Skill aquisition

Question 1

Gross skills

Answer 1

Large muscle movement using large muscle groups

Shot put

Question 2

Fine skills

Answer 2

Intricate movements using small muscle groups

Snooker shot

Question 3

Open skills

Answer 3

Skills affected by the environment

A tackle in football

Question 4

Closed skills

Answer 4

Skills not affected by the environment

Free throw in basketball

Question 5

Discrete skills

Answer 5

brief, well define actions with a clear beginning and end

a penalty in football

Question 6

Serial skills

Answer 6

a group of discrete skills strung together

triple jump

Question 7

Continuous skills

Answer 7

skills with no obvious beginning or end

Walking/running

Question 8

Externally paced skills

Answer 8

the environment controls the rate of performing a skill

tackle in football

Question 9

Internally paced skills

Answer 9

the performer controls the rate of performing a skill

javelin throw

Question 10

Simple skills

Answer 10

straightforward with few judgements and decision

Swimming, running

Question 11

Complex skills

Answer 11

involve many judgements and decisions

tennis serve

Question 12

Low organisation skills

Answer 12

easy and uncomplicated, sub-routines are easy to separate and practice
swimming strokes

Question 13

High organisation skills

Answer 13

many sub-routines are closely linked together, they cannot be broken down and practised easily
Golf swing

Question 14

Part practice

Answer 14

Working on an isolated sub-routine with the aim of perfecting it, low organisation-complex, allows performer to make sense of the skill, i.e just the back swing in tennis

Question 15

Whole practice

Answer 15

skills being taught without breaking parts down, high organisation skills that can’t be broken down, gives performer a kinaesthetic feel for the skill, golf swing

Question 16

Whole-part-whole practice

Answer 16

Practising the whole skill, then practising a subroutine in isolation, then the whole skill again, serial skills or low organisation, to recognise and correct weaknesses, tennis serve being broke down

Question 17

Progressive-part practice

Answer 17

skills are broken down into sub-routines, then progressively taught adding parts each time, complex skills, low organisation skills and serial skills, triple jump

Question 18

Massed practice

Answer 18

Sessions involving very short or no rest intervals, good for discrete skills of short duration, needs motivated learner, simulates elements of fatigue

Question 19

Distributed practice

Answer 19

Sessions which involve rest intervals, continuous skills, low levels of fitness or motivation, allows performer to receive feedback

Question 20

Fixed practice

Answer 20

A specific movement is practised repeatedly in a stable environment, closed skills, allows skills to become autonomous, good for conditions which never change

Question 21

Varied practice

Answer 21

When a skill is practised in many environments, with open skills and where the conditions must be a realistic as possible, develops perceptual and decision making skills

Question 22

Proactive transfer

Answer 22

previously learned skill affects a skill yet to be learned

Question 23

retroactive transfer

Answer 23

newly learned skill affects a skill previously learned1

Question 24

negative transfer

Answer 24

When the learning of one skill hinders the performance of another skill

Question 25

Positive transfer

Answer 25

When the learning of one skill helps the performance of another skill

Question 26

bilateral transfer

Answer 26

the transfer of learning from one limb to another

Question 27

Operant conditioning

Answer 27

Trial and error learning, a correct response is rewarded, this reinforces the correct response, therefore the good skill is shaped

Question 28

Thorndike's laws

Answer 28

Based on strengthening S-R bond, Law of exercise-rehearsing actions strengthens reinforcement, Law of effect- If followed by a pleasant reaction then the S-R bond is strengthened vice versa, Law of readiness, athlete must be both mentally and physically capable of performing the skill

Question 29

Cognitive theory of learning

Answer 29

Learning is achieved best by learning and understanding the whole skill, thought processes are dependent on perception, learners will use intelligence and previous experience to plan or predict a situation

Question 30

Observation learning/SLT

Answer 30

skill will be copied if the role model is a significant other, usually same gender, form of visual guidance as demonstration is usually presented, ARMM

Question 31

Cognitive stage of learning

Answer 31

Learner is trying to create a mental image of the skill, demonstrations vital, trial and error practice, lots of errors, lack of co-ordination, feedback vital

Question 32

Associative stage of learning

Answer 32

This is a practice stage, errors are fewer and smaller, big improvements, detailed verbal feedback is given, motor programmes developed, still conscious thought process

Question 33

Autonomous stage of learning

Answer 33

Little conscious thought process, they can concentrate on other factors like fine tuning the skill, less need for external feedback, more intrinsic, tactics and strategies

Question 34

Verbal guidance

Answer 34

Provided by coach usually, describe how to perform an activity, reinforces good movement and identify errors, can lead to information overload

Question 35

Visual guidance

Answer 35

Images or demonstrations are used, creates a mental picture, skill can be seen at different stages, if demonstration bad then bad habits may be performers

Question 36

Manual guidance

Answer 36

Physical support by another person, helps with confidence and safety

Question 37

mechanical guidance

Answer 37

support from a mechanical device, i.e a float in swimming, helps with confidence and safety

Question 38

Intrinsic feedback

Answer 38

From internal proprioceptors about the feel of a movement, kinaesthesis is also involved

Question 39

Extrinsic feedback

Answer 39

From external sources such as teacher/coach, received by visual and auditory systems, stimulates intrinsic

Question 40

Positive feedback

Answer 40

when movement is successful, reinforces learning

Question 41

Negative feedback

Answer 41

when movement is incorrect, negative reinforcement

Question 42

Knowledge of results

Answer 42

Feedback from the outcome of results, + or -

Question 43

Knowledge of performance

Answer 43

concerns the movement itself and the quality of it

Question 44

Effective feedback

Answer 44

Should correspond to level of the performer, limit the amount of information given, relate to individual

Question 45

Atkinson and Shiffren multi store memory model

Answer 45

Sensory-(attention)-short term-(rehearsal)-long term, can be forgotten at any point, simplifies memory process too much++-,

Question 46

Selective attention

Answer 46

relevant information is filtered through into short term memory and irrelevant information forgotten

Question 47

Chunking

Answer 47

Different pieces of information can be chunked together and remembered as one

Question 48

Craik and Lockharts levels of processing model

Answer 48

suggests information will only be remembered if it is considered, understood and has meaning. There are three levels of processing; structural, phonetic, semantic

Question 49

Phonetic level

Answer 49

processing words and sounds

Question 50

Semantic level

Answer 50

Considering the meaning of words

Question 51

Structural level

Answer 51

What the words look like