Skill researchers Flashcards
(131 cards)
1
Q
Lebeau et al. (2016)
A
QE
2
Q
Vine et al. (2012)
A
QE meta-analysis
3
Q
Moore et al. (2014)
A
QE and rifle shooting
4
Q
Wilson et al. (2011)
A
QE and technical skill
5
Q
Wilson et al. (2010)
A
QE and surgery
6
Q
Vine et al. (2011)
A
golf putts and QE
7
Q
Miles et al. (2015)
A
children with DCD and QE
8
Q
the Waterloo foundation
A
DCD children and QE
9
Q
Wood et al. (2017)
A
DCD children and QE
10
Q
Seger (1994)
A
explicit processes definition
11
Q
Kellogg (1982)
A
implicit processes definition
12
Q
Reber (1989)
A
implicit learning definition
13
Q
Baars (1998)
A
benefits of IL
14
Q
Reber (1992)
A
benefits of IL
15
Q
Masters (1992)
A
IML definition
16
Q
Norman (1982)
A
pressure and IML
17
Q
Baumeister (1984)
A
self-focus theories of choking
18
Q
Masters and Maxwell (2008)
A
theory of reinvestment
19
Q
Maxwell et al. (2000)
A
choking by reinvestment
20
Q
Gallicchio et al. (2015)
A
neurophysiological evidence for IML
21
Q
Abernethy et al. (2012)
A
why might IML be useful - anticipation
22
Q
Kal et al. (2018)
A
why might IML be useful - for and against
23
Q
Masters et al. (2004)
A
Parkinson’s disease and IML
24
Q
Masters (1992)
A
dual task learning - random letter generation and golf putt
25
Gentner (1983)
analogy learning
26
Maxwell et al. (2003)
reduced feedback and IML
27
Maxwell et al. (2016)
motor ability and IML
28
Mullen and Hardy (2010)
holistic goals and IML
29
Englert and Oudejans (2014)
distraction and IML
30
Oudejans et al. (2011)
distraction/performance worries and IML
31
Lam et al. (2010)
IML and PRTs
32
Zhu et al. (2011)
T3-Fz coherence and IML
33
Moore et al. (2013)
performance context and golf performance
34
Masters et al. (2005)
MSRS
35
Wong et al. (2008/9)
reinvestment and falling in older adults
36
Uiga et al. (2016)
reinvestment and locomotion in older adults
37
Malhotra et al. (2015)
movement self-consciousness and performance
38
Malhotra et al. (n.d.)
conscious control of movements
39
Oudejans et al. (2010)
direction of attention under pressure
40
Toner and Moran (2014)
against reinvestment
41
Toner and Moran (2015)
somatic reflection
42
Masters et al. (2000)
speed of acquisition and IML
43
Goh et al. (2012)
task dependence, speed of learning and IML
44
Maxwell et al. (2001)
errorful/less learning and explicit/implicit learning
45
Capio et al. (2011)
errorless learning and performance
46
Chauvel et al. (2012)
infrequent error learners and performance
47
Liao and Masters (2001)
analogy learning and performance
48
Kleynen et al. (2014)
analogies and stroke and walking
49
Goodwin et al. (2015)
analogies and PD
50
Capio et al. (2019)
novices and analogy learning
51
Galton (1869)
limits on modifiability of performance
52
Ericsson et al. (1993)
music expertise
53
Jones (n.d.)
developing sport expertise
54
Starkes et al. (1996)
enjoyment in deliberate practice
55
Cote et al. (2007)
Developmental Model of Sports Participation
56
Cote et al. (2012)
underlying principle of sport programmes
57
Baker et al. (2003)
less than 10000 hours needed to become expert
58
Haugaasen and Jordet (2012)
starting age of soccer players and elite performance
59
Baker et al. (2008)
sampling is critical to decision making expertise in sport
60
Baker and Cote (2003)
can you make it if you sample? - team ball sports
61
Gibbons et al. (2002)
can you make it if you sample? - no. sports tried
62
Fraser-Thomas et al. (2008)
psychological and physical costs to early specialisation
63
Law et al. (2007)
Olympic gymnasts and early specialisation
64
Gould (2010)
specialisation or diversification? - psychology
65
Cote (1999)
deliberate play
66
Soberlak and Cote (2003)
ice-hockey players and early diversification
67
Ford et al. (n.d.)
football research
68
Haugaasen and Jordet (2012; 2)
developing expertise in football
69
Helsen et al. (1998)
number of hours accumulated in Belgian players
70
Ford and Williams (2012)
soccer players and early engagement
71
Ford et al. (2012)
sport participation and expertise across countries
72
Ford et al. (2010)
what activities are being coached - training/playing form
73
Low et al. (2013)
What activities are being coached - playing/training form
74
Roca et al. (2012)
what leads to better PCEs?
