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PE ~ skill aquisition > Skill Continuum, Transfer of Skills and Practice for Learning > Flashcards

Skill Continuum, Transfer of Skills and Practice for Learning Flashcards

1
Q

Aesthetically pleasing description

A

The skill is good to watch

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2
Q

Aesthetically pleasing sporting example

A

In gymnastics the toes are pointed during routine

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3
Q

Consistent description

A

The skill is repeated with high sucess rate

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4
Q

Consistent sporting example

A

A netballer scoring 85% of shots during the season

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5
Q

Efficient description

A

The skill is produced with least amount of energy and in quickest time

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6
Q

Efficient sporting example

A

100 meter sprint

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7
Q

Fluent description

A

The skill is preformed smoothly

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8
Q

Fluent sporting example

A

Gymnastic floor routine with twists and tumbles

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9
Q

Learned description

A

The skill has been developed through practice

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10
Q

Learned sporting example

A

A free kick in football going into the top corner

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11
Q

Accurate description

A

The skill is precise

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12
Q

Accurate sporting example

A

A penalty in football going into the corner to avoid being saved by the goalkeeper

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13
Q

Goal directed description

A

The skill is performed with a clear aim in mind

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14
Q

Goal directed sporting example

A

A slap hit in hockey to go into the bottom corner of the goal

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15
Q

Mnemonic for characteristics of skills

A

ACEFLAG

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16
Q

Continua’s

A

Open to closed
Gross to fine
Self paced to externally paced
Highly organised to low organisation
Simple to complex
Discrete to serial to continuous

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17
Q

Open description

A

The sporting environment changes while the skill is being preformed, performers must adapt and high amount of decision making requires

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18
Q

Open sporting example

A

A chest pass is an open skill because team mates and opposition move constantly around as you prepare to pass the ball

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19
Q

Closed description

A

The sporting environment and conditions are stable, enabling performer to repeat the same movement pattern, these are few decisions to make

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20
Q

Closed sporting example

A

Preforming a backwards roll in gymnastics is closed, as the environment does not change

