Skill Aquisition Flashcards
(101 cards)
1
Q
what is skill acquisition
A
how we learn and perform skills
2
Q
what are the 3 skill classifications
A
- individual
- coactive
- interactive
3
Q
what is a co-active skill
A
a skill that is learnt and performed with others without confrontation (no ones performances effects anyone else)
4
Q
what is an interactive skill?
A
a skill that is performed with others that control the outcome - you work together
5
Q
what is a simple skill
A
a skill that doesn’t require many decisions/ judgements
6
Q
what is a complex skill
A
a skill that requires many decisions and judgements
7
Q
what is an open skill
A
a skill that is performed in an environment with changing factors that directly affects the skill
8
Q
what is a closed skill
A
a skill where all factors are fixed and external factors do not affect the skill
9
Q
what is a self paced skill
A
a skill where the performer is in control of the skill
10
Q
what is an externally paced skill
A
a skill that is controlled by a changing environment
11
Q
what is a gross skill
A
a skill that involves big movements
12
Q
what is a fine skill
A
a skill that involves precise movements
13
Q
what is a discrete skill
A
skills that have definite beginnings and ends
14
Q
what is a serial skill
A
a skill that has more than one discrete skill linked together
15
Q
what is a continuous skill
A
a skill that cannot be easily broken down into discrete skills as they are performed continually
16
Q
what is a high organisation skill
A
a skill that has elements that are difficult to separate
17
Q
what is a low organisation skill
A
a skill that is easily split into sub routines/parts that are seperate movements
18
Q
what is task analysis
A
when specific movements in a skill are isolated due to requiring improvement
19
Q
what is fractionisation
A
practicing the separate sun routines of a whole skill
20
Q
what is segmentation
A
splitting the skills into parts, practicing one part after the other
21
Q
what is simplification
A
reducing the difficulty of sun routines of the skill
22
Q
who are wrightman and lintern 1985
A
they identified the three different part methods to learning
23
Q
what is whole practise ?
A
where a skill is learnt in its completed form without being broken down
24
Q
what is part practise ?
A
working on and perfecting isolated sun routines of a skill - once perfected, they are put together to form a whole skill
25
what is the benefit of part practise?
it allows the performer to achieve basic movements, gain confidence and understanding of the skill
26
what is whole-part-whole practise?
where the skill is practised in it’s completed form, then broken down into sub routines and the parts that require improvements are practised, then once perfected the skill is practiced in its whole form
27
what is progressive part practice ?
- can often be called chaining if segmentation
when each part of a skill is practiced in isolation then linked together to form a whole skill
learn part 1 then practise it
learn part 2 then practise part 1 &2
etc
28
what is massed practise ?
where a skill is practised continuously with no rest - can lead to fatigue and can be demotivating
29
what is distributed practise
where a skill is practised in a routine that involves rest intervals
30
what is fixed practise
where the whole movement of a skill is repeatedly practised in the same environment until it is fluent - this enables habituels movements to be learned effectively
31
what is varied practise?
where the whole skill is practised under different circumstances and the skill is stored in LT memory to be drawn from in future situations
32
what is task analysis?
when specific movements in a skill are isolated due to requiring improvement
33
what is positive transfer?
when the learning and performance of one skill helps the learning and performance of another skill
34
what is negative transfer
when the learning and performance of one skill hinders the learning and performance of another
35
what is bilateral transfer
the transfer of learning from one limb to another / from one muscle group to another through motor programmes
36
what is an open loop
automatic movements that are not under conscious control
37
what are the cognitive aspects within learning a skill?
what our understandings of the requirements of the skill are
(what is required of the performer to understand and learn the skill effectively)
38
what is proactive transfer ?
the influence of one skill on another skill that is yet to be performed (hasn’t been learnt yet)
39
what is retroactive transfer?
the influence of one skill on the learning and performance of a skill that has previously been learnt
40
how to optimise positive transfer?
• create a kinaesthetic awareness of the skill by offering/ organising various practices that imitate real life situations
• give clear explanations and demonstrations
• teach/point out similar skills
• make sure learner had learned a wide range of skills from childhood
41
how to limit negative transfer?
