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PE > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

1
Q

What three factors are skill classification skills affected by?

A
  1. How precise a movement is
  2. Whether the movement has a definite beginning and end
  3. Whether the environment affects the performance of the skill
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2
Q

What are the skill classification systems?

A
  1. Pacing
  2. Organisation
  3. Continuity
  4. Environmental influences
  5. Muscular involvement
  6. Difficulty
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3
Q

What continuum’s does PACING consist of?

A
  1. Self- paced

2. Externally- paced

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4
Q

What are characteristics of self- paced skills?

A
  • The performer controls the rate at which the skill is executed
  • closed skills
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5
Q

What are the characteristics of EXTERNALLY- PACED skills?

A
  • the environment controls the rate of performing the skill
  • attention needs to be payed to the external events in order to control the rate of movement
  • open skills
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6
Q

Give one example of self paced skills and one of externally paced skills

A
  • self paced: javelin throw

* externally paced: ball games, performer must time actions with other players and the ball

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7
Q

What continuum’s does ORGANISATION consist of?

A
  • High organisation

* Low organisation

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8
Q

What are the characteristics of HIGH ORGANISATION skills?

A
  • many sub routines
  • cannot be broken down
  • sub routines closely linked together to make the skill
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9
Q

What are the characteristics of LOW ORGANISATION skills?

A
  • very easy and uncomplicated
  • sub routines easy to separate
  • discrete skills
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10
Q

Give one example of low organisation skills and one example of high organisation skills

A

High organisation: cartwheel

Low organisation: swimming

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11
Q

What continuum’s does CONTINUITY consist of?

A
  • discrete
  • continuous
  • serial
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12
Q

What are the characteristics of DISCRETE skills?

A
  • clear beginning and end
  • well-defined actions
  • single specific skills
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13
Q

What are the characteristics of CONTINUOUS skills?

A

• no clear beginning or end

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14
Q

What are the characteristics of SERIAL skills?

A
  • group of discrete skills strung together

* makes a new complex skill

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15
Q

Give one example of a discrete, continuous and serial skill

A

DISCRETE: golf shot

CONTINUOUS: running

SERIAL: triple jump

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16
Q

What continuum’s does ENVIRONMENTAL INFLUENCE consist of?

A
  • open

* closed

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17
Q

What are the characteristics of OPEN skills?

A
  • affected by the environment
  • predominately perceptual
  • movements have to be continually adapted
  • externally paced
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18
Q

What are the characteristics of CLOSED skills?

A
  • not affected by the environment
  • predictable
  • self- paced
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19
Q

Give one example of open and closed skills

A

OPEN: pass in netball

CLOSED: penalty shot in football

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20
Q

What continuum’s does MUSCULAR INVOLVEMENT consist of?

A
  • gross

* fine

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21
Q

What are the characteristics of GROSS skills

A
  • large muscular involvements and groups

* not very precise

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22
Q

What are the characteristics of FINE skills?

A
  • small muscle groups
  • intricate
  • high levels of hand-eye coordination
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23
Q

Give one example of gross and fine skills

A

GROSS: shot put

FINE: snooker shot

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24
Q

What continuum’s does DIFFICULTY consist of?

A
  • simple

* complex

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25
Q

What are the characteristics of a SIMPLE skill?

A
  • very little judgements and decisions
  • straightforward
  • little concentration and cognitive ability
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26
Q

What are the characteristics of a COMPLEX skills?

A
  • many judgements and decisions
  • practised in training repeatedly
  • complicated
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27
Q

Give one example of simple and complex skills

A

SIMPLE: sprinting

COMPLEX: round off backward handspring

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28
Q

What are the methods of practice? (8)

A
  1. Whole
  2. Part
  3. Whole-part-whole
  4. Part-progression
  5. Fixed
  6. Varied
  7. Massed
  8. Distributed
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29
Q

What is part practice?

A

Working on an isolated sub-routines with the aim of perfecting it

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30
Q

When is part practice used?

A
  • Low organisation skills

* complex and dangerous tasks

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31
Q

Why is part practice used?

A
  • allows performer to make sense of a skill
  • boosts confidence
  • reduces the possibility of overload
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32
Q

Example of part practice

A

Practising the backswing only in the tennis serve

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33
Q

What is whole practise

A

Skills being taught without breaking into sub-routines or parts

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34
Q

When is whole practise used?

A

• high organisation skills

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35
Q

Why is whole practise used?

A

• allows the performer to gain a kinaesthetic feel of the skill

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36
Q

Example of whole practise

A

•a golf swing

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37
Q

What is whole-part-whole practice?

A

Practising the whole skill then practising a sub routine in isolation, then practising the whole skill again

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38
Q

When is whole-part-whole practice used?

