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Skill Acquisition Flashcards

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1
Q

Skill

A

Ability to bring about pre determined results with the minimum outlay of time, energy or both.
Graceful, autonomous and efficient.
Skill is learnt, consistent , accurate, controlled and goal directed.

Psychomotor skill -> ability to consciously make movements successful.
Gross motor skill -> uses large muscle groups. don’t need any active thought. usually acquired during childhood. e.g. standing, walking.

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2
Q

Ability

A

The physical attributes that affect our potential for a given sport.
Largely determined genetically. They are natural or innate.

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3
Q

What is a continuum?

A

A continuous sequence in which adjacent elements aren’t very different, but the extremes are quite distinct.

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4
Q

Open skill

A

Affected by the environment.
Environment is unpredictable and changes frequently.
e.g. long pass in football.

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5
Q

Closed skill

A

Not affected by the environment.
e.g. free throw in basketball.

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6
Q

Gross skill

A

Uses large muscle groups.
e.g. triple jump.

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7
Q

Fine skill

A

Uses small muscle groups.
e.g. dart throw.

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8
Q

Self-paced skill

A

Performer decides when they carry out the skill.
e.g. free kick in football.

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9
Q

Externally paced skill

A

Determined by external factors and environment outside of the performer’s control.
e.g. pass in netball.

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10
Q

Discrete skill

A

Has a clear beginning and end.
e.g. cartwheel.

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11
Q

Continuous skill

A

No clear beginning and end.
e.g. swimming.

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12
Q

Serial skill

A

Many discrete skills put together.
e.g. dance routine.

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13
Q

Low organised skill

A

Can easily be broken down.
e.g. triple jump.

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14
Q

Highly organised skill

A

Can’t be broken down easily or at all.
Action is often too quick.
e.g. volley in football.

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15
Q

Simple skill

A

Little cognitive element.
Little decisions to be processed.
e,g. passing in football.

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16
Q

Complex skill

A

Requires a high cognitive element.
Many decisions to be made.
e.g. aerial in hockey.

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17
Q

Positive transfer

A

When the learning of one skill helps with the learning of another.
e.g. badminton/tennis.

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18
Q

Negative transfer

A

When the learning of one skill interferes with another skill being learnt.
e.g. netball/basketball.

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19
Q

Zero transfer

A

When the learning of one skill doesn’t affect the performance of another.

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20
Q

Bilateral transfer

A

When the leaning of a skill is transferred across the body.

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21
Q

How knowledge of transfer can be used to coach effective sessions

A

Can encourage positive transfer by making practices realistic.
Making sure skills are well learnt before moving on to a complex skill.
Rewarding players when they do correct adaptations of positive transfer.

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22
Q

Whole practice

A

Practicing a skill in is entirety.
Not broken down into subroutines.
Suitable for discrete and highly organised skills.
Can be used where:
- performer is autonomous
- movement is quick
- skill of low complexity

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23
Q

Advantages of whole practice

A

Helps create specific images that can be stored in the long-term memory.
Realistic -> is helps to transfer skills in training to game scenarios.

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24
Q

Disadvantages of whole practice

A

Less suitable for beginners -> they may think it puts unnecessary demand on them. can decrease their motivation.
May be fatiguing.