75
Roland (1998)
some people unaware of their talents
76
Tucker and Collins (2012)
talent/training model
77
Tucker
role of genes in sport
78
Epstein
role of genes in sport
79
Durandt et al. (2011)
cost-effectiveness/use of talent id programmes and rugby games
80
Vaeyens et al. (2009)
participation in early specific training and talent programmes
81
Gulbin et al. (2013)
progression through a linear system does not seem to exist
82
Gullich and Emrich (2012)
long term success in German athletes
83
Lupo et al. (2019)
relative age effects
84
Pickering et al. (2019)
genetics and talent
85
Pitts and Evans (2018)
NFL performance and the Wonderlic test
86
Kuhn (1988) and Jordet (2009)
25% of PKs are missed
87
Jordet (2009)
England and Holland are the worst performers of PKs
88
Yiannakos and Armatas (2006)
Pks have increasing importance in modern day football
89
Savelsbergh et al. (2005)
most attention research has been done from the GKs perspective
90
Dohmen (2008)
74.2% probability of scoring a goal while the goalkeeper can save the ball only in about 18.8% of cases
91
Franks and Hanvey (1997)
the ball travels at speeds to 50-100m/h and so crosses the goal life after about 600ms
92
Kuhn (1998)
70% of shots with gaze focused on the keeper - don't look to where they are shooting
93
Dicks et al. (2010)
gaze behaviour in football
94
Wood and Wilson (2010)
gaze behaviour and shooting strategies in football PKs - implications of a keeper dependent approach
95
Wood et al. (2017)
aiming to deceive - examining the role of the QE during deceptive aiming actions
96
Wilson et al. (2009)
anxiety, attentional control and performance impairment
97
van der Kamp (2011)
exploring the merits of perceptual anticipation in the soccer penalty kick
98
Eysenck et al. (2007)
The most general assumption of ACT is that worry increases the allocation of attentional resources to the detection of threat-related stimuli in anxiety- inducing situations
99
Corbetta and Shulman (2002)
The authors attribute this impairment of attentional control to a disruption in the balance of two attentional systems: a goal-directed (top–down) and a stimulus–driven (bottom-up) attentional system
100
Wood and Wilson (2011)
QE training for soccer penalty kicks
101
Savelsbergh et al. (2002)
visual search, anticipation and expertise in soccer goalkeepers
102
Schollhorn et al. (2006)
study 1) explanation of differential learning
study 2) random variance produced better performance
103
Schollhorn et al. (2010)
football - differential v traditional learning
104
Schmidt (1991)
practice definition
105
Shea and Cole (1990)
variability of practice - moving arm to target
106
Henry (1960)
definition of specificity of learning
107
Moradi et al. (2014)
specificity of learning - see/not see target
108
Proteau et al. (1992)
specificity of learning - addition of visual feedback
109
Schmidt (1977)
schema theory
110
Wulf and Schmidt (1997)
a means to IML - random/repeated parts of the task
111
Savelsbergh et al. (2010)
speed skating and differential learning
112
Santos et al. (2018)
football creativity with differential learning
113
Shea and Morgan (1979)
better learning when in diff conditions in learning and retention
114
Goode and Magil (1986)
random, blocked and serial practice in learning a badminton serve
115
Schollman (1994)
optimal movement pattern - discus throw
116
Hossner et al. (2016)
DL v repetitive learning - not statistically significant
117
Schollhorn and Bauer (1998)
no optimal javelin throw
118
Schollhorn (2016)
challenged Hossner's results
119
Landin (1993)
variability of practice - better short term
120
Buszard et al. (2014)
scaling of equipment
121
Scott and Gray (2010
adaptation to heavier equipment
122
Warren (2006)
behavioural dynamics
123
Newell (1986)
what are constraints?
124
Timmerman et al. (2017)
constraints and hockey performance
125
Barris et al. (2013)
movement patterns and differing dive take-offs
126
Tan et al. (2017)
herding behaviour and manipulating task constraints
127
Vaeyens et al. (2008)
talent development criticisms
128
Abbott and Collins (2004)
talent development programmes need to be multidimensional and highlight the role of psychology
129
Gulbin and Weissensteiner (2012)
realistic pathways
130
Tucker and Collins (2012)
giftedness v talent
131
Collins et al.
The importance of psychological characteristics in transforming giftedness to talent