• do not teach conflicting skills
• ensure that the fundamentals of the skill are learnt before moving onto the more complex parts -> decreases likelihood of mistakes
42
what is operant conditioning
the shaping of the learners behaviour through reinforcement and punishment
- learners response to a stimulus is shaped
- SR bond strengthens through trial and error
- connectionist and associationist theory
43
what is positive reinforcement
increasing the likelihood of behaviour with the use of rewards such as praise
- after a successful response to a stimulus has been presented, the learner receives a reward
44
what is negative reinforcement
increasing the likelihood of behaviour happening by withdrawing disapproval caused by incorrect behaviour
- once correct response has been shown after incorrect responses have been shown, disapproval is withdrawn as it is no longer needed to motivate the correct response therefore increasing the likelihood as the learner will no longer receive disapproval
45
what happens during reinforcements?
a satisfier is presented ie praise/ disapproval withdrawal
46
what is punishment
when a negative stimulus is presented to prevent behaviour from occurring
- punishment is given to decrease likelihood of behaviour
47
what are thorndikes three laws
the laws of effect , the law of exercise and the law of readiness
48
what is the learn of effect
if the response is reinforced, learning is reinforced therefore if praise is given, response occurrence increases and vice versa
49
what is the law of exercise
the more the response is practiced, the stronger the SR bond and more fluent the skill is
50
what is the law of readiness
the performer must be physically and mentally capable to perform the skill
- the more comfortable the player is with the skill , the better the performance of the skill
51
what is the cognitive learning theory
a theory where it is believed that skills are best learnt in its whole form in a realistic situation
- learner must understand and think about the problem they are facing
- learner must use perception to predict a solutions successfully
52
what three factors influence perception during the cognitive learning theory ?
- intelligence
- current knowledge
- previous knowledge
53
what is an intervening variable
mental processes occurring between the stimulus being received and the response
54
what is insight learning
problem solving involving memory (previous experiences) to help find a solution for current situation
55
what did the gestalists believe
that we should see objects as a whole rather than a collection of parts - which supports whole practise
56
what type of coaching benefits the cognitive theory
not being too authoritative (letting the player learn , do not order them)
57
what are the highest forms of learning
mental reasoning and intelligence
58
what is social learning
copying a demonstration of a skill from visual guidance
59
what increases reinforcement of a skill during social learning
if the demonstration of done by a role model / someone of a higher status of the learner
60
how does gender affect the social learning theory
the skill is more likely to copied if the demonstration is done by someone of the same gender of the learner
61
why is observational learning good for beginners
the learners can see / understand the skill more easily as it being demonstrated rather than explained
62
what did bandura’s model believe
that’s observational learning take place only if the learner can put into place the four parts of banduras model (attention,retention, motor reproduction and motivation)
63
what are bandura model 4 factors?
attention
retention
motor reproduction
motivation
64
what is the importance of attention in observational learning
The learner must focus directly onto the model that is being
demonstrated to earn it efficiently. Verbal guidance can be given to highlight important aspects of the demonstration that will benefit the learner
65
what is the importance of retention in observational learning
the demonstration must be stored/retained in the learners memory if it will be successfully copied. Mental rehersals can also help the retention process of the skill
66
what is the importance of motor reproduction in observational learning
the learner must have the physical ability to copy the demonstrated skill and feedback must be given if model skill is to be matched by learner
67
what is the importance of motivation in observational learning
the observer must
have the drive to match the performance of the skill being
modelled. Positive reinforcement will increase the motivation
of the learner.
