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Skill Acquistion Flashcards

1
Q

Types of Practice

A

Whole
Progressive Part

Massed
Distributed

Mental
Varied

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2
Q

Whole Practice

A

the skill is not broken down into subroutines, it is practiced as a whole

e.g. a performer will practice full movement of a free throw

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3
Q

When is whole practice used?

A

Ballistic
Autonomous
Simple
High

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4
Q

Benefits of whole practice

A

Develop kinaesthetic awareness & improves motor programme

Encourages postive transfer, realistic to the game

Time efficient

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5
Q

Drawbacks of whole practice

A

Not suitable for cognitive, can’t cope with decision making demands

Not suitable for complex, require lots of decisions

Success not guranteed, demotivation

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6
Q

Progressive Part Practice

A

the performer practices the first subroutine & then the second subroutine, then chained together

e.g. learning the hop, skip, jump before performing a triple jump

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7
Q

When is progressive part practice is used?

A

Low
Serial
Dangerous
Cognitive

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8
Q

Benefits of progressive part practice

A

Broken down into subroutines specific weaknesses practiced, Guarantees success, Increase self efficacy

Allows rest, Provide feedback, Prevent fatigue

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9
Q

Drawbacks of progressive part practice

A

Prevent kinaesthetic awareness, may become reliant on coach’s feedback

Negative transfer, not realistic to game

Time consuming

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10
Q

Massed Practice

A

practice skill with no rest inbetween

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11
Q

When is massed practice is used

A

Simple
Autonomous
Discrete
Fitness levels - High
Continuous

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12
Q

Benefits of massed practice

A

Develops kinaesthetic awareness, move done in full

Improve’s performers level of fitness, no rest

Time efficient

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13
Q

Drawbacks of massed practice

A

Lead to fatigue, increases risk of injury

Training tedious, demotivation

Negative transfer, not realistic to sport

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14
Q

Distributed Practice

A

skill is practiced & rest periods introduced throughout

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15
Q

When is distributed practice used?

A

Open
Cognitive
Dangerous
Complex
Low levels of fitness

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16
Q

Benefits of distributed practice

A

During rest:

feedback can be given
praise increase motivation & self efficacy
reduce risk of fatigue, injury
give instructions on dangerous skills

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17
Q

Drawbacks of distributed practice

A

Hinders development of kinaesthetic awareness

Less likely to improve fitness

Time consuming

Negative transfer, not realistic

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18
Q

Varied Practice

A

type of skills & practice changed during session

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19
Q

When is varied practice used?

A

Autonomous
Externally paced
Game sports
Open

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20
Q

Benefits of varied practice

A

Enjoyable, motivated

Positive transfer, realistic, varies skill

Improves fitness levels

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21
Q

Drawbacks of varied practice

A

May suffer fatigue, lead to injury

Time consuming

Info overload in cognitive

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22
Q

Mental Practice

A

involves practising a skill using visualisation in performer’s mind
1) internal - helps develop kinaesthetic awareness
2) external - watches performance, video

