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skill aquisition Flashcards

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1
Q

aesthetically pleasing

A

good to watch

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2
Q

consistent

A

can repeat to a high level regually and have a high sucess rate

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3
Q

efficient

A

procued with the least amount of excess energy in the quickest time

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4
Q

fluent

A

smooth, graceful, links together

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5
Q

learning

A

developed through practice

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6
Q

accurate

A

being consistent with precise performances

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7
Q

goal-directed

A

doing it for a speciefic reason, there is a clear aim in mind

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8
Q

what is an example of a gross skill

A

kicking a ball

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9
Q

what is an example of a fine skill

A

releasing a dart

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10
Q

what is an example of a open skill

A

netaball pass

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11
Q

what is an example of a closed skill

A

10m platform dive

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12
Q

what is an example of a externally-paced skill

A

kicking a ball, netball pass

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13
Q

what is an example of a self-paced skill

A

relasing a dart, 10m platform dive

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14
Q

what is an example of high in organisation

A

throwing / catching a ball

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15
Q

what is an example of low in organisation

A

gymnastics routine

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16
Q

what is an example of a simple skill

A

kicking a ball

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17
Q

what is an example of a complex skill

A

volleying in football

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18
Q

gross skill

A

skill that involves large movement of the large muscles in the body

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19
Q

fine skill

A

a small, precise movement, ususally requiring accuracy

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20
Q

open skill

A

a skill performed in a changing environment, other people can influence the skill

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21
Q

closed skill

A

a skill performed in a stable environment, the environment / people won’t affect the skill

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22
Q

externally-paced skill

A

a skill where other factors in the environment determine when to start a skill

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23
Q

self-paced skill

A

a skill where the performer decides when to start the skill / timing of the movement

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24
Q

high in organisation

A

a skill that is difficult to break down, where the subroutines lack meaning in parts as they are closely linked together

