reducing some environmental factors -associative/autonomous performers benefit more from practice that resembles game components

Question 35

proprioception

Answer 35

the sense that lets us perceive the location, movement, and action of parts of the body

Question 36

feedback

Answer 36

information a performer receives about the outcome of a task performed

Question 37

intrinsic feedback

Answer 37

use of performers own senses to assess performance touch, visual, auditory, proprioception

Question 38

Augmented/extrinsic

Answer 38

information about a skill performance that comes from an external source

Question 39

concurrent feedback

Answer 39

feedback occurring during the activity

Question 40

terminal feedback

Answer 40

feedback occurring after the activity

Question 41

knowledge of results

Answer 41

specific feedback about the outcome of the task -beneficial for new learners -allows them to align their intrinsic feedback to the goal of the task

Question 42

knowledge of performance

Answer 42

characteristics of performing a task -beneficial for associative and autonomous learners -delivered after the performance (terminal)

Question 43

Three purposes of external feedback

Answer 43

1. fixing errors (KOR or KOP) 2. motivation through feedback that shows progress 3. reinforcement through positive feedback

Question 44

feedback frequency

Answer 44

-general rule that feedback should be reduced as a performer moves through the stages of learning -allows learners to develop error correction capabilities

Question 45

principles of a qualitative movement analysis

Answer 45

preparation, observation, evaluation, error correction

Question 46

QMA

Answer 46

assessment of human movement technique, with the aim of providing intervention to improve performance

Question 47

4 main QMA purposes

Answer 47

1. Diagnosis of strengths and weaknesses 2.obtain a final result/rank 3.talent identification or team selection 4.predicting future performances

Question 48

Preparation

Answer 48

making an observation strategy, based on knowledge of the game, and characteristics of skills (sport specific) characteristics of a skilled performance examples: -high consistency -coordinated -good anticipation -efficient technique -communication -balanced, fit, -strong sense of kinaesthesia (game sense and general awareness)