68
What are the 3 stages of learning
cognitive
associative
autonomous
69
what is the cognitive stage of learning
where the learner receives demonstrations and explanations of a skill and develops an understanding of the skill
- reinforcement used for successful responses
- trail and error done to replicate skill effectively
70
what is the associative stage of learning
the stage of practise
- learner will begin to eliminate mistakes
- motor programmes are developed and sub routines become more coordinated (skill becomes smoother/ easier)
71
what is the autonomous stage of learning
the learner executes the skill without conscious thought
- action is automatic
- distractions are ignored as the skill has formed motor programmes and is know in the learners LT memory
- learner self confidence increases
72
what are the four types of guidances
visual, verbal, manual and mechanical
73
what is verbal guidance
verbal communication used to direct the learner to important cues within a skill
- must be concise and clear
-most frequent form of guidance used
- often used alongside visual guidance
74
advantages of verbal guidance
• form of feedback and reinforcement
• can identify errors
• can motivate learners
• can hold learners attention
75
disadvantages of verbal guidance
• can lead to info overload -> distractions and confusion
• if info is given incorrectly, the skill will not be learnt effectively
• some skills cannot be explained
76
what is visual guidance
when the learner forms a mental image of the skill through demonstrations
77
advantages of visual guidance
• creates a mental image of the skill easily
• skill can be seen in different stages
• observational learner - pays attention to cues to help learn skill structure
78
disadvantage of visual guidance
• if demo is incorrect, bad habits will be learnt, this can hinder skill development
• if skill is too quick, the demo may be unclear
79
what is manual guidance
when a teacher will hold/physically manipulate the body of a learner through the correct pattern of movement
80
what is mechanical guidance
when equipment is used to help support the learner and shape the skill
ie bigger shuttle cocks
81
what are the advantages of manual and mechanical guidance
• helps with confidence and gives a sense of safety
• can be used to isolate certain sub routines within a skill
82
what are the disadvantages of manual and mechanical guidance
• can be over restrictive - learner has a lack of control (too dependent on help)
• can lead to “false sense of kinethesis”
(they think they can do it but they cannot)
83
what is intrinsic feedback
type of continuos feedback that comes from the proprioceptors (the learner self feedbacks)
84
what are proprioceptors
nerves found in muscles, ligaments and joints
85
what is the advantage of intrinsic feedback
• immediate
• you don’t have to rely to someone else
• can be corrected/altered immediately
86
what are the disadvantages of intrinsic feedback
• if in cognitive stage, this can be incorrect and performance can deteriorate (gives themselves wrong feedback)
• sensory effectiveness can differ
87
what is extrinsic feedback
feedback from external sources - a coach
- different performers require different types of feedback
88
advantages of extrinsic feedback
coach may give coaching points that lead to improvement
89
disadvantages of extrinsic feedback
• it can be inaccurate- unreliable info can be demotivating
• does not encourage kinaesthetic awareness
90
what is kinaesthetic awareness
a person’s awareness of the physical sensations that are occurring in their body. This awareness can be either conscious or subconscious.
it is the ability to sense the position and movement of one’s own body. This includes the ability to sense the position and movement of limbs, joints, and muscles
91
what is kinesthesis
the perception of body movements. It involves being able to detect changes in body position and movements
92
what is positive feedback
reinforces the skill learning and gives info about a successful outcome
93
advantages of positive feedback
• corrects the S-R bond formed
• good for motivation (especially for cognitive learners)
• can increase self esteem and confidence
94
disadvantages of positive feedback i
• if undeserved, it can build a inappropriate S-R bond
• some performers don’t respond well to praise
95
what is negative feedback
info about unsuccessful outcome - which can be used to build successful strategies that lead to successful outcomes
96
advantage of negative feedback
• can make performer more determined
• suited to autonomous learners - refinement
• clear on aspects of skill that need improvement
97
disadvantages of negative feedback
•demotivates performer who takes criticism badly
• can lead to decrease performance if unfounded or inaccurate
98
what is knowledge of results
a form of external feedback - results of their response usually from the another person
99
what is knowledge of performance
the performer knows what a good performance feels like
- associated w/ external feedback but can be kinaesthetic awareness aswell (i know i done good etc)
100
benefit and disadvantage of knowledge of results and performance
if successful - motivation for learner
if unsuccessful- demotivating
101
how to give effective feedback
• limited amount of information-> does not overload learner
• immediacy ->given as soon as possible, experiences retained in more recent memories (earlier it’s given, more likely it is to be remembered and helpful)
• must be related to individual- more effective when specific
