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Physical education > 2.1 > Flashcards

2.1 Flashcards

1
Q

Open & closed skill

A

Affected by environment (perceptual) or not (habitual)

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2
Q

Self & externally paced

A

Controlled by athlete (proaction) or environment (reaction)

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3
Q

Gross & fine skills

A

Large muscle movement (many movement pattern) or small muscle groups (precise, hand eye coordination)

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4
Q

Discrete & serial & continuus

A

Clear beginning and end, several combined discrete elements, no obv beginning and end

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5
Q

High & low organisation continuum

A

Difficult to break down into sub routines vs. easy

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6
Q

Part practice

A

Low in organisation, broken down into sub routines, complex skills eg triple jump

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7
Q

Whole practice

A

Teaching skill without breaking down, kinaesthetic sense, fast paced

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8
Q

Whole part whole

A

Low organisation and serial, kinaesthetic

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9
Q

Progressive part method

A

Or chaining, sub routines, time consuming

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10
Q

Massed and distributed practice

A

Continuous training, no or short rests, simple
Continue with rests for mental rehearsal, complex

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11
Q

Fixed practice

A

Stable and predictable training environment, closed skills

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12
Q

Varied practice

A

Environment changes, LTM

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13
Q

Positive transfer

A

Learning and performing of one skill helps leaning or performance of another

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14
Q

Negative transfer

A

Learning or performance hinders the lop of another

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15
Q

Proactive transfer

A

The influence of one skill on another one yet to be performed . Positive or negative

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16
Q

Retroactive

A

Influence of one skill on the performance of a skill that has already been learned . Pos or neg

17
Q

Bilateral transfer

A

Transfer of learning from one limb to another (left and right handwritee)

18
Q

Associationists

A

A group of theories related to connecting a response. -> operant conditioning = example of associationist view of learning

19
Q

Skinner 1964

A

Suggested that manipulating behaviour towards a stimulus rather than modifying a stimulus

20
Q

Operant conditioning

A

Concerns actions being shaped & reinforced. If we’re rewarded for something we’re more likely to do it again

21
Q

Thorndikes law

A

Law of exercise, effect, readiness (rehearsal, satisfier/annoyer, mentally/physically)

22
Q

Cognitive theory of learning

A

How athletes think and understand. mental processes between S-R, past experiences, match-like situations

23
Q

Banduras theory of social/observational learning

A

Significant others.
Attention, Retention, Motor production, Motivation
(->. Watch S.O, remember, imitate, stay motivated)

24
Q

Fitts and posners three stages of learning

A

Cognitive:
Type of practice- mental
Performance- slight improvement
Guidance - relies on it
Errors - trial and error stage so yep lots
Adapting- doesn’t understand how to
Attention- large attention
Feedback - external & positive most effective

25
Q

Fitts and posners three stages of learning

A

Associative:
Types of practice - shift towards physical
Performance - large improvements
Guidance - gains personal understanding
Errors - few basic, a lotta complex
Adapting- understand how to adapt
Attention- balance bt conscious n autonomous
Feedback - more intrinsic & and positive

26
Q

Fitts and posners three stages of learning

A

Autonomous:
Types of practice -physical
Performance - successful. Slight improvements
Guidance- not needed
Errors - very few
Adapting - easily adapt
Attention - autonomous
Feedback - intrinsic & negative effective

27
Q

Guidance

A

Verbal: +feedback, attention
- information overload, inaccurate
Visual: + mental image, see diff stages
- inaccurate demos, may learn bad habit
Manual/mechanical: + safety& confident, subrout
-over restrictive, false kinaes. sense

28
Q

Intrinsic feedback

A

+ immediate correction, doesn’t need to rely on others, accurate
-inaccurate in cognitive stage

29
Q

Extrinsic feedback

A

+correct feedback > improvements
-no kinaesthetic sense, bad if inaccurate, maybe unreliable source

30
Q

Positive feedback

A

+strengthens SR bond, motivating, self esteem
- if undeserved, incorrect s-r bond, some performers don’t respond well to praise

31
Q

Negative feedback

A

+ motivated, clear understanding, suits autonomous performers
- unmotivating if In cognitive, detrimental if inaccurate

32
Q

Knowledge of results

A

Intrinsic or extrinsic, important in early stage of learning

33
Q

Knowledge of performance

A

External or kinaesthetically if In autonomous stage

34
Q

Effective feedback

A

-> limited amount of information
-> immediacy
-> related to the individual
-> facilitating intrinsic feedback

Physical education (9 decks)

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