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25
low in organisation
a skill that is easy to break down into stages as the stages still have a meaning when they are broken down into parts
26
simple skill
a skill that doesnt require much cognitive involvement, nor does it involve much decision making
27
complex skill
a skill with lots of cognitive involvement and lots of decision making
28
what is an example of a descrete skill
catching
29
what is an example of a serial skill
triple jump
30
what is an example of a continuous skill
cycling
31
discrete skill
a short skill, with a clear beginning and end
32
serial skil
a skill made up to several discrete skills, several sub-routines
33
continuous skill
an ongoing, repetitive skill with no clear beginning and end to each cycle
34
plateau
where the performance levels off, performance stays at the same level for a period of time, learning can take place despite a performer experiencing a plateau
35
cognitive learning
getting to grips with / understanding the task, asking the coach a lot of questions, forming a mental picture of the skill, making lots of big mistakes, inconsitent performance, relying heavily on a coach
36
associative learning
performer knows what is required, now needs to practice, performance is becoming more consistent, but mistakes are stll being made, starting to detect and correct own mistakes, but still need guidance from a coach
37
autonomous learning
can perfrom the skill automatically (without thinking), performance is highly consisitent, few, if any mistakes, can detect and correct own errors so less reliant on a coach, able to process other information while performing the skill
38
intrinsic (kinaesthetic)
feedback that comes from within the performer, from their proprioceptors and joints, feeding back to them about how their performance felt
39
extrinsic
feedback that comes from an external source, such as a coach, or the crowd
40
positive
feedback that focusses on the good points of a performance
41
negetive
feedback that focusses on the areas of the performance that needs to improve
42
knowledge of results
feedback about the outcome of a performance, usually quantative
43
knowledge of performance
feedback about how a result came about, linked to technique
44
visual guidance
improving a performance by watching / seeing a model performance and creating a mental picture of the performance
45
example of visual guidance
demonstrations, image / video example
46
verbal guidance
spoken instructions, telling a performer what to do
47
example of verbal guidance
feedback, peer feedback, coaching points
48
manual guidance
physical support by another person
49
example of manual guidance
guiding performer's arm in javelin movement, support during backflip, holding a performer's legs during a handstand
50
mechanical guidance
physical support by equipment
51
example of mechanical guidance
using hoists (in trampoling), floats in swimming
52
positives about visual guidance
illustrates what the skill should look like, creates a clear mental picture, highlights weaknesses, used effectively in conjunction with verbal guidance
53
negetives of visual guidance
denmonstration must be accurate, performer must be able to match demonstration given, too much information given at once an cause overload
54
potential negetives of verbal guidance
may have chance of information overload, lengthy explanations may cause performers to loose interest, cognitive performers may not understand specific technical instructions
55
similarity and differences between manual and mechanical guidance
similarity: effective for cognitive performers and useful in dangerous tasks
difference: mechanical uses equipment
56
progressive part
can be broken down into smaller sub routines and then built back up again
57
whole-part-whole
the performer could attempt the skill, be observed and then told how to correct it
58
whole
the perfomer can complete the skill well and create intrinsic feedback
59
what method of practice would performers in the autonomous stage use
whole
60
what method of practice would performers use that are poorly motivated
whole-part-whole
61
what method of practice would performers use if they have high levels of fitness
whole
62
what method of practice would performers in the cognitive stage use
progressive part
63
what method of practice would performers with high motivation levels use
whole
64
what method of practice would performers with low levels of fitness use
progressive part
65
massed practise
no gaps, continous with little to no rest
66
distributed
have gaps, relitively long breaks / rest periods
67
variable
mixing practises up, changing the type of activity / conditions regularly
68
when would massed practise be used
- autonomous stage of learning
- high levels of fitness
- high levels of motivation
69
what skill would massed practise be used by
- descrete
- closed
- self-paced
- fine
- simple
70
advantages of massed practise
- inceases fitness
- good to use when there is not a lot of time available
- overlearning skills so they become habitual
- good for autonomous performers, who are well motivated and fit
71
disadvantages of massed pactice
- relys soely on instrinsic feedback and it can cause fatigue
- can be tiring, therefore leading to injury / overtraining
- can be boring / repetitive
- mistakes can develop
- not good for cognitive performers, who are low in motivation / unfit
- not good to use for dangerous skills
72
what performers would use distributed practice
- low levels of fitness
- low levels of motivation
73
what skills would use distributed practise
- complex
- goss
- dangerous
- continous
- serial
- low in organisiton
74
advantages of distributed practice
- can recieve extrinsic feedback to help
- breaks can be used productively (eg: to recover from fatigue)
- breaks can be used to re-motivate a performer
- mistakes can be corrected in breaks
75
disadvantages of distributed practice
- time consuming
- god for cognitive performers with low motvation levels/unfit
