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A-Level PE (AQA) - Definitions > Skill Acquistion > Flashcards

Skill Acquistion Flashcards

(61 cards)

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1
Q

Open/Closed Skill

A

Sporting environment can change/stays constant while skill is being performed

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2
Q

Gross/Fine Skill

A

Large/Small muscles groups used to perform the skill
(Power vs Precision)

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3
Q

Self/Externally-paced Skill

A

Skill is paced by the performer/the environment

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4
Q

High/Low Organisational Skill

A

Is difficult/easy to break down into sub-routines to be practised individually
(Whole Practice for High)
(Whole-Part-Whole/Part Practice for Low)

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5
Q

Simple/Complex Skills

A

Limited/Excessive decision making during skill performance

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6
Q

Discrete/Serial/Continuous Skill

A

Clear beginning, middle and end

A number of discrete skills performed sequentially

No clear beginning, middle and end - repeats
(The end of one skill becomes the beginning of another)

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7
Q

Transfer (of Learning)

A

The effect that one skill has on the learning and performing of another

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8
Q

Explain each of these transfer types:
Positive
Negative
Zero
Bilateral

A

Positive effect on new skill
Negative effect on new skill
No effect
Learning skill on one side of the body impacts learning the skill on other side

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9
Q

Grooved

A

Over-learned or practised to perfection

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10
Q

Whole Practice

A

The skill is performed in its entirety
(High, Continuous, Simple, Discrete, Fast/Ballistic, not dangerous)
(Autonomous Performer)

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11
Q

Whole-Part-Whole

A

Learner attempts entire skill, then one (or each) subroutine, before trying the entire skill again
(complex, fast/ballistic)
(Cognitive - grooving skill)
(Autonomous - focus on weak area)

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12
Q

Progressive Part (chaining)

A

First subroutine is practised and perfected, before moving onto the next subroutine
(Low, Serial, Complex, dangerous)
(Cognitive Performer)

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13
Q

Massed Practice

A

Continuous practice without rest period
(Discrete, Closed, Self-paced, Simple)
(Autonomous Performer)

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14
Q

Distributed Practice

A

Intervals of practice with rest periods
(Continuous, Complex, Serial, Low, Dangerous/Tiring, External-pace, Open)
(Cognitive Performer)

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15
Q

Variable Practice

A

Practising skills and drills in a constantly changing environment
(Open, External-pace, Complex)
(Cognitive Performer)

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16
Q

Mental Practice

A

Going over the skill in your mind without moving
(Complex, Serial)
(Cognitive - to build clear image of basics)
(Autonomous - to focus on key strategies)

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17
Q

Cognitive Performer

A

Beginner Stage
- Movements are jerky
- Mistakes common
- Requires accurate demonstration
- Cognitive thought to complete skill
- Extrinsic Feedback

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18
Q

Associative Performer

A

Intermediate Stage
- Models actions of elite athletes to varying degrees of success
- Fewer mistakes, still mistakes occur
- Movements are smoother and more controlled
- Motor programs developing (stored in LTM)
- Attention can start to go to tactics

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19
Q

Autonomous Performer

A

Elite Stage
- Mistakes are few and far between
- No cognitive thought on movements
- Focus on finer elements of skill/tactics
- Motor programs fully learnt

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20
Q

Learning Plateau

A

A stagnation of performance levels, despite the continuation of training
(Loss of Motivation, Mental/Physical Fatigue, Limit of Ability, Poor Coaching, Incorrect Goals set)

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21
Q

Insight Learning (Gestalt)

A

Believe we learn skills by experiencing the whole skill, rather than isolating subroutines

Kinaesthesis will flow better
They can use insight and adapt what they know in order to fit the situation they are put in
(links to Schema)
Creates creative/independent thinkers

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22
Q

Operant Conditioning (Skinner)

A

Learning happens by making and strengthening Stimulus-Response bonds (S-R Bonds)

Reinforcement = Strengthened S-R Bond

  • Trial and Error to learn from mistakes and strengthen correct responses
  • Manipulate environment to favour correct response
  • Praise correct responses
  • Punish incorrect responses
  • Negatively reinforce incorrect responses - remove negativity once correct to reinforce and strengthen S-R Bond
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23
Q

Observational Learning (Bandura)

A

We learn by watching others, especially Significant Others

Attention - performer must be concentrating
Retention - demo must be remembered to sink in
Motor Reproduction - performer must be able to copy
Motivation - determination and drive to copy successful movement