A
  • serial skills

* low organisation skills

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39
Q

Why is whole part whole practise used?

A
  • to recognise strengths and weaknesses the correct specific skill errors
  • allows some feel of the skill
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40
Q

Example of whole-part-whole practise

A

Practise front crawl

Practise leg kick in isolation with float

Practise whole stroke again

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41
Q

What is progressive-part practice?

A
  • Skills are broken down into sub routines
  • performer learns one link then second link and practise these, then further links
  • chaining
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42
Q

When is progressive part practice used?

A
  • complex skills
  • low organisation skills
  • serial skills
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43
Q

Why is progressive part practice used?

A

• allows performer to learn links between sub routines and transfer these into a whole skill

44
Q

Example of progressive part practice

A

Trampoline routine

45
Q

What is massed practice?

A

Practice session involves very short or no rest intervals

46
Q

When is massed practice used?

A
  • discrete skills of short duration

* highly motivated performers with good fitness levels

47
Q

Why is massed practice used?

A
  • to groove skills

* long sessions used when coach wants to simulate elements of fatigue

48
Q

Example of massed practice

A

Basketball shooting drills from different positions

49
Q

What is distributed practice?

A

Practice sessions with rest intervals included

50
Q

When is distributed practice used?

A
  • continuous skills

* beginners of those with low levels of fitness and motivation

51
Q

Why is distributed practice used?

A
  • rest intervals allow performer to receive feedback

* maintains motivation and good for dangerous or complex skills

52
Q

Example of distributed practice

A

Swimmer swims a width the has a rest while the teacher gives feedback

53
Q

What is fixed practice?

A

A specific movement patter. Is practiced repeatedly in a stable environment (drill)

54
Q

When is fixed practice used?

A

• closed skills that require specific movement patterns to become overlearned

55
Q

Why is fixed practice used?

A

• skills become habitual and automatic

56
Q

Example of fixed practice

A

Discus thrower practises in the discuss circle, using the same weight implement

57
Q

What is varied practice?

A

When a skill is practiced in many environments

58
Q

When is varied practice used?

A
  • open skills

* practice conditions must be as realistic as possible

59
Q

Why is fixed practice used?

A
  • develops experiences in LTM

* develops perceptual and decision-making skills

60
Q

Give a practical example of varied practice

A

Small sided game in football, where performer can work on passing, positional play and strategy

61
Q

What are the transfer of skills?

A
  • proactive transfer
  • retroactive transfer
  • positive transfer
  • negative transfer
  • bilateral transfer
62
Q

What is proactive transfer?

A

When a previously learnt skill affects the learning or performance of a new or current or future skill

63
Q

Give an example of a proactive transfer

A

Mastering a good over arm tennis ball throw, will help the performer gain the correct technique for a javelin throw

64
Q

What is a retroactive transfer?

A

When the current learning of a new skill affects the performance of a previously learnt or past skill

65
Q

Give an example of a retroactive transfer

A

A cricket player who learns a javelin throw and perfects the technique will transfer this skill when playing cricket and improves the overarm throw in cricket

66
Q

What is a positive transfer?

A

When one skill or movement helps the learning or performance of another as it encourages similar s-r bonds between two skills

67
Q

Give an example of a positive transfer

A

Catching a reaction ball to improve reaction times will positively transfer to fielding in a cricket game e.g. a slip catch

68
Q

What is a negative transfer?

A

When one skill or movement hinders the learning or performance of another skill as the skill hinders stimulus response compatibility

69
Q

Give an example of a negative transfer

A

A squash player who takes up tennis may find it hard to not use their wrists during shots

70
Q

What is a bilateral transfer

A

The transfer of learning from one limb to another

71
Q

Give an example of bilateral transfer

A

A footballer who can shoot with the right and left foot with matching power and accuracy

72
Q

How can a coach optimise positive transfer?

A
  • make performer aware of transferable elements
  • over-learn/ groove skills until they become autonomous
  • positive reinforcement
  • clear demonstrations
  • variable practices to imitate game situations which enhances schema
73
Q

How does bilateral transfer take place?

A
  1. Understand what is required (cognitive aspect)

2. The ‘motor programme’ is transferred

74
Q

What are the theories of learning? (4)

A
  1. Operant conditioning
  2. Thorndike’s laws
  3. Cognitive theory of learning
  4. Social learning theory
75
Q

What is operant conditioning?

A

Trial and error learning where behaviour is shaped through reinforcement by rewarding a correct response which connects S-R bonds and strengthens them

76
Q

Give an example of operant conditioning

A

A hockey player may develop her skill of flicking the ball by the coach giving her praise when performed well which forms a strong S-R bond

77
Q

What are Thorndike’s laws?

