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alevel pe > skills acquisition > Flashcards

skills acquisition Flashcards

(66 cards)

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1
Q

characteristics of skills

A

aesthetically pleasing
concistent
efficient
fluent
accurate
control
economical

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2
Q

ability

A

qualities and characteristics you are born with and these allow a person to learn or acquire a new skill

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3
Q

skill

A

a learned ability or trait with the intention of brining about predetermined results with max certainty and minimum outlay of time energy or both

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4
Q

low organised

A

easily broken into parts

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5
Q

high organised

A

not easily broken into parts

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6
Q

open skills

A

performed in an unpredictable environment

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7
Q

closed skill

A

performed in a predictable environment

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8
Q

gross skill

A

uses large muscle groups

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9
Q

fine skill

A

used smaller muscle groups

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10
Q

self paced

A

you control the pace and when to start the movement

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11
Q

externally paced

A

performer has no control over pace and when to start

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12
Q

discrete

A

clear beginning and end
one sharp action

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13
Q

continuous

A

no clear beginning and end, one part is beginning of a new part

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14
Q

serial

A

contains several discrete skills in order to make a more integrated movement

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15
Q

3 methods of presenting practise

A

whole part whole
progressive part
whole practice

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16
Q

whole practice

A

perform the skill in its entirety without breaking it down into subroutines
used when the skill is
fast
closed
self paced
highly organised
simple

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17
Q

progressive part practice

A

each part of the skill added gradually
used when the skill is
complex
serial
externally paced
low organised

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18
Q

whole part whole practise

A

perform the skill as a whole to get initial movement of the skill, isolate the weakness and practice parts of the skill and then perform the skill as a whole again
used when the skill is
complex
fast
difficult to isolate the parts of the skill but the performer has a weakness

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19
Q

transfer

A

effect of learning and performance of one skill on the learning and performance of another

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20
Q

positive transfer

A

when the learning of one skill helps the learning of another

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21
Q

negative transfer

A

when the learning of one skill hinders the learning of another skill

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22
Q

zero transfer

A

when the learning of one skill has no impact on the learning of another skill

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23
Q

bilateral transfer

A

when the learning of one skill is passed across from limb to limb

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24
Q

how to ensure positive transfer

A

make sure training is realistic
make sure one skill is learned well before doing a more advanced skill
coach can reward with praise and encouragement

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25
massed practice
when the skill is undertaken without a break
26
distributed practice
when a rest interval is taken during the practice session
27
varied practice
when different types of practices and different drills are used
28
mental practice
when the performer goes through the performance in their mind without movement
29
ads and disads of masses practices
ads forms motor programmmes increases fitness enhances over learning good for habitual responses efficient disads no time for feedback fatigue too demanding
30
ads and disads of distribution practice
ads allows recover less mental pressure allows mental rehearsal reduces danger disads time consuming negative transfer breaks can be a distraction not useful for expert players
31
ads and disads for varied practice
ads builds a schema gives motivation allows adaptation disads time consuming negative transfer fatigue too demanding
32
ads and disads for mental practice
ads builds motor programmes improves reaction time builds confidence controls anxiety disads must be correct environment must be calm
33
positive feedback
info about what was good, what is going well and offers motivation to maintain effort may be combined with praise
34
negative feedback
provides info on what is going wrong so that errors can be corrected and bad habits eliminated gives clarity for improvement
35
extrinsic feedback
outside source such as a coach performer gains a view on what they need to improve on or tasks to maintain advice on the types of practice and methods needed to improve may be given
36
intrinsic feedback
gains more experience may have developed kinaesthesis
37
knowledge of results
indicated whether or not the skill has been successful provides an early basis for improvement
38
knowledge of performance
more detailed analysis of action provides reasons concerned with technique and how it can be developed to produce a better performance
39
types of feedback for cognitive stage
benefit from encouragement and external advice don’t have a lot of knowledge of the skill and encouragement motivates them
40
types of feedback for associative stage
external info to define and intrinsic feedback uses existing knowledge of the task to make internal judgements
41
types of feedback for autonomous stage
detailed feedback on how to control performance error correction
42
learning plateau
stage 1 rate of learning is slow and the performance level is poor stage 2 rapid acceleration in the rate of learning performer has begun to master the task stage 3 no improvement, the performer has reached a plateau stage 4 Due to fatigue, the performer made deteriorate
43
drive reduction
an end of task period when performance may get worse When the performer has gained success on a task, but initial drive is lost A new challenge or extension task is needed to keep motivation
44
causes of the plateau
lack of motivation boredom coaching limit of ability targets are set too low fatigue
45
solutions to the plateau
A new challenge given or a new target set Find a new coach to raise levels of performance Coach or more praise and positive reinforcement to motivate Take a rest to avoid fatigue Add variety to avoid boredom Explain what the platter is so they don’t take it personally Give feedback to the performer to help improve performance and motivation
46
cognitive stage
first stage of learning Novice Understanding and sub teams are explored by trial and error
47
associative stage
Second stage of learning Performance become smoother as motor programs are developed
48
autonomous stage
Final stage of learning experts Movement is detailed and specific
49
who was the observational learning theory by
bandura 1977
50
1st process of observational learning theory
attention making demo attractive grabs attention of the learner selling the demo point out why you are asking them to learn info is loud and clear
51
2nd process of observational learning theory
retention remembering the demo and being able to recall it recall will be easier if broken down into chunks and repeating it skill should be attempted as soon as it’s been seen so it’s fresh in their mind
52
3rd process of observational learning theory
motor production having the mental and physical capability to do the task needs to be at the same level of the person so they can understand early stages of practice person needs time to practice and learn before moving on
53
4th process of observational learning theory
motivation having the drive to do the task needs the drive needed to copy the demo motivate the learner with praise and rewards gives positive feedback and reinforcement
54
operant condition who by and when
skinner 1948
55
what is operant conditioning
the use of reinforcement to ensure that correct responses are repeated manipulative approach A behaviourist theory this attempts to explain how actions can be linked to stimuli observed rates in a cage called the skinner box the rates learnt that if they hit a mechanism in the box they would get food
56
principles of operant conditioning
based on trial and error the coach may manipulate the environment it shapes behaviour by using reinforcement
57
stimulus response bond
works by strengthening the link between the stimulus and the s-r bond links include positive reinforcement negative reinforcement punishment
58
positive reinforcement
a pleasant stimulate after the correct response
59
negative reinforcement
taking away an unpleasant stimulus’s after the correct responses
60
punishment
an unpleasant stimulus to prevent incorrect actions recurring
61
social development theory who by and when
vygotsky 1978
62
what is the social learning theory
learning by association with other looked at development of children and decided the interaction with others plays a vital role in learning in sport skill are learnt by a coach or more knowledgeable other
63
interpsychological learning
skills learnt from a coach learning from others externally learner uses mko to get advice etc external advice has been absorbed learning takes place within learner
64
constructivism
building up learning stages based on current level of performance suggests 3 levels of performances to assess what they need to improve( zone of proximal development)
65
insight learning theory
gestaltist theories
66
insight learning what is it
using experience and understanding to solve problems relating to the whole skill By a group of German psychologist called the Gestalts When a player has a problem, sporting knowledge is used to work out a solution Concentrate on whole task Gives a sense of self satisfaction and intrinsic motivation Encourages performer to think for themselves and develops cognitive process May work better than simply being told what to do by a coach

alevel pe (8 decks)

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