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PE Unit 3/4 > Skill Aquisition > Flashcards

Skill Aquisition Flashcards

1
Q

Motor Skill

A

Special form of skill that require movement of the body or limb

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2
Q

Skill Aquisition

A

Science that underpins movement learning or execution

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3
Q

Internal Sensory Information

A

Visual
Auditory
Touch
Proprioception

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4
Q

Proprioception (def)

A

body awareness in time and space

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5
Q

Cues (+stages of learning)

A

Irrelevant
Relevant
Cognitive (not very good), Associative (better), Autonomous (best)

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6
Q

Fundamental Movement Skill

A

basic movements traditionally associated with physical activity

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7
Q

Mastery of fundamental movement skill…

A

greater physical literacy

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8
Q

11 critical fundamental motor skills

A

catch, kick, run, vertical leap, dodge, leap, ball bounce, overhand throw, punt, forehand strike, two handed strike

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9
Q

Sport Specific Skill (eg)

A

More complex than FMS and often a sequence of FMS e.g. overhand throw -> tennis serve

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10
Q

Cognitive Stage Features

A
  • beginner
  • inconsistent, stiff, unrelaxed movements
  • no error detection & correction
  • substantial attention required
  • many errors
  • difficulty attending external cues
  • can’t make use of intrinsic feedback
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11
Q

Cognitive Practice Type

A

part and blocked

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12
Q

Cognitive Feedback

A

Augmented

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13
Q

Associative Stage Features

A
  • refine technique/movement pattern
  • more consistent fewer errors, can detect cause of some errors
  • start using intrinsic feedback
  • more attention to external stimuli e.g. spin on ball
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14
Q

Associative Practice

A

random & blocked

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15
Q

Associative Feedback

A

Augmented and internal

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16
Q

Autonomous Features

A
  • can perform skill automatically
  • little attention required
  • good intrinsic senses
  • focus = develop tactics & strategies
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17
Q

Autonomous Practice

A

Random

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18
Q

Autonomous Feedback

A

internal & knowledge of performance

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19
Q

Precision of Movement

A

Fine motor skills
Gross motor skills

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20
Q

Fine Motor Skills

A
  • small muscle groups
  • require precision
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21
Q

Fine Motor Skills Example

A

darts, fingers on spin bowler

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22
Q

Gross motor skills

A
  • large muscles
  • requires strength, power, force
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23
Q

Gross motor skills example

A

quads of track cyclist exploding out gates

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24
Q

Type of movement

A

Discrete skills
serial skills
continuous skills

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25
Q

Discrete Skills

A
  • short duration
  • clear beginning and end
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26
Q

Discrete skills example

A

golf swing, start = backswing, end = follow through

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27
Q

Serial Skills

A
  • series of discrete
  • complex skill
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28
Q

Serial Skills example

A

triple jump = sprint, hop, step, leap
dance

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29
Q

Continuous skill

A
  • no clear beginning and end
  • repetitive, same movement
30
Q

Continuous skill example

A

run, cycle, swim, row

31
Q

Predictability of the Environment

A

Open skills
Closed skills

32
Q

Open Skills

A
  • unpredictable environment
  • externally paced
    e.g. snow boarder, surfing
33
Q

Closed skills

A
  • predictable environment
  • internally paced
    e.g. diving, archery
34
Q

Open and closed continuum (eg)

A

Not all sports are completely open/closed
e.g. archery is a closed skill, but can be also more open due to weather conditions i.e. the wind making environment unpredictable

35
Q

Practice distribution

A

ratio of time spent actively practicing compared to time spent resting/listening to instructions
cognitive learners: have more fatigue - need more breaks, also more time for feedback

36
Q

Massed practice (eg)

A
  • longer duration
  • less frequent
    e.g. Netball 2 x hours per week
    training: massing activities
37
Q

Distributed practice (eg)

A
  • more frequent
  • shorter periods of practice
    e.g. 6 x 30 min sessions a week
38
Q

Practice variability

A

Random
Blocked

39
Q

Random practice

A
  • practicing skills out of sequence
  • skills less likely to breakdown under pressure
  • prepares athlete for competition
  • develop tactics and strategies
  • decrease skill error in game
  • transfer skills from training -> game
40
Q

Blocked practice

A
  • repetitive practice of the same skills
  • learn quickly but may not transfer to game environment
  • usually in isolation
  • usually closed skills/predictable: good for allowing learner to focus
  • good for learning mechanics
41
Q

Practice type

A

PART of a skill
e.g. break tennis serve down into ball toss, then racket backswing and then hit
WHOLE skill

42
Q

Augmented

A

external feedback
- knowledge of performance
- knowledge of results

43
Q

Knowledge of performance

A
  • feedback about process of performing the skill
  • more effective at correcting errors (feedback provides learner with something to work on)
  • qualitative data
  • better for autonomous and associative
44
Q

Knowledge of results

A
  • outcome of skill
  • provide motivation & confidence to cognitive (experiencing success = greater perseverance in practice)
45
Q

