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A Level PE > 2.1 skill characteristics and their impact on transfer and practice > Flashcards

2.1 skill characteristics and their impact on transfer and practice Flashcards

1
Q

What are the different continua for skill classification?

A

Open and closed:environmental influence
Gross and fine: extent of muscles used
Self-paced and externally paced: control and rate of execution
Discrete, continuous and serial skills: continuity
High and low organisation
Simple and complex: degree of difficulty

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2
Q

What is an open skill?

A

A skill performed in an unpredictable environment

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3
Q

What is a closed skill?

A

A closed skill is a skill performed in a predictable environment

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4
Q

What are the characteristics of an open skill?

A
  • perceptual
  • some environmental influence e.g. the opposition, the pitch, the position of teammates
  • no set movement pattern
  • reactive
  • needs other players present
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5
Q

What are the characteristics of a closed skill?

A

Characteristics of a closed skill:

  • habitual
  • pre-learned set pattern of movement
  • proactive
  • does not require other players
  • no environmental influence e.g. the skill does not have to be adapted to suit the environment, it can be repeated (golf putt)
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6
Q

What is a gross skill?

A

A gross skill is a skill that uses large muscle groups

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7
Q

What is a fine skill?

A

A fine skill is a skill that uses smaller muscle groups

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8
Q

What is a self-paced skill?

A

A self-paced skill is when the performer controls the start and the speed of the skill

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9
Q

What is an externally-paced skill?

A

An externally paced skill is when the performer has no control over the start and the speed of the skill

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10
Q

What are the characteristics of a self-paced skill?

A

Characteristics of a self-paced skill:

  • proactive
  • doesn’t require the presence of others
  • generally closed skills
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11
Q

What are the characteristics of an externally paced skill?

A

Characteristics of an externally paced skill:

  • reactive
  • require the presence of others
  • generally open skills
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12
Q

What is a discrete skill?

A

A discrete skill is one with a clear beginning and end

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13
Q

What is a sub-routine?

A

A sub-routine is the actions that form the parts of a skill such as grip, trunk rotation and arm swing in a tennis serve

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14
Q

What is a serial skill?

A

A serial skill is a skill that contains several discrete skills in order to make a more integrated movement

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15
Q

What is a continuous skill?

A

A skill with no clear beginning or end

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16
Q

What is a low organised skill?

A

A low organised skill is a skill that is easily broken into parts e.g. a swimming stroke because the arm action, leg action and body positioning can be easily identified and practiced separately

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17
Q

What is a high organised skill?

A

A high organised skill is a skill that is not easily broken down into parts/sub-routines e.g. a volley in football because it is quick and all the parts of the skill merge/ integrate when the skill is performed

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18
Q

What is a simple skill?

A

A simple skill is one that requires few decisions when being performed e.g. forward roll

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19
Q

What is a complex skill?

A

A complex skill is a skill that requires decision making using lots of information when performed e.g. hockey dribble

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20
Q

What are the characteristics of a simple skill?

A

Characteristics of a simple skill:

  • limited decisions to be processed during execution
  • not much to think about as the skill is being completed
  • low speeds at which decisions need to be processed and performed
  • low levels of accuracy needed
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21
Q

What are the characteristics of a complex skill?

A

Characteristics of a complex skill:

  • high amount of information to be processed
  • lots of decisions to be made
  • high level of accuracy
  • high speed and power required to perform the skill
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22
Q

What is positive transfer of training? (And examples)

A

Positive transfer of learning is where the learning of one skill aids the performance of another. E.g. overhead volleyball serve and tennis serve. Basketball and netball pass

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23
Q

What is negative transfer of training? (And examples)

A

Negative transfer of training is where the learning of one skill hinders the learning of another. E.g. badminton (uses wrist) and tennis serve (arm action) but both courts are divided by a net so the familiarity can cause confusion

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24
Q

What is zero transfer of learning?

A

Where the learning of one skill has no influence/impact on the learning of another. E.g. breaststroke and shooting in netball or football

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25
Q

What is bilateral transfer of learning?

A

Bilateral transfer of learning is when the learning of one skill is passed across the body from limb to limb. E.g. left and right football pass

26
Q

What are the reasons for transfer of learning?

A
  1. Schema theory
    - knowledge of initial conditions
    - knowledge of response specifications
    - knowledge of sensory consequences
    - knowledge of response outcomes
  2. Stimulus-response generalisation
    - a performer reacts to a stimulus on the basis of recognition (e.g. see a ball and catch it whether this is the correct response or not) which means transfer occurs whether it is positive or negative
27
Q

How can a coach encourage positive transfer of learning?

A

a coach can encourage positive transfer of learning by:

  • making training realistic to the game/ competition e.g. real people instead of tackle bags
  • ensuring the first skill is well learnt
  • coaching sports with similar elements to each other one after the other
  • teaching performers what transfer is and how it can help a performer improve
  • encourage the performer to look for similar stimuli and similar responses to those they already possess
  • point out when teaching new sports those skills the performer has already covered
  • praising players for using skills with similar actions
28
Q

Define whole practice

A

practicing the skill in its entirety

29
Q

When might a coach use whole practice?