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23
Q

Benefits of mental practice

A

Develops kinaesthetic awareness

Improves quality of motor programme

Reduces level of anxiety

Increases self efficacy

24
Q

Stages of Welford’s Model

A

Input
Decision Making
Output

25
Welford Input
- perception receives stimuli from the environment through internal & external sensors - Detect - register stimuli Compare to those in long term store Recognition - stimuli finds its match - sent to short term store
26
Welford Decision Making
- decision making occurs - chooses relevant motor programme from LTS - LTS sends motor programme to STS - STS sends motor programme to effector control
27
Welford Ouput
- effector controls initiate motor programmes - send nerve impulses to effectors (relevant muscles)
28
Stages of Whiting's Model
Receptor Systems Perceptual Mechanism Translatory Mechanism Effector Mechanism
29
Whiting Receptor Systems
- receptor systems receive stimuli from the environment e.g. seeing ball, hearing buzzer - e.g. sight, sound, touch & proprioception - stimuli are sent to perceptual mechanism
30
Whiting Perceptual Mechanism
- receives stimuli from sensory receptors - selective attention occurs - block irrelevant info e.g. crowd noise - speeds up decision making & prevents info overload - relevant info passed to translatory mechanism
30
Whiting Perceptual Mechanism
- receives stimuli from sensory receptors - selective attention occurs - block irrelevant info e.g. crowd noise - speeds up decision making & prevents info overload - relevant info passed to translatory mechanism
31
Whiting Translatory Mechanism
- receives relevant info from perceptual - allows decision making - chooses relevant motor programme e.g. deciding whether shoot or pass - motor programme sent to effector mechanism
32
Whiting Effector Mechanism
- receives motor programme from translatory mechanism - motor programmes initiated - sends nerve impulses to muscular system (relevant muscles) e.g. sends nerve impulses to the legs to shoot in football
33
Operant Conditioning
- Involves learning through trial and error - It involves ‘shaping’, which is changing the environment to allow the performer to achieve success and to fail - It uses positive, negative reinforcments and punishment
34
Positive Reinforcement
- Involves giving praise when the correct response is given - E.g. praising a correct pass - Encourages repetition of correct responses - Performer will be more likely to repeat the correct response
35
Negative Reinforcement
- Involves giving critical comments when the incorrect response if given - E.g. the coach criticises the incorrect pass - Causes a change in the performer’s behaviour - The coach then withdraws the unpleasant stimulus when the correct response is given - Strengthens the SR bond - Encourages the repetition of the correct actions - Performer will repeat the correct pas
36
Punishment
- Is given when the incorrect response is given e.g. push ups - This causes a change in the performer’s behaviour - Weakens the SR bond - They will be less likely to show that behaviour in the future
37
Benefits of Operant Conditioning
- Positive and negative reinforcement strengthen the SR bond - Correct use of the punishment weakens the SR bond - Praise can increase players motivation - Performers can make quick improvements in performance - The performer can quickly remove errors
38
Drawbacks of Operant Conditioning
- Too much punishment can cause demotivation and a decrease in self efficacy - The performer does not understand why they are performing an incorrect response - This can hinder learning
39
Observational Learning Theory
Observing and imitating behaviour Demonstration, Attention, Retention, Motor Reproduction, Motivation, Matching Performance
40
Demonstration
- Performer wil observe an image of the movement e.g. video - It will be more effective if the demonstration is perfect
41
Attention
- The performer focuses on the key cues - More likely to focus on the key cues if a role model gives the demonstration
42
Retention
- The performer stores the key cues into the LTM - More likely to stroe the key cues if they are relevant and meaningful
43
Motor reproduction
- The performer must have the physical capability to perform the task or action - If the performer does not have the physical capabilities, it should be broken down into sub-routines
44
Motivation
- The performer has the drive to complete the task - It will be more effective if the coach gives the performer tangible and intangible rewards e.g. praise
45
Matching Performance
Refining the skill through the use of massed and distributed practice
46
schema
a set of motor programmes that can be adapted to produce a new movement
47
When does recall schema happen?
Before the movement
48
What are the two parts of recall schema
Initial Conditions & Response Specification
49
Initial Conditions
* Knowledge of the environment * Where are my team mates? Where are the opposition? Where is the target?
50
Response Specification
* The performer makes a decision based upon the initial condition * E.g. In badminton they may hit it to the back of the court if the opposition is at the front of the court.
51
When does recognition schema happen?
After the movement
52
What are the two parts of recognition schema?
Sensory Consequences & Response Outcome
53
Sensory Consequences
- Involves knowledge of performance - whereby the performer receives feedback via kinesthetic awareness about the success of the movement. E.g. Did the shot feel good?
54
Response Outcome
- Involves knowledge of result - whereby the performer receives feedback about the final outcome. E.g. Did the shot go in?
55
Drive Theory
- Drive to achieve a goal e.g. convert 80% of free throws - Practice frequently to achieve goal - Once goal achieved, performer may become demotivated & lose drive - Coach needs to set more challenging goals e.g. convert 90% of free throws

PE (5 decks)

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