Intrinsic feedback

A
  • received directly from performers sensory system
  • autonomous
46
Q

Concurrent & Terminal

A

Concurrent = during
Terminal = end

47
Q

Qualitative v Quantitative

A

Qualitative = descriptive feedback
Quantitative = numerical data

48
Q

Direct Instruction PROS

A

Cognitive leaners (focus on mechanics of skill)
- blocked practice
- effective for learning FMS
- skills acquired quickly
- text book technique
- external cues limited (learner can focus)

49
Q

Direct Instruction CONS

A
  • skills taught in isolation
  • don’t transfer effectively into game
  • may breakdown under pressure
  • tactics & strategies not developed
50
Q

Constraints Based Approach (def)

A

Delivered via coach putting in individual, environmental and task constraints
- designed to fous on various aspects of team and individual

51
Q

Constraints Based Approach PROS

A
  • skills taught in more open enviro.
  • random practice
  • game style instruction
  • intrinsic feedback encouraged
  • skills transfer to games
  • tactics and strats developed
52
Q

Constraints Based Approach CONS

A
  • may take longer to acquire skills
  • not textbook technique
    (maybe autonomous)
53
Q

Individual constraint

A

the physical, psychological, and behavioural factors that are internal to the performer
- athlete decision making skills
- injury (coach modify)
- fitness level (duration/intensity modify) - FMS development
- confidence

54
Q

Task constraint

A

Factors that can be manipulated in training to manipulate performance

55
Q

Task Constraint Examples

A
  • rules of sport
  • modify equipment (size of bats, racquets, balls.)
  • court/field dimensions
  • player number (offence:defence)
56
Q

Environmental constraint

A

type of environment and characteristics of performance area

57
Q

Environmental Constraint Examples

A
  • climate
  • lighting
  • playing surface
  • geography (mountains, surf)
  • coaches influence
  • peer and family influence
58
Q

Sociocultural factors

A

Family
Gender
Socioeconomic status
Peers
Community
Cultural norms & beliefs

59
Q

Family

A
  • role modelling of parents
  • family values regarding PA
  • assistance accessing facilities
  • financial support
60
Q

Cultural norms & beliefs

A
  • cultural towards sport in area you grow up, determining what sports you play
  • Australia has strong culture of swimming, surfing, footy, cricket
  • Europe more soccer
61
Q

Peers

A
  • Active friends = more likely to participate in deliberate play
  • individuals with someone to be active with (commitment)
62
Q

Gender

A
  • factors that can be barriers to women
  • lack of opportunity & role modelling
  • less funding & opportunities at club
  • less women in administrative roles in clubs
63
Q

SES

A
  • low SES = low levels of activity & skill
  • can’t access: memberships, equipment, court hire costs, uniforms, travel costs, registration
  • may have lack of education (not aware or risks and dangers of sedentary lifestyle)
64
Q

local community

A
  • skills development can be influence by sport prevalent in local community
  • small towns produce elite athletes (less sports to choose from, U18s may have to verse U14s, better skills learnt at a younger age)
65
Q

Deliberate play

A

unsupervised, children devise own interpretation of sport & comp e.g. backyard cricket
- discovery based learning

66
Q

Deliberate practice

A
  • highly structured practice
  • develop FMS, SSS in game setting
  • augmented feedback by coach/teacher
67
Q

Observational learning

A
  • watch live sport (helps build culture of sport)
68
Q

Four tasks of qualitative analysis

A

Preparation
Observation
Evaluation
Error correction

69
Q

Preparation

A
  • CRITICAL FEATURES OF SKILL (follow through, height, run up, angle of release)
  • KNOW YOUR ATHLETE: strengths/weaknesses, skill level, injuries, physical/psychological info (may determine delivery of feedback)
  • DETAILS OF OBSERVATION: what will be observed, angle, vantage points, no. of cameras
  • EFFECTIVE INSTRUCTION: type of instruction/feedback given (type of learner. cog.etc)
70
Q

Observation

A

DIGITAL RECORDING
- replay
- athlete observe own performance
- slow down/pause
- can be observed by multiple coaches (additional feedback)
DIRECT OBSERVATION
- labour intensive
- memory dependent
- subjective of coach (experience) -
- feedback is singular (one coach)
- no recorded reference for comparison
- likely to overlook aspects

71
Q

Evaluation

A
  • identify positives & areas for improvement
  • rank on scale from adequate to inadequate
  • only 4-8 critical features to be observed at a time
72
Q

Error Correction

A

MODIFY PRACTICE: part/whole, random/blocked, open/closed (dependant on stage of learner)
EXAGGERATION OF OVERCOMPENSATION: overexaggerate certain aspects of skill to emphasize technique.
VISUAL MODEL: instructor demonstrates/shows footage of correct technique
MANUAL GUIDANCE: instructor moves body parts through correct technique (improves proprioception)

PE Unit 3/4 (4 decks)

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