Skill Aquisition Yr 1

Question 1

Difficulty continuum

Answer 1

Simple skills - few sub-routines, taught as a whole
Eg. Sprint start in swimming

Complex skills - lots of attention and decisions, taught in stages
Eg. Slip catch in cricket

Question 2

Environmental continuum

Answer 2

Open skills - unpredictable, lots of decision making
Eg. Passing in football

Closed - predictable, little decision making
Eg. Tennis serve

Question 3

Pacing continuum

Answer 3

External - controlled by environment, involves reaction
Eg. Sprint start

Self - controlled by performer, habitual
Eg. Tennis serve

Question 4

Muscular involvement continuum

Answer 4

Gross - large muscle movement, little need for precision
Eg. Olympic weight lifting

Fine - smal muscle group, need for precision and hand-eye coordination
Eg. Snooker shot

Question 5

Continuity continuum

Answer 5

Discrete - clear beginning and end
Eg. Penalty flick

Serial - number of sub-routines, several phases
Eg. Triple jump

Continuous - no definite beginning and end
Eg. Cycling

Question 6

Organisational continuum

Answer 6

Low - uncomplicated, discrete sub-routines
Eg. Gymnastics routine

High - can’t be practiced separately, complex
Eg. Golf swing

Question 7

Whole practice

Answer 7

Entirety
Develops kinaesthetic feel
Eg. Cycling

Question 8

Part practice

Answer 8

Fractionalisation
Skill broken down, parts are practiced in parts then put together
Eg. Triple jump

Question 9

Whole part whole practice

Answer 9

Entirety, fractionalisation, entirety
Eg. Swimming

Question 10

Progressive part practice

Answer 10

Segmentation, chaining
Eg. Dance routine

Question 11

Massed practice

Answer 11

Repeated, no rest
Eg. Shooting in football Closed

Question 12

Distributed practice

Answer 12

Work, rest, work
Eg. Gymnastics floor routine

Question 13

Varied practice

Answer 13

Changing
Eg. Passing in football

Question 14

Fixed practice

Answer 14

Unchanging
Eg. Penalty kick

Question 15

Evaluate whole practice

Answer 15

Kinaesthetic feel
Quicker

De-motivation
Info overload

Question 16

Evaluate progressive part practice

Answer 16

Complex skills
No info overload

Time consuming

Question 17

Evaluate part practice

Answer 17

Reduce info overload
Develops confidence
Increase motivation

Difficult to develop kinaesthetic feel
Difficult to transfer

Question 18

Evaluate whole-part-whole practice

Answer 18

Quicker
Kinaesthetic feel

Not suitable for highly organised skills

Question 19

Evaluate massed practice

Answer 19

Good for experienced performers
Simple and discreet skills

Leads to fatigue
Can be de-motivating

Question 20

Evaluate distributed practice

Answer 20

Prevents boardem
Low fitness levels needed

Time consuming
Skills need reintroducing

Question 21

Evaluate fixed practice

Answer 21

Good for closed skills
Makes movement habitual

Not suitable for open skills

Question 22

Evaluate varied practice

Answer 22

Develops schema
Increased decision making

Motor programmes need to be established
Not suitable for closed skills

Question 23

What is transfer

Answer 23

The influence that one skill has on the learning and performance of another

Question 24

Describe positive transfer

Answer 24

One skill enhances the learning and performance of another
Eg. Overarm throw can aid javelin throw

Question 25

Describe negative transfer

Answer 25

One skill impedes the development of another Eg. Tennis shot requires firm wrist it badminton needs relaxed wrist

Question 26

Describe proactive transfer

Answer 26

Previously learnt skill influence learning of new ones Eg. Overarm throw to javelin

Question 27

Describe retroactive transfer

Answer 27

Newly learned skills influence skills already learnt Eg. Football to rugby

Question 28

Describe bilateral transfer

Answer 28

Skills can be transferred from side of the body to the other Eg. Striking with both feet in football

Question 29

How coach a coach optimise positive transfer

Answer 29

- highlight similarities between skills - use similar practice situations - activities replicate situations - highlight similarities in information processing

Question 30

Describe operant conditioning as a theory of learning

Answer 30

1. Association - link stimulus to response 2. Correct behaviour is reinforced 3. Strengthens the s-r bond 4. Performer will learn skill faster if reinforcement 5. Trial and error 6. Negative reinforcement strengthens s-r bond 7. Punishments can weaken s-r bond 8. Environmental manipulation could improve bond 9. Shaping learning shapes or modifies behaviour 10. Thorndikes law should be considered