- could lead to bordem / loss of motivation
- learning could be halted by breaks
- breaks could lead to loss of concentration / discipline
76
what performer would use variable practice
- all stages of learning
- lacking in motivation
77
what skills would variable practice be useful for
- open
- extrinsically paced
- complex
78
advantages of variable practice
- develps schema
- maintains interest, motivation and prevents bordem
- the performer gains experience in a range of situations
- positve transfer form training to a game
79
disadvantages of variable practice
- time consuming
- can cause fatigue
- chance of information overload
80
mental practice
cognitive rehersal of a skill, with no physical practise, creating a picture of oneself performing the skill. can be done before, during or after the performance
81
external imagery
involves the performer seeing themselves as if they were a spectator on tv. they actually imagine themselves performing the skill
82
internal imagery
involves the performer seeing themselves from within completing the action in the situation. as a result of this, the performer may be able to develop a kinaesthetic feel of the actual movement
83
when is mental practice used
- complex skill
- serial skill
- cognitive stage of learning (to build a clear mental picture of the basics of the skill)
- autonomous skill (to focus on strategies / tactics)
84
advantages of mental practice
- makes performers more alert, if carried out before a training session, and therefore improves reaction time / anticipation
- reduces stress / anxiety
- improves confidence if the performer can see themselves being sucessful
- can reherse skills / tactics
- can keep injured performers motivated
85
disadvantages of mental practice
- some performers find it a difficult technique to learn (particularly in the cognitive stage)
- mental image must be accurate
- difficult if the environment isn't quiet
86
guidelines of mental practice
- find a quiet location
- focus on the task and create a clear picture
- visualise sucessful outcomes (not bad ones)
- practise regularly
- use during recovery periods
87
what are the findings of skinner's experiment (operant conditioning)
- doing something positve = reward, which strengthens the s-r bond
- the first s-r bond is created through trial and errow and manipulation of the environment
- punishment (for doing the skill incorrectly) = weakens the s-r bond
88
what effect does positive reinforcement have on the s-r bond
it strengthens it
89
what effect does negetive reinforcement have on the s-r bond
it strengthens it
90
what effect does punishment have on the s-r bond
it weakens it
91
examples of positive reinforcement
- praise
- reward
- thumbs up
92
examples of negetive reinforcement
not criticising the performer when they do the correct action
93
examples of punishment
- press ups
- extra laps
- shouting
94
advantages of operant conditioning
- increases motivation
- boosts confidence
- quick to deliver
- develop a responce to specific stimulus
95
disadvantages of operant conditioning
- removes confidence
- can be de-motivating
- may not understand why
- the coach has to be present
96
what is insight learning
- not something that is associated with operate conditioning
- it is prblem solving including memory
- it encourages problem solving and develops tactics
- cognitive and perceptual processes
97
true or false about insight learning: the key word with this theory is understanding
true
98
true or false about insight learning: is about shaping s-r bonds
false
99
true or false about insight learning: involves trial and error learning
false
100
true or false about insight learning: this theory involve the coach posing questions
true
101
true or false about insight learning: involves reinforcement / punishment
false
102
true or false about insight learning: this skill should be taught as a whole movement
true
103
true or false about insight learning: the skill should be broken down and taught in stages
false
104
true or false about insight learning: it is about understanding the timing and relationship between the subroutines
true
105
true or false about insight learning: it involves cognitive and perceptual processes
true
106
true or false about insight learning: it involves manipulation of the environment
false
107
true or false about insight learning: involves discovery of the relationship between a stimulus and responce
true
108
true or false about insight learning: a theory about skinner
false
109
advantages of insight learning
- positive transfer
- more creative transfer
110
disadvantags of insight learning
- not useful for dangerous skills
- time consuming
111
what does social learning theory suggest
it suggests that we learn by watching others and then copying (immitating) their actions
112
what can the idea that we learn by watching others and then copying (immitating) their actions be called
a vicarious experience
113
what should happen in the attention stage
- make sure that they can all see
- make sure that there are no distractions
- make sure that it is engaging / interesting / enjoyable
- make sure that it is easy to understand
- use a role model
- highlight key points
- don't make it too long
114
what happens in the retention stage
- make sure it is easy to understand
- repetition
- allow time for mental rehersal
- don't make the demonstration too long
115
what happens in the motor reproduction stage
- give them time and instruction - it will give them time to practice
- make sure the demonstrations are suitable for the performer's ablility level
116
what happens in the motivation stage
- give lots of feedback
- set achievable goals
- give rewards
- make learning fun and enjoyable
117
what are the advantages of obervational learning
- it helps the performer to establish a mental image
- it can help to enhance motivation as th performer can see what they are aiming for
118
what are the disadvantags of observational learning
- it will only work if it is done well