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21
Q

Gross description

A

Large muscle groups are used to perform the skill

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22
Q

Gross sporting example

A

A sprint start, as quadriceps are used to drive out of the blocks

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23
Q

Fine description

A

Small muscles are used to preform the skill that requires precision

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24
Q

Fine sporting example

A

A dart shot as it uses muscles in the hand to stabilise dart

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25
Self paced description
The performer is in control of the speed and timing of the skill
26
Self paced example
The hammer throw is a self paced because performer decides when to begin the rotations and also dictates how fast they spin
27
Externally paced description
The performer must adapt as they have no control of the speed and timing of the skill
28
Externally paced example
When receiving a hockey pass from a team mate, the performer reacts to speed and direction of pass
29
Highly organised description
The skill is difficult to break down into subroutines due to the speed of the action performed
30
Highly organised example
A sprint start because it is performed rapidly and is hard to break into subroutines
31
Low organised description
The skill can be broken down into subroutines and can be practised in isolation
32
Low organised example
Back crawl in swimming as can be broken down into arms and legs or just arms
33
Simple description
Limited decision making is required
34
Simple example
A forward roll as there is little information to process and decisions
35
Complex description
Several decisions must be made
36
Complex sporting example
Centre player in rugby, running with the ball, has to take into account their players and opposition, lots of decisions have to be made
37
Discrete description
The skill has clear beginning and ending, one distinct ending
38
Discrete example
Pirouette in dance
39
Serial description
A number of discrete skills performed together sequentially
40
Serial example
The run hop step jump and landing of a triple jump are discrete skills performed together
41
Continuous description
The skill has no clear beginning middle and end, the end of one subroutine is the start of another
42
Continuous example
Cycling and swimming strikes are continuous
43
Transfer of learning
- Positive - negative - zero - bilateral
44
Positive description
Learning a skill facilitates the learning of an additional skill
45
Positive example
Learning how to throw overarm helps with learning how to serve in volleyball
46
Negative description
Learning a skill inhibits the learning of an additional skill
47
Negative example
Learning the forehand drive in tennis hinders the forehand clear in badminton
48
Zero description
No similarities between tasks and no effect on either skill
49
Zero example
Learning to tacked in rugby has no effect on a tumble turn
50
Bilateral description
Learning and performing a skill on one side of the body is transferred to other side
51
Bilateral example
Learning how to play snooker shots with one hand then and can be transferred to other side
52
Coaching positive transfer
- Ensure performer was learnt skill completely before developing the skill - make training and skills close as possible to game situations eg: replace cones with people - give praise/ positive reinforcement - avoid teaching similar skills together eg: tannins and badminton skills as increased likely hood for negative transfer
53
Methods of presenting practise
Whole, whole-part-whole,progressive part
54
Whole method
The skill is presented in its entirely and not broken down into subroutines
55
Whole method use
Skill is: highly organised, continuous, simple, discrete, fast and not dangerous Performer is: autonomous
56
Whole method advantages
Kinaesthesis is developed, fluency between subroutines is maintained, not time consuming, creates clear mental image, easily transferred into full game, aids understanding
57
Whole method disadvantages
Not ideal for cognitive performers, can cause information overload and fatigue, must be physically capable of producing the full skill
58
Whole method examples
Golf swing, tennis serve, cycling, forward roll
59
Whole-part-whole method
The learner attempts the full skill, then one subroutine is practised in isolation before being integrated back into entire skill
60
Whole-part-whole use
Skill is: complex and fast performer is: cognitive or autonomous and concentrating on a specific weakness
61
Whole-part-whole advantages
Kinaesthesis is maintained in the whole, weak parts can be improved, fluency between subroutines is maintained in the whole, confidence and motivation improved as success made
62
Whole-part-whole disadvantages
Time consuming, cannot be used with highly organised skillsrinathesis can be affected negatively is not integrated quickly
63
Whole- part -whole example
Front crawl Whole - full stroke Part- practise arm actions Whole - full stroke again with new arm actions
64
Progressive part method
The first subroutine is taught and practised until perfected the rest of the parts are then added sequentially until whole skill can be performed
65
Progressive part use
Skill is: low organisation, serial, complex, dangerous Performer is: cognitive
66
Progressive part advantage
Focusing on just one part of the skill reduces change of overload or fatigue, aids understanding of both parts, confidence and motivation increase, danger reduced
67
Progressive part disadvantages
Very time consuming, cannot use with highly organised skills, fluency can be negatively affected, kinasthesis of skill not experienced till end
68
Progressive part example
Triple jump: Teach hop, then teach step, then together, teach jump then all together hop, step, and jump
69
Types of practise
Massed Distributed Variable Mental
70
Massed practise
Continuous practice without rest periods
71
Massed used
Spill is: discrete, closed, selfpaced, simple Preformer is: highly motivated, autonomous, and physically fit
72
Massed advantages
Overlearns skill so becomes habitual, motor programmes are formed, improves fitness
73
Massed disadvantage
Caused fatigue, preformer may not be physically capable of undertaking the practice, no time for feedback
74
Massed examples
Badminton player attempting to perfect a short serve
75
Distributed practice
Practice with rest periods included
76
Distributed use
Skill is: continuous, complex, serial, low organisation, externally paced, open Performer is: cognitive, unfit, lacking motivation
77
Distribute advantages
More effective than massed, allows time for physical recovery, allows time for mental practice, coach can give feedback, motivational
78
Distributed disadvantage
Time consuming, can cause negative transfer
79
Distributed example
A swimmer practicing stroke technique
80
Variable practice
Practising skills and drills in a constantly changing environment
81
Variable use
Skill is: open, externally paced, complex Performer is: cognitive, lacking motivation
82
Variable advantages
Develops a schema, Increase motivation, performer gains experience in a range of situations, positive transfer from training game
83
Variable disadvantage
Time consuming, can cause fatigue,information over load, can cause negative transfer
84
Variable example
In a 3 v2 drill in rugby, players develop passing technique can be use in games
85
Mental practise
Going over a skill in the mind,internal and external
86
Mental use
Skill is: complex, serial Performer is: cognitive, to build image or autonomous, focus on tactics
87
Mental advantages
Produces a clear mental image, performers can see themselves being successful, can rehearse strategies, increase confidence, reduce anxiety, muscles are stimulated, reaction time improves
88
Mental disadvantage
Difficult for cognitive performers to complete efficiently, mental image must be accurate,difficult if environment is not quiet
89
Mental example
Triple jump visulising stages of jump before beginning

PE ~ skill aquisition (2 decks)

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