A
  1. Law of exercise
  2. Law of effect
  3. Law of readiness
78
Q

What are Thorndike’s laws based on?

A

Strengthening S-R bonds

79
Q

What is the Law of exercise?

A

Repeating or rehearsing the S-R connections is more likely to strengthen them. If desired response occurred reinforcement is necessary

80
Q

Give an example of the law of exercise

A

If a gymnast ora rises a floor routine repeatedly, then the S-R bonds are repeated or exercised.

81
Q

What is the Law of effect?

A

If followed by a pleasant reaction, then the S-R bond is strengthened; if the following reaction is negative, then the S-R bond is weakened

82
Q

Give an example of the law of effect

A

In football positive comments about dribbling technique strengthens the S-R bond, negative comments weaken the S-R bond

83
Q

What is the Law of readiness?

A

The athlete must be physical and mentally capable of performing the skill efficiently

84
Q

Give an example of the Law of readiness

A

If a hockey player is injured they may not be able to dribble effectively

85
Q

What are intervening variables?

A

Mental processes occurring between the stimulus being received and the response

86
Q

What is insight learning?

A

Problem-solving involving memory. Previous experiences are used to help solve new problems

87
Q

What is the cognitive theory suggest about learning?

A
  • learning is best achieved by premising the whole skill
  • learned must understand and think about the problem as a whole
  • thought processes are dependent on perception
  • learner will use intelligence, current knowledge as previous experience to plan or predict a solution
88
Q

Give an example of the cognitive theory of learning

A

A cricketer learns to swing the ball when bowling by understanding the basic mechanics of movement

89
Q

What does the social learning theory suggest about learning

A
  • behaviour is learnt through the observation and imitation of others
  • behaviour is especially observers if the observer sees the person as a significant other or role model
  • role models are copied if they are the same gender as the learner
  • a demonstration is presented for the learner to copy
  • mediational processes are involved
90
Q

What are the four processes Bandura identifies?

A
  • Attention
  • Retention
  • Motor reproduction
  • Motivation
91
Q

What are the stages of learning?

A
  • Cognitive
  • Associative
  • Autonomous
92
Q

What are the characteristics of the cognitive stage of learning?

A
  • learner trying to create mental picture of skill
  • demonstrations are vital
  • give guidance to focus on important cues
  • reinforce success with positive feedback
  • performance will be inconsistent, lack coordination and fluency and be full of errors
  • specific feedback needed
93
Q

What are the characteristics of the associative stages of learning?

A
  • practice stage
  • attends to relevant cues
  • errors fewer and smaller
  • motor programmes developed; more coordination
  • learner develops ability to use kinaesthetic feedback to detect own errors
  • detailed verbal feedback
94
Q

What are the characteristics of the autonomous stages of learning?

A
  • little conscious thought
  • motor programmes established and stored in LTM, S-R bonds
  • less need for external feedback
  • if practice not maintained, learner may fall back into associative
  • concentrate on strategies and techniques
95
Q

What are the types of guidance?

A
  1. Verbal
  2. Visual
  3. Manual
  4. Mechanical
96
Q

What is verbal guidance?

A

Verbal feedback usually provided by a coach or significant other and is used to describe and explain how to perform an activity

97
Q

What are the advantages of verbal guidance?

A
  • can reinforce good movements and identify errors to be corrected
  • can hold the attention of a performer and be used to motivate
98
Q

What are the disadvantages of verbal guidance

A
  • can lead to information overload

* if guidance is inaccurate, skills will be hindered

99
Q

What is visual guidance?

A

Images or demonstrations used to help a learner where key points are reinforced through cueing

100
Q

What are the advantages of visual guidance?

A
  • easy to create mental picture
  • skill can be seen at different stages
  • encourages observational learning
101
Q

What are the disadvantages of visual guidance?

A
  • if demonstrations are incorrect bad habits can form
  • coach may not be able to show accurate demonstrations
  • visual representation may be unclear or too quick
102
Q

What is manual guidance?

A

Physical support when learning a skill by another person

103
Q

What is mechanical guidance?

A

Physical support by a mechanical device when performing a skill e.g. a twisting belt in trampolining

104
Q

What are the advantages of manual and mechanical guidance?

A
  • give kinaesthetic feel of the skill
  • helps with confidence and sense of safety
  • can be used to isolate a skill in action
105
Q

What are the disadvantages of manual and mechanical guidance?

A
  • can be over restrictive, performer may feel they lack control
  • can lead to false kinaesthesis
  • negatively affect motivation
  • can cause negative transfer

PE (2 decks)

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