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24
Q

Significant Others

A

Role Models, Teachers, Parents, Peers

People who an individual respects and is likely to copy behaviours of

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25
Social Development (Vygotsky)
Learning is a social process Social Interaction - Initially we learn from a social level (copy actions of those around us) MKOs - Normally coaches or teachers, who has greater understanding than the performer (gives advice) Zone of Proximal Development - The performer can't perform the skill - The performer can with assistance from MKO - The performer can without any assistance
26
Types of Feedback (Identify, don't describe)
Knowledge of Performance Knowledge of Results Positive Negative Intrinsic Extrinsic
27
Knowledge of Performance
Information about why the skill/action was successful/unsuccessful Including technique and quality of the action
28
Knowledge of Results
Information about whether or not the skill was successful (successful = repeat) (unsuccessful = adjust for next time)
29
Positive Feedback
Information about what was correct and should be repeated for next time
30
Negative Feedback
Information about what was wrong and should be adjusted for next time
31
Intrinsic Feedback
Feedback coming from within (Self-assessment) Using Kinaesthesis - did the movement feel correct?
32
Extrinsic Feedback
From outside source (Coach/Parent) Used to reinforce correct actions and correct errors for next time
33
Methods of Guidance (Identify, don't describe)
Visual Verbal Mechanical Manual
34
Visual Guidance
Performer sees the correct method of performing a skill Example: Demonstrations Illustrates what it should look like Demos must be accurate
35
Verbal Guidance
Describing the correct actions verbally Coach instructing performer of key points to a skill Can be done during a performance Must be able to be understood by the performer based on their stage of learning
36
Mechanical Guidance
Using a piece of equipment or apparatus to support a performer through a skill Useful to make dangerous skills safe Whole skill can be attempted Performer may become reliant on aid Could develop incorrect kinaesthesis
37
Manual Guidance
Coach physically supports and moves the performer into the correct positions Useful to make dangerous skills safe Whole skill can be attempted Performer may become reliant on aid Could develop incorrect kinaesthesis Performer may be uncomfortable with close physical proximity
38
Selective Attention
Focusing on relevant information/cues from the sporting environment and disregarding the irrelevant
39
Whiting's Model
Display -> Receptors -> Perceptual -> Translatory -> Effector -> Muscles -> [Output]
40
Perceptual Mechanisms
Judges the information from the receptors to decide what is important (DCR process) (Selective Attention)
41
DCR
Detect - cues detected Compare - cues compared to stored memory Recognise - cues that have occurred before are recognised in memory
42
Translatory Mechanisms
The selected information is used to decide what action to take in the situation
43
Effector Mechanisms
Correct impulses and movements are created to carry out decided action
44
Short-Term Memory (STM)
The working memory where motor programs are initiated
45
Long-Term Memory (LTM)
Where unlimited amounts of information can be stored and recalled
46
Baddeley and Hitch Model
Central Executive Phonological Loop Visuospatial Sketchpad Episodic Buffer
47
Central Executive
Controls flow of information, which information goes to which system Controls 'slave systems'
48
Phonological Loop
Deals with Auditory cues and info E.g: A call from teammate/coach
49
Visuospatial Sketchpad
Deals with Visual & Spatial Info Creates mental picture of environment - position of self, opponents and teammates on pitch
50
Episodic Buffer
Handles sequencing and chronology of information Stores memory in 3-4 chunks What happened first, the call for the pass or seeing teammate marked by opponent? Gathers perceptual information - flight of a ball, feeling of muscles after receiving a pass
51
Chunking
Grouping information together to expand the capacity of the short-term memory
52
Response Time
Reaction Time + Movement Time Time from the stimulus being presented, to the end of the responding movement
53
Reaction Time
Time taken to react to a stimulus Time from the stimulus being presented, to the start of the response
54
Movement Time
The time for the movement to be completed The time from the start of the movement, to the end of the movement
55
Hick's Law
The more choices of responses there are, the slower the reaction time of the performer will be Not proportional
56
Single-Channel Hypothesis
Stimuli can be detected simultaneously, but have to be processed one at a time Creating a bottleneck when multiple stimuli are detected in a short space of time
57
Psychological Refractory Period
The freeze experienced when processing of a stimuli is delayed due to bottleneck
58
Anticipation (two types)
Temporal - predicting when an action will occur Spatial - predicting what action will occur and where
59
Schmidt's Schema Theory
Generalised Motor Programs are developed and adapted to fit the different sporting situations faced by a performer Recall Schema & Recognition Schema
60
Recall Schema
Stores information about and initiates the movement Initial Conditions - "Where am I?" - have I been in this situation before - Environmental and Bodily info collated Response Specification - "What should I do?" - Decide what you do, based on Initial Conditions
61
Recognition Schema
Controls and evaluates the performed movement Sensory Consequences - Intrinsic - Using kinaesthesis, gather info about the movement (does it feel correct?) Response Outcomes - was it successful or not? - Gathers info about the results of the movement Feedback is based on if the movement was right/wrong and whether the result was good/bad

A-Level PE (AQA) - Definitions (7 decks)

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