Skills

Question 1

Define skill

Answer 1

Learned ability to bring about predetermined results with max certainty

Question 2

List the characteristics of skilled performance

Answer 2

ACEFACE

Aesthetically pleasing 
Consistent 
Efficient 
Fluent 
Accurate 
Controlled 
Economical

Question 3

Define ability

Answer 3

An inherited attribute that underpin skills therefore may have an effect on how well they perform.

Question 4

What are the 2 types of ability

Answer 4

Psycho-motor

Gross-motor

Question 5

Define psycho motor abilities

Answer 5

Involves info processing + decision making in order to carry out a particular movement.

Sometimes called perceptual motor abilities.

Question 6

Define gross-motor abilities

Answer 6

Large muscle movements of whole body or large limbs

Question 7

List 4 psycho - motor abilities

Answer 7

Limb co-ordination

Reaction time

Finger dexterity

Aiming

Question 8

Define limb co-ordination

Answer 8

Ability to co-ordinate the movement of a number of limbs simultaneously

Question 9

Define finger dexterity

Answer 9

Ability to perform skilful controlled manipulations of tiny objects involving the fingers.

Question 10

Define aiming

Answer 10

Ability to aim precisely at a small object in space

Question 11

List 4 gross-motor abilities

Answer 11

Static strength

Dynamic strength

Explosive strength

Stamina

Question 12

Define static strength

Answer 12

Max force exerted against a resistance

Question 13

Define dynamic strength

Answer 13

Ability of the muscles to undergo repeated contractions without fatigue

Question 14

Define explosive strength

Answer 14

ability to exert maximal force in minimal time

Question 15

Define stamina

Answer 15

The ability to maintain max CV effort

Question 16

What comes under continuity (skill classification)?

Answer 16

Continuos skills = No obvious beginning or end (swimming)

Discrete skills = Defined start and end point (tennis serve)

Serial skills = Consist of several discrete skills linked together (triple jump)

Question 17

What comes under pacing (skill classification)?

Answer 17

Self-paced / internal = Pace is decided by performer

Externally / external = Pace is decided by external factor

Question 18

What comes under environmental influence (skill classification)?

Answer 18

Open skills = Affected by environmental conditions and performed in an unpredictable environment i.e other people.

Closed skills = Performed in a predictable environment, very few variables.

Question 19

What comes under muscular involvement (skill classification)?

Answer 19

Gross skills = Large muscle groups and not very precise

Fine skills = Precise movements involving small muscle groups.

Question 20

What comes under organisation (skill classification)?

Answer 20

High organisation = Skill that isn’t easily broken down into parts

Low organisation = Skill that is easily broken down into subroutines.

Question 21

What comes under difficulty (skill classification)?

Answer 21

Simple skills = Require few decisions

Complex skills = Require decision making using lots of info.

Question 22

Define learning

Answer 22

Permanent change in behaviour due to practise.

Lifelong process

Question 23

Define performance

Answer 23

Short term, unpredictable

Demonstration of the solving of a problem at a given moment in time

Question 24

What is the link between learning and performance

Answer 24

As learning takes place, usually see gradual improvement in performance

Question 25

What are the 3 phases of learning?

Answer 25

Cognitive Associative Autonomous

Question 26

Define phase 1 - cognitive learning

Answer 26

Lots of thinking + understanding needed Movements are often slow Lots of errors

Question 27

Define phase 2 - associative phase

Answer 27

May model by copying elite performers Movements are smoother + more coordinated

Question 28

Define phase 3 - autonomous phase

Answer 28

Actions are fluent + efficient Performer can focus on fine details as no longer needed to focus on basics

Question 29

List 5 causes of drive reduction

Answer 29

Lack of motivation Boredom Coaching Limit of ability Fatigue

Question 30

List the 3 learning theories

Answer 30

operant conditioning (skinner) Bandura's observational learning/social learning theory Hull's drive reduction theory

Question 31

Explain the operant conditioning (skinner) learning theory

Answer 31

Performer develops stimulus-response bond Key features: - Based on trial and error - Manipulates the environment - Behaviour is shaped and maintained through its consequences

Question 32

Explain the Bandura's observational learning/social learning theory

Answer 32

States that we learn by observing others and by reinforcement

Question 33

Define a satisfier

Answer 33

Action that promotes a pleasant feeling so responses are repeated

Question 34

Define an annoyer

Answer 34

Action that creates unease to promote the avoidance of incorrect responses

Question 35

How is behaviour shaped?

Answer 35

Though its consequences: +ive reinforcements = strengthen S-R bond -ive reinforcements = strengthen S-R bond (i.e when annoyer is removed when right) Punishment = weakens S-R bond

Question 36

Define reinforcement

Answer 36

Process which ⬆️ probability of a behaviour occurring Strengthens S-R bond

Question 37

What are the 4 stages between demonstration and the matched performance A.K.A the 4 processes in Bandura's observational learning theory

Answer 37

Attention Retention Motor reproduction Motivation

Question 38

Processes in observational learning theory Explain attention

Answer 38

learner must pay attention and use selective attention. Models must be attractive, successful and someone you respect. Demonstration must be accurate, seen and heard.

Question 39

Processes in observational learning theory Explain retention

Answer 39

Observer must remember model's performance. Can be improved through repeated demonstrations and mental rehearsal.

Question 40

Processes in observational learning theory Explain motor reproduction

Answer 40

Refers to attempt by learner of the modelled skill. Can be improved by practise and through intrinsic and extrinsic feedback.

Question 41

Processes in observational learning theory Explain motivation

Answer 41

Status of model can affect motivation.

Question 42

What are the 6 types of learning transfers?

Answer 42

+ive -ive Zero Bi-lateral Proactive Retroactive

Question 43

Define the transfer of learning

Answer 43

Refers to the effect learning one task has not he effect of learning another.

Question 44

Define +ive transfer

Answer 44

Occurs when prior learning promotes present learning. i.e Throwing a ball to an overhead clear in badminton

Question 45

Define -ive transfer

Answer 45

Occurs when prior learning inhibits present learning. i.e Basketball player may overthrow the ball in netball due to it being lighter.

Question 46

Define zero transfer

Answer 46

Prior learning has no effect on present learning I,e swimming and netball

Question 47

Define bi-lateral transfer

Answer 47

Transfer between limbs i.e right footed pass to left footed

Question 48

Define proactive transfer

Answer 48

Effect that leaning a skill has on a skill that has not yet been learned. i.e completing drills at start of session followed by a game. (Can have +ive, -ive or zero effect)

Question 49

Define retroactive transfer

Answer 49

Effect learning a skill has on a previously learned skill, can be +ive, -ive or zero. i.e tennis player plays badminton all summer but returns to tennis in September = could experience -ive transfer.

Question 50

How might the coach ensure successful transfer of learning takes place?

Answer 50

Coach making performer aware of transfer Planned progression Eliminate bad habits Motivate performer

Question 51

HULLS DRIVE REDUCTION THEORY How might drive reduction theory be used in the teaching of a new skill?

Answer 51

Ind. are motivated to achieve. When faced w/ new skills, ind. have a drive to solve problem. Leading to goal-directed behaviour. Once skill has been mastered, drive ⬇️, Red. in drive acts as a form of reinforcement to strength S-R bond. Once a habit is developed, drive ⬇️ so inhibition occurs. New goals/targets must then be set. Increase challenge