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25
How the coach can help
Visual aids e.g. videos. Physical guidance. Verbal prompts. Varies practice -> different situations etc. e.g. drills and matches. Positive reinforcement -> keeps the learner motivated. Regular feedback.
26
Whole part whole practice
Practicing the skill in its entirety before breaking it down into subroutines, then putting the skill back together and practice in its entirety.
27
Advantages of whole part whole practice
Suitable for beginners doing a complex activity. Can keep learners motivated -> likely to achieve some success in parts of the skill. Gives a coach a chance to give immediate feedback and correct mistakes. Enables fluency and integration of subroutines to be maintained.
28
Disadvantages of whole part whole practice
Might produce negative transfer unless the coach immediately puts the part back into the whole routine. Potential for disjointedness. Less focus on flow. Time consuming.
29
Progressive part practice
A skill is taught in parts and then the full skill is linked. Sometimes called chaining. Broken down into chunks.
30
Advantages of progressive part practice
Suitable for serial skills. e.g. gymnastics, trampolining. Useful for low organised and can be broken down into subroutines. Learner can focus on specific parts and correct weaknesses. Prevents fatigue and provides natural breaks. Learning in parts = success is achieved and high motivation.
31
Disadvantages of progressive part practice
Takes a lot of time. May not be able to feel the whole skill (especially for beginners). Can produce negative transfer between subroutines.
32
Things to consider when selecting the right type of practice
Type of skill. Stage of learning. Level of motivation. Time available. How much information the learner has to process. Amount of technical knowledge required. Facilities available.
33
Fixed practice
Repeating the same skill over and over from the same place. e.g. free throw in basketball. Advantages: Good when learning closed skills and where something needs to be groved. Disadvantages: Less suitable for more varied sports or one where the environment changes constantly.
34
Massed practice
Long practice sessions with little breaks. Used when a skill is discrete, simple and the environment is closed.
35
Advantages of massed practice
Suitable for autonomous learners. Suitable when learning simple skills. Good when performers are experienced.
36
Disadvantages of massed practice
Could lose motivation. Time consuming. Can’t be used on cognitive learners as they might not be fit enough or might lose motivation. Can lead to fatigue.
37
Distributed practice
Shorter practice sessions with more frequent breaks.
38
Advantages of distributed practice
Good time for feedback from others. Can use breaks for mental practice. Suitable when learning a new or complex skill. Good when performers have short attention spans (or are beginners).
39
Disadvantages of distributed practice
Time consuming. Might not be suitable for experienced (autonomous) players
40
Varied practice
Where the type of practice, skills and drills are changed during a session.
41
Advantages of varied practice
Suitable for sports with lots of open skills.
42
Disadvantages of varied practice
Can produce negative transfer -> unless drills are fully integrated into the session. Can give players too much to think about. Time consuming. Involves a lot of input from the coach.
43
Mental practice
Athlete visualises themselves performing a skill. No physical movement involved. Works best with physical practice involved.
44
Advantages of mental practice
Can give performer confidence. Easy to do -> no equipment needed.
45
Coaching mental practice
Take player through the steps. Describe the skill and allow them to visualise. Eventually they will be able to do it on their own.
46
Learning
A permanent change in behaviour that occurs as a result of practice. Just because skills are well learnt doesn’t mean they will be performed superbly.
47
Performance
A more temporary occurrence influenced by factors such as anxiety.
48
Stages of Learning - Fits and Posner - Stage 1, the cognitive stage
Beginner. Someone that has to think about specific skills and how they’re performed. Might be a response to demonstrations and instructions. Movements are often slow and uncoordinated, and motor programs are not yet developed.
49
Stages of Learning - Fits and Posner - Stage 2, the associative stage
Intermediate. Usually lasts longer than the cognitive stage. When the performer moves from being a competent beginner to a decent performer. Takes a lot of quality practice. Movements start to look more smooth and fluent.
50
Stages of Learning - Fits and Posner - Stage 3, the autonomous stage
Expert. Someone that doesn’t need to think about how to do skills. Actions are fluent, efficient and automatic. Motor programmes are fully developed. Finer details of a skill can now be worked on.
51
Feedback
Information received to amend and improve.
52
Positive feedback
Feedback on what when right.
53
Negative feedback
Feedback on what wrong and what you should improve on. Suitable for more experienced (autonomous) players.
54
Extrinsic feedback
Feedback from other people and external sources. e.g. coaches.
55
Intrinsic feedback
Feedback from within.
56
Knowledge of results
Derived from the outcome of the skill.
57
Knowledge of performance
Adds reasons to the results.
58
Learning plateaus
When a performer practicing or learning a skill is not getting any better or worse. What causes it? Lack of variety, boredom. Loss of motivation or confidence. Overtraining. Task difficulty. Incorrect training methods. How do you avoid it? Practicing the skill in different scenarios or drills.
59
Guidance
A large class of common methods in which the learner is guided in various ways through the movement patterns.
60
Visual guidance
Giving performers a demonstration of the skill. Forms a mental picture or image. Might be a video etc.
61
Advantages of visual guidance
Shows performer what the skill should look like. Useful for cognitive learners.
62
Disadvantages of visual guidance
Cognitive learners may become overwhelmed with how much they should take in. Demonstration might not be accurate. Performer might not be capable of matching the demonstration.
63
Verbal guidance
Talking the performer through a skill. Best used with visual guidance. Can be used with conditioning and fitness.
64
Advantages of verbal guidance
Feedback can be given verbally and immediately.
65
Disadvantages of verbal guidance
Cognitive learners may not understand the language used. May get overwhelmed by the information. Performer may lose concentration. Not very suitable for cognitive learners.
66
Manual guidance
Physically moving the performer to help them with the skill.
67
Advantages of manual guidance
Eliminates danger. Builds confidence. Gives an early feel and develops early kinaesthesis. Reduces fear and anxiety. Helps break a complex movement into parts. More suitable for cognitive learners.
68
Disadvantages of manual guidance
Performer may become dependent. If used too much it can interfere with kinaesthesis.
69
Mechanical guidance
Using equipment to show or help the performer with the skill.
70
Advantages of mechanical guidance
Builds confidence. Eliminates danger. Gives an early feel for the whole skill. Can be used disables athletes.
71
Disadvantages of mechanical guidance
If used too much it will interfere with kinaesthesis. The performer may become dependent. Motivation could be lost if performers think they are not performing skills themselves. Incorrect intrinsic feedback encourages bad habits and technique.

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