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SKILL ARK Flashcards

(59 cards)

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1
Q

Gross skill

A

Large muscle movement using large muscle groups and are not precise

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2
Q

Fine skill

A

Intricate movements using small muscle groups and tend to be precise

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3
Q

Open skill

A

Affected by environment

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4
Q

Closed skill

A

Not affected by environment

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5
Q

Discrete skill

A

Brief, well defined and a clear beginning and end

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6
Q

Serial skill

A

Group of discrete skills strung together (triple jump)

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7
Q

Continuous skill

A

No obvious beginning and end

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8
Q

Externally paced

A

Environment controls rate of performance

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9
Q

Internally paced

A

The performer controls the rate at which the skill is executed

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10
Q

Simple skill

A

Straightforward, requires little concentration

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11
Q

Complex

A

Involve many decisions and judgements, complicated

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12
Q

Low organisation skill

A

Very easy and uncomplicated

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13
Q

High organisation skill

A

Many sub routines are closely linked together to make this skill

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14
Q

What when why - part practice

A

What- working on isolated sub routine

When - low organisation- easily broken down
- if the task is dangerous

Why- make sense of the skill, gains confidence
- reduces overload

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15
Q

What when why - whole practice

A

What - skills being taught without breaking down into sub routines

When - high organisation

Why- get a kinaesthetic feel

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16
Q

What when why - whole part whole practice

A

What- practice skill as whole then sub routines then whole again

When - serial skills with low organisation

Why- recognise strengths and weaknesses then correct errors
- allows some feel of the skill

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17
Q

What when why - Progressive part

A

What - skills broken down into sub routines then learn one part then one and two then one two and three

When - complex skills as it reduces info load

  • low organisation skills
  • good for serial skills

Why- allow performer to learn links between sub routines and transfer these into the whole skill

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18
Q

What when why - massed practice

A

What - very short or no rest intervals

When - discrete skills of short duration
- highly motivated performers with good fitness levels

Why- groove skills
- long sessions when coach wants stimulate elements of fatigue

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19
Q

What when why - Distributed practice

A

What - practice sessions with rest intervals included

When- continuous skills

  • beginners
  • low levels of fitness and motivation

Why- rest intervals allow feedback

  • maintain motivation
  • dangerous or complex skills
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20
Q

What when why - fixed practice

A

What - specific movement is practiced repeatedly in a stable environment

When - closed skills that required specific movement patterns to become overlearned

Why- allows skills to become habitual and automatic
- in events where conditions never change

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21
Q

What when why - varied practice

A

What - when a skill is practiced in many environments

When - open skills
- practice conditions must be as realistic as possible

Why - allows development of experiences in long term memory
- develops a performers perceptual and decision making skills

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22
Q

proactive transfer

A

When a skill learned previously affects a skill yet to be learned

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23
Q

Retroactive transfer

A

When learning a new skill affects a skill previously learnt

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24
Q

Positive transfer

Study These Flashcards
A

When the learning and performance of one skill help the learning and performance of another skill