- the demonstration has be accurate (otherwise, it could lead to an inaccurate performance)
- it can cause demotivation if the perfomer cannot replicatethe skill
- there can be a loss of focus if the demonstration is too long / there could be an overload of information
- it has to be used with verbal guidance
119
what does vygotsky mean by 'more knowledgeable others'
- someone that has more experience and is helping the person with less experience (done mechanically and verbally) (eg: a coach)
- facilitators
120
what are the three zones of proximal development
1. what can i do alone?
2. what can i do with help?
3. what can i not do yet?
121
what does vygotsky mean by inter-psychological learning
learning with others
122
what does vygotsky mean by intra-psychological learning
learning alone, internalising what has been learned
123
which stage of learning matches the statement: also known as insight learning
cognitive
124
which stage of learning matches the statement: the performer is concerned with the action and its consequences
operant conditioning
125
which stage of learning matches the statement: people learn by observing other people
observational learning
126
which stage of learning matches the statement: involves a technique called scaffolding
social development
127
which stage of learning matches the statement: we learn through more knowledgeable others (coaches, peers)
social development
128
which stage of learning matches the statement: a significant other will have more impact
observational learning
129
which stage of learning matches the statement: a problem solving approach
insight learning
130
which stage of learning matches the statement: an individual learns through  thinking and understanding
insight learning
131
which stage of learning matches the statement: the environment is manifpulated to ensure a specific behaviour occurs
operant conditioning
132
which stage of learning matches the statement: attention; retention; motor reproduction; motivation
observational learning
133
which stage of learning matches the statement: removal of 'annoyance' (eg: negetive reinforcement)
operant conditioning
134
which stage of learning matches the statement: understanding the concepts of defensive play
insight learning
135
which stage of learning matches the statement: less likely to develop performers who can adapt to different situation
operant conditioning
136
which stage of learning matches the statement: positive reinforcement can strengthen the s-r bond
operant conditioning
137
which stage of learning matches the statement: the teacher is a facilitator
social development theory
138
which stage of learning matches the statement: performer is able to adapt to new game plans effectively
insight learning
139
which stage of learning matches the statement: learning takes place form the outside in
social development theory
140
which stage of learning matches the statement: punishment weakens the s-r bond
operant conditioning
141
which stage of learning matches the statement: vygotsky
social development theory
142
which stage of learning matches the statement: involves zone of proximal development
social development theory
143
what stage of information processing is this example in: the volleyball smash is performed
output
144
what stage of information processing is this example in: the batsman select to play a pull shot
decision making
145
what stage of information processing is this example in: the netball coach says well done
feedback
146
what stage of information processing is this example in: the wheelchair basketball player performs a free throw
output
147
what stage of information processing is this example in: batsman's perspective: the ball is released by the bowler
input
148
what stage of information processing is this example in: the gun goes off
input
149
what stage of information processing is this example in: the swimmer peforms the tumble turn
output
150
what stage of information processing is this example in: the horse rider chooses to pull on the reins of the horse
decision making
151
what stage of information processing is this example in: the goalkeeper decided to dive to her right to save the ball
decision making
152
what stage of information processing is this example in: the tennis serve felt well times and landed in
feedback
153
what is the model of information processing
154
what happens in the imput stage of information processing
stimulus forms the display and senses cues are filtered
155
what happens in the decision making stage of information processing
- memory system is engaged
- previous experiences are recalled
156
what happens in the output stage of information processing
the motor programme is recruited
157
what happens in the feedback stage of information processing
information about the completion of the motor programme
158
what is the order of whiting's model
1. input from display
2. receptor systems
3. perceptual mechanisms
4. translatory mechanisms
5. effector mechanisms
6. muscular systems
7. feedback
159
what happens in input from the display
the stimuli occurs / arrives (examples: the tennis serve is struck)
160
what happens in receptor systems
these are the senses that detect stimuli (eg: the eyes see the ball coming over the net)
161
what happens in perceptual mechanism
- stimuli is interpreted and analysed by the reterner
- selective attention will also happen here
162
what happens in the translatory mechanism
a decision is made about how to respond to stimulus (eg: the player decides to return the serve with a forehand)
163
what happens in effector mechanism
the brain programmes the muscles to perform a responce (eg: the leg and arm muscles recieve messages from the brain to programe cross court forehand return)
164
what happens in muscular systems
the responce is performed (eg: the perfromer plays the cross court forehand)
165
what happens in feedback
information that indicates the sucess of the responce (eg cross court forehand landed and extrinsic and intrinsic feedback is given)
166
