Skills (2.1)

Question 1

motor programme

Answer 1

.series of subroutines organised in specific order to perform a movement
.stored in LTM

Question 2

3 broad classifications

Answer 2

how precise
environment
definite beginning and end

Question 3

subroutine

Answer 3

separate movements that make up a skill

Question 4

attentional wastage

Answer 4

when a performers concentration is misdirected (distracted)

Question 5

kinaesthetic sense

Answer 5

sense of physical feeling we get

proprioreceptors send info to the brain

Question 6

simple skill

Answer 6

little effort/cognitive ability

few subroutines

Question 7

complex skill

Answer 7

lots of effort/concentration
takes time to learn
many subroutines

Question 8

open skill

Answer 8

continuously changing environment

usually e paced

Question 9

closed skill

Answer 9

environment stays same

usually s paced

Question 10

self paced skill

Answer 10

you control the rate you do a skill and how it is performed

usually closed

Question 11

externally paced

Answer 11

environment controls the rate you perform a skill

usually open

Question 12

gross skill

Answer 12

large muscle groups

not very precise

Question 13

fine skill

Answer 13

small muscle groups

precise

Question 14

discrete skill

Answer 14

brief, well defined movements
clear beginning and end
single specific skills

Question 15

serial skill

Answer 15

group of discrete skills put together to make a more complex skill
linked discrete skills

Question 16

continuous skill

Answer 16

no clear beginning or end

end of one cycle is start of another

Question 17

low organistaion

Answer 17

easy and uncomplicated

discrete movements practised separately to improve technique

Question 18

high organisation

Answer 18

complex
number of phases that cant be broken down or practised separately
requires lots of attention

Question 19

part practise

Answer 19

isolating a sub routine to practise

Question 20

whole practise

Answer 20

teaching skill without breaking it down

Question 21

whole - part - whole practise

Answer 21

skill as a whole
subroutine
skill as a whole

Question 22

progressive part practise

Answer 22

parts are progressively built on until full skill learned

Question 23

massed practise

Answer 23

long practise periods with no rest

skill continuously repeated

Question 24

distributed practise

Answer 24

has breaks for rest/feedback

used for learning new skills

Question 25

fixed practise

Answer 25

practise resembles competition | closed skills

Question 26

variable practise

Answer 26

a lot of open skills/interaction | performer practises different experiences of the same skill

Question 27

positive transfer

Answer 27

when one skill helps the learning of another skill

Question 28

negative transfer

Answer 28

when one skill makes learning a new skill harder

Question 29

proactive transfer

Answer 29

past skill affects future skill

Question 30

retroactive transfer

Answer 30

new skill affects old skill

Question 31

bi lateral transfer

Answer 31

learning of a skill transfers from one limb to another

Question 32

associationist

Answer 32

.group of theories relating to connecting stimulus and response (SR theories) .an individual is conditioned by stimuli which are connected to an appropriate response

Question 33

reinforcement

Answer 33

process that increases chances of learned behaviour to occur strengthens SR bond can be positive or negative

Question 34

positive reinforcement

Answer 34

stimulus given when desired response occurs

Question 35

negative reinforcement

Answer 35

stimulus is withdrawn when desired response occurs | e.g removal of criticism when skill is completed

Question 36

punishment

Answer 36

giving a stimulus to prevent a response from occuring

Question 37

operant conditioning

Answer 37

``` associationist/connectionist view of learning how S and R conncect trial and error change behaviour not stimulus Skinners rat 1964 ```

Question 38

complete reinforcement

Answer 38

learning is faster when reward given on every occasion

Question 39

partial reinforcement

Answer 39

if reward given after number of correct responses, learning is slower but lasts longer

Question 40

Thorndikes Law 3 parts

Answer 40

law of exercise law of effect law of readiness

Question 41

law of exercise

Answer 41

.repeating SR connections is more likely to strengthen them | .reinforcement

Question 42

law of effect

Answer 42

.if response followed by a 'satisfier' SR bond strengthened .if response followed by 'annoyer' SR bond weakened .pleasant outcomes motivate

Question 43

law of readiness

Answer 43

performer must be physically and mentally ready for the task

Question 44

Hull's drive theory

Answer 44

.performer must be motivated to strengthen SR bond .too much repetition could lead to 'inhibitation', which could demotivate and weaken SR bonds .demotivation can be overcome with rest or with new goals

Question 45

Gestalist theory

Answer 45

.theory of perception - cognitive .take into account our environment and past experiences .supports whole practise .opposes command style of teaching

Question 46

Bandura social learning theory

Answer 46

If model shows behaviour that fits social norms, its more likely to be copied

Question 47

Things that affect Bandura's theory

Answer 47

``` relevance to individual similarity to model warm and friendly adults (more) reinforced behaviour (more) powerful models (more) ```

Question 48

process of observational learning (4)

Answer 48

attention retention motor reproduction motivation

Question 49

Fitts and Posner 1967

Answer 49

3 stages of learning cognitive associative autonomous

Question 50

Stage 1: cognitive

Answer 50

``` .goals are established .trial and error .lots of feedback .demonstrations useful .relevant cues useful .successful movements reinforced ```

Question 51

Stage 2: associative

Answer 51

``` .practices .associates movement to mental image (visualise) .feedback important .more relevant cues recognised .motor programmes/sub routines formed ```

Question 52

Stage 3: autonomous

Answer 52

``` .skills automatic .little conscious thought .concentrate on peripheral strategies/tactics .LTM .short reaction time .some never reach this stage ```

Question 53

Multi-store model advantages (2)

Answer 53

.simplifies the memory process | .explains how those with brain damage may have issues with memory

Question 54

Multi-store model disadvantages (2)

Answer 54

.too simplified (e.g why are some pieces of info easier to understand) .doesn't prove relation between STM and LTM

Question 55

Levels of processing advantages (2)

Answer 55

.explains that understanding info makes it easier to remember .longer we analyse info - the more we remember it

Question 56

Levels of processing disadvantages (3)

Answer 56

.difficult explaining what 'deep' processing is .doesn't take into account individual differences .not always true - longer it takes to learn something does not always lead to better recall

Question 57

Craik and Lockhart levels of processing model explanation

Answer 57

.explains how memory works | .info will be remembered if it is: considered, understood, has meaning

Question 58

depth of processing def

Answer 58

amount of information that is remembered

Question 59

Craik and Lockhart's model

Answer 59

structural (looks like) = shallow - usually forgotten phonetic (sounds like) = STM - usually forgotten semantic (meaning) = LTM - LTM (considered - understood - meaning)