25
Negative transfer
When the learning and performance of one skill hinder the learning and performance of another skill
26
Bilateral transfer
The transfer of learning from one limb to another
27
How can coaches aid positive transfer
- making sure the individual understands the similarities between two skills - making sure that the basics of the first skills are learned well so that they transfer more easily into the second skill - give clear and concise demonstrations
28
How can negative transfer be avoided
Making sure the athlete is aware of the differences Making practice sessions similar to match situations
29
What two ways does bilateral take place in
Cognitive aspects, understanding what is required Transfer of the motor programme
30
What are the 4 learning theories
Operant conditioning Thorndikes laws Cognitive theory of learning Observational learning
31
Describe operant conditioning
Associationist view - connecting stimulus and response Trial and error learning A correct response is rewarded This reinforces the correct response This behaviour is shaped
32
Deceive thorndikes laws
Based on strengthening SR bonds Law of exercise- repeating actions strengthens reinforcement Law of effect- if follows by a pleasent reaction , then sr bone is strengthened, if following reaction is negative, then sr bone is weakened Law of readiness - the athlete must be physically and mentally ready to perform skill efficiently
33
Describe cognitive theory of learning
Learning is best achieved by premising the whole skill Learner must understand and think about the problem as a whole Though professes are dependent upon perception Learned will use intelligence, current knowledge and previous experience to plan or predict a solution
34
Describe observational learning
Copying behaviour of others Behaviour will be copied if role model is a significant other Role modes are copied if they are same gender Form of visual guidance A demonstration is presented for the learner to copy Process involves attention, retention, motor reproduction and motivation
35
What are the 3 stages of learning
Cognitive - initial Associative - intermediate Autonomous - final
36
Describe cognitive stage of learning
Try to create mental pic Demonstrations are vital Teachers should not give too much info Give guidance to focus on important cues Trial and error Reinforce success with positive feedback Inconsistent Specific feedback is needed
37
Describe the associative stage of learning
Practice stage Attends to relevant cues Errors are fewer and smaller Big improvements in performance Motor programmes developed - skills are smoother Can detect own errors Detailed verbal feedback is given
38
Describe Autonomous stage of learning
Execute skill without little thought Can concentrate on other factors Motor programmes stored in long term memory Less need for external feedback If practice is not maintained may drop back to associative stage
39
4 types of guidance
Verbal Visual Mechanical Manual
40
POS and neg of verbal guidance
+ can reinforce good movements and identify errors to be corrected Can hold the attention of the performer and used to motivate - can lead to info overload If guidance is inaccurate skills can be hindered
41
POS and neg of visual guidance
+ easy to create mental pics Skill can be seen at different stages Encourages observational learning - if demonstration incorrect, bad habits could form Coach may not be able to show accurate demonstration Visual representation may be unclear or too quick
42
POS and neg of manual and mechanical guidance
+ helps with confidence and sense of safety Can be used to isolate a skill - performer may feel lack of control - can lead to false kinaesthesis
43
What are the 6 types of feedback
Intrinsic- feeling within Extrinsic- external sources duh as coach Positive - when movement is successful this reinforces learning Negative- when movement is incorrect Knowledge of results- feedback from outcome of performance Knowledge of performance - concerns movement it self and quality of it
44
POS and neg of intrinsic feedback
+ movements can be corrected immediately Performer does not rely on anyone - if cognitive may not be able to interpret info properly
45
Positive feedback pos and neg
+ can lead to positive reinforcement correct sr bone is formed Extremely motivating Helps build self esteem and confidence - if unddeserved can lead to inappropriate sr bone and performed will detiorate Some performers do not respond to it and may ignore it
46
Extrinsic feedback pos and neg
+ Can lead to improvements as long as info is accurate - inaccurate feedback can negatively affect performance If source is unreliable, motivation may drop Does not encourage kinaesthetic awareness
47
Negative feedback pos and neg
+ motivate - more determined Allows performer to be clear on what to improve Best suited to autonomous performers who require skill refinement - can be demotivating Can be detrimental to learning
48
Knowledge of results pos and neg
+ allows performer to see outcome of their action Can motivate performer - may demotivate if performers are unsuccessful
49
Knowledge of performance pos and neg
+ allows performer to know what good performance feels like Can motivate - may demotivate if unsuccessful
50
How can feedback be made effective
Should correspond to level of performer Limit amount of info given Feedback should be give immediately or as soon as possible Feedback should relate to the individual Try to facilitate internal feedback
51
What are 3 stages of Atkinson and shiffrens multi store memory model
Short term sensory store Short term memory Long term Memory
52
Describe the short term sensory store
Limitless memory store Holds for about 1 sec Subdivide of short term memory Info is passed and stored briefly in the stss and processed simultaneously before the best streams enter and are processed Selective attention selects relevant stimuli in the stss and directs them into stm for further processing Irrelevant stimuli is lost
53
Describe short term memory
Where info from stss and ltm are received and brought together Has limited capacity to store info for around 7 items. Info is held for as long as attention is held STM is limited to amount of time it can be stored < 1 min Info can be held by chunking - different pieces of info are grouped together then remembered as one
54
Describe long term memory
Contains well learned, retained and permanent coded info collected over past experiences Limitless capacity and length or retention Well learned and reversed movement skills from stm Will eventually be stored in LTM as motor programmes for future use Relevant info from LTM can be retrieved into STM workspace for comparison, to identity stimuli, for decision making or to select an appropriate motor programme
55
Pos and neg of multi store memory model
+ simplifies the memory process Explains how those with brain damage may have a dysfunctional memory or amnesia - too simplified - does not explain why we remember sorts of info Does not probe the distinction between STM AND LTM and does not explain interaction between STM AND LTM
56
In Craik and Lockhart memory model, for info to be transferred to be long term memory it needs to be what?
Considered Understood Has meaning
57
What are the 3 levels of processing verbal info
Structural level - paying attention to what words look like Phonetic level - processing words and sounds Semantic level - considering the actual meaning of words ( deep)
58
POS and neg of processing model
+ explain that if we understand info, we are likely to remember it Explains the longer we consider and analyse info, the more we remember it - the longer it takes to process info does not always lead to better recall It is difficult to know what deep processing is It does not take into account individual differences
59
What are the 6 ways in which memory can be improved
Rehearsal Meaningfulness Association Avoiding overload Organising info Mental imagery

PE-Pychology (5 decks)

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