whiting's model of information processing
167
what happens at the input stage
the stimuli arrives
168
what is the display
the sporting environment
169
what sort of information would the cricketer find in his / her display
- ball
- fielder
- wicket
- bowler
- other players
- crowd
- sight screen
170
what are the receptors and what are the different types
they are the senses, the parts of the body that recieve information (such as sight, hearing, touch, balance, kinesthesis)
171
external receptors
- sight
- hearing
172
internal (proprioceptors) senses
- touch
- balance
- kinesthesis
173
perception
interpreting sensory information
174
what are the stages of perception
1. detection
2. comparison
3. recognition
175
detection
the performer picks up the stimuli
176
comparison
the performer then uses their long term memory to compare the information detected to previous information that they have recieved
177
recognition
the perfromer now identifies the information
178
selective attention
the ability to filter out anything irrelevant and only focus on the relevant information
179
reaction time
the time taken to respond to the stimuli
180
movement time
time taken from the start of the action to the end of the action
181
responce time
time taken to react to a stimuli
182
single channel hypothesis
while we can detect many stimuli at once, we can only process on piece of information at a time and any other stimuli must wait
183
psychological refractory period (prp)
the delay in responding to a second stimulus when it occurs very close in time to the first stimulus
184
give three examples of psychological refractory period
1. a deflected shot in football
2. a side step in rubgy
3. a shuttle / ball clipping the net in badminton / tennis
185
anticipation
the ability to predict a stimulus - what, when, where? and this can be developed trhough practice and can be developed through learning 'cues'
186
what are the two types of anticipation
1. spatial
2. temporal
187
spatial anticipation
predicting what and where the action will be performed
188
temporal anticipation
predicting when the action is going to be performed
189
example of spatial anticipation
- the badminton player predicting what shot will be used
- the goalkeeper predicting where the striker will shoot the shot
190
example of temporal anticipation
- the volleyball player predicts when the smash will clear the net, so they can begin their jump to block the ball
- the badminton player will predict when the shuttle will come over the net, so they can begin their movement
191
what factors will affect responce time
- number of stimuli
- intensity of the stimuli
- age
- gender
- fatigue / injury
- anticipation of the stimuli
- selective attention
- previous experience
- arousal / alertness
- deception of stimuli / psychological refractory period (prp)
192
how will number of stimuli affect responce time
more chances = slower reaction time (hick's law)
193
how will intensity of the stimuli affect responce time
a performer will react quicker to a louder / brighter stimuli
194
how will age affect responce time
reaction time gets slower with age
195
how will gender affect responce time
males naturally have faster reaction times than females
196
how will fatigue / injury affect responce time
fatigue / injury means a slower responce and movement time
197
how will anticipation of stimuli affect responce time
anticipation can improve reaction time, however, only if the cues are anticipated correctly
198
how will selective attention affect responce time
if a performer only focuses on the relevant stimuli, it will give them less items to process, which will speed up their reaction time (hick's law)
199
how will previous experience affect responce time
the more the performer trains their reactiom time, the faster they will be able to respond
200
how will arousal / alertness affect responce time
the more awake / alert the performer is, the faster their reaction time will be
201
how will detection of stimuli / prp affect responce time
the prp will slow reaction time as two stimuli arrive at the same time in close sucession and the first stimuli must be cleared before the second stimuli can be processed
202
the memory system
the memory system is an integral part of information processing. it stores and retrieves information, makes comparisons with previous movement experiences and selects which motor programme to retrieve in order to produce movement
203
which part of the memory store is the statement part of: capacity - can store an unlimited amound of information
long term memory
204
which part of the memory store is the statement part of: information goes through selective attention before entering the memory store
working memory
205
which part of the memory store is the statement part of: this memory stores important information, such as moto programmes (eg: how to perfrom movement), past experiences, tactics and strategies
long term memory
206
which part of the memory store is the statement part of: the wider range of options stored herem the more versitile a performer is likely to be
long term memory
207
which part of the memory store is the statement part of: capacity - limited capacity - can only store approximately 7 items (+/- 2)
working memory
208
which part of the memory store is the statement part of: duration - permanent
long term memory
209
which part of the memory store is the statement part of: the memory store sotres information relevant to the immediate situation
working memory
210
which part of the memory store is the statement part of: duration - 30 seconds - if information isn't used in this time, it will be lost
working memory
211
which part of the memory store is the statement part of: produces a memory trace of the current skill, which is compared to the information stored in the long term memory
working memory
212
memory system suggested by baddeley and hitch (1978)
213
what is the order of the memory system
phonological loop -> visuospatial sketchpad -> episodic buffer
214
what is the role of the central executive
- driver of the working memory
- cardiac control centre (ccc) has overall control over all information entering and leaving (through selevtive attention)
215
what is a sporting example of the central executive
tennis serve: selects the important information, position of opponent, lines on the court, the net
216
what is the role of the visuospatial sketchpad
information concerned with sight (visuo) and where (spatial awarness) is stored here
217
what is a sporting example of the visuospatial sketchpad
it stores information such as:
- position of the opposing player
- surface (visuo)
- feeling of a ball bouncing (spatial)
218
what are the two parts of the phonological loop
1. phonological store
2. articulatory control processes
219
what happens in the phonological store in the phonological loop
acts as an inner ear and holds information for 1 - 2 seconds in speech based form
220
what happens in the articulatory control process in the phonological loop
it acts like an inner ear, rehersing information from the phonological loop
221
what is a sporting example of tthe phonological store in the phonological loop
it would store information such as the sound of the ball hitting the racket
222
what is a sporting example of the articulatory control process of the phonological loop
it would store information such as the server saying "throw the ball high"
223
what is the role of the episodic buffer
the aspect of the working memory that is concerned with the coordinating the phonological lopp and visouospatial sketchpad
224
what is a sporting example of the episodic buffer
it would store the entire memory of the serve:
- how it felt
- where it landed
and send it to the long term memoryin one episode
225
true or false: the phonological loop is concerned with sight and spatial awareness
false
226
true or false: the episodic buffer combines information from the phonological buffer and eposodic buffer to store one piece of information
false
227
true or false: the central executive is in the control of the working memory
true
228
true or false: the phonological loop is made up of the phonological store and the visual sketchpad 
false
229
true or false: the visuospatial sketchpad is responsible for filtering information
false
230
true or false: the three main components of the working memory send and retrieve information from the long term memory
true
231
true or false: the visuospatial sketchpad is concerned with auditory information
false
232
true or false: the performer's inner voice, telling them information such as how to execute a tactic, is part of the phonological loop
true
233
true or false: the visuospatial sketchpad is concerned with storing information about sight and spatial awareness
true
234
true or false: auditory information is stored in the phonological loop
true
235
what are the factors that improve storage of information in the long term memory
- chunking
- mental practice / rehersal
- make it fun / interesting / rewards to motivate
- association from a previously learned skill
- chaining
- improve selective attention / highlight the key points
- make information meaningful
236
how does chunking improve storage of information in the long term memory
it involves breaking a skill down into smaller sections and learning a skill in  'chunks', as opposed to learning an entire movement
237
how does mental practice / rehersal improve storage of information in the long term memory
by imagining a skill over and over again in the mind, the performer is able to transfer movement to the long term memory
238
how does making in fun / interesting / using rewards to motivate improve storage of information in the long term memory
the more we enjoy something, the more likely we are to remember it
239
how does association from a previously learned skill improve storage of information in the long term memory
it involves linking a piece of information a performer is currently learning with a piece of previously learned information
240
how does chaining improve storage of information in the long term memory
it involves learning a small bit of information, the adding in to the sequence
241
how does improving selective attention / highlighting the key points improve storage of information in the long term memory
if the performer focuses only on the relevant stimuli, it means they will have less to remember
242
how does making infomation meaningful improve storage of information in the long term memory
information is more likely to be remembered if the learner understands its relevance to their performance
243
schema theory
a stored set of information that helps guide movement decisions (stored in the long term memory), that can be adapted to current parameter (stimuli / environment)
244
how many types of schema are there
three (schema 1, schema 2, schema 3)
245
schema 1
- reacts / initiates movement
- initial conditions - where am i?
- responce specification - what do i need to do?
246
schema 2
- recognition (controls)
- sensory consequences - what does it feel like?
247
schema 3
responce outcome - what happened?
248
initial conditions
this is information about the position of the body in the environment / position on the court / position of the limbs (how does it feel?)
249
responce specification
this relates to the requirements of the responce (what do i need to do?)
250
sensory consequences
this relates to how the movement feels whilst it is being performed (intrinsic feedback) (how does it feel?)
251
responce outcome
this relates to the sucess of the schema (extrinsic feedback) (was it sucessful?)
252
recall schema
it is made up of initial conditions and responce specification and is responsible for planning the schema (recalling an appropriate schema from from the memory)
253
recognition schema
it is made up of sensory consequences and responce outcome and is responsible for controlling and evaluating the schema (recognising if the schema worked)

sport and pe (2 decks)

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