A
  • the skill is fast, ballistic and discrete
  • the skill is highly organised and not easily broken down into sub-routines
  • the skill is simple and requires little thought
  • the feel/kinaesthesis of the whole task is required
  • performer is in the autonomous phase of learning
  • the links between the subroutines need to be maintained or the skill must be performed in a specific order
30
Q

What are examples for the use of whole practice?

A
  • a golf swing

- trampolining routine

31
Q

State the advantages of whole practice

A
  • gives a feel for the whole skill
  • links between each sub-routine are maintained
  • performance is more fluent
  • only takes a short amount of time to perfect
  • helps to create specific images stores as motor programmes (useful when the skill needs to be recalled from memory)
  • realistic which helps produce positive transfer between learned skills in training and performing them in a match
  • makes the skill consistent, helps performer keep good habits
32
Q

State the disadvantages of whole practice

A
  • places unnecessary demands on performer who can’t cope with all aspects of the skill
  • possibility of fatigue
  • may be too much information for performer to process
33
Q

Define whole-part-whole practice

A

assessing the skill, identifying a weakness to practice, then putting the skill back together

34
Q

When is the whole-part-whole method used?

A
  • when a beginner is doing a complex task and may need to focus on one part of the skill before making progress
  • important when skill is hard to break down or highly organised
  • coach may highlight a specific weakness, isolate it and then correct it
35
Q

State the advantages of whole-part-whole practice

A
  • can provide motivation when success is achieved when a long-standing weakness is corrected
  • provides immediate feedback
  • corrects errors and allows the selected part to be integrated successfully into the whole action, so improving performance and correcting errors
  • fluency and integration of the sub-routines can be maintained while errors are corrected
  • maintains the feel for the whole skill and the transitions
36
Q

State the disadvantages of whole-part-whole practice

A
  • may produce negative transfer unless the coach integrates the part back into the whole during the same training session
  • more time consuming than whole practice
37
Q

Define progressive part practice

A

practicing the first part of the skill then adding parts gradually, sometimes called chaining

38
Q

Define chaining

A

linking the subroutines, or part of a task together in order. the first 2 parts are learnt, then the third is practiced, that part is learned and added to the first 2 etc

39
Q

When is progressive part useful?

A
  • when learning dangerous skills
  • low-organised
  • when the skill is serial
  • complex skills
40
Q

State the advantages of progressive part practice

A
  • learned is allowed to focus on one aspect of the task and can potentially correct specific weaknesses
  • learner can rest so fatigue is reduced
  • each part brings success so motivation is restores/maintained
  • may improve confidence
  • allows both the coach and player to focus on specific issues or key aspects of the task
41
Q

State the disadvantages of progressive part practice

A
  • time-consuming
  • may neglect the whole feel for the task
  • might ignore links between sub-routines
  • danger of negative transfer between each skill if the first part isn’t well learned before another is added
42
Q

Define massed practice

A

where there are no rest intervals during the practice session

43
Q

When is massed practice used?

A

when the skill is..

  • discrete
  • simple
  • closed
44
Q

State the advantages of massed practice

A
  • promotes fitness so the performer can cope with extended demands of the task
  • skill becomes automatic so fixed responses become habitual
  • player can repeat skill consistently
  • motor programmes can be stored easily
  • efficient use of time
45
Q

State the disadvantages of massed practice

A
  • can produce fatigue, especially if performer lacks fitness
  • danger of negative transfer unless practice is realistic to a game
  • demands on player are hard so practice must be simple
  • player needs motivation to keep repeating the skills
46
Q

Define distributed practice

A

where rest intervals are given during the practice session

47
Q

When should distributed practice occur?

A
  • when the skill is continuous
  • performer may need a break
  • skill is open and unpredictable
  • where the break is used to explain changes or additions to the practice drill or to relieve pressure and intensity
48
Q

State the advantages of distributed practice

A
  • takes pressure of the performer
  • good for beginners as it allows controlled progress
  • performer may use mental practice in the break
  • motivation can be offered in the break
  • success in a part of the skill provides intrinsic motivation
  • safe way of practicing dangerous skills
49
Q

State the disadvantages of distributed practice

A
  • time-consuming
  • not to be used for fast progress
  • not useful for experts who want to over-learn skills
  • danger of negative transfer after rest interval if the coach fails to integrate the practice session
50
Q

Define varied practice

A

changing the practice type and the practice drills

51
Q

When is varied practice used?

A

team sports so they learn to adapt to changes in the environment

52
Q

Define mental practice

A

going over the skill in the mind without movement

53
Q

When is mental practice generally done?

A

during a warm-up to provide preparation for the task ahead

54
Q

State the benefits of mental practice

A
  • improves confidence
  • lowers anxiety
  • stimulates muscle receptors so player is better prepared and reduces reaction time
  • can be done when injured to maintain memory of the skill
55
Q

Name and explain the 2 types of mental practice?

A

internal: looks at performance from within i.e. imagining what it feels like to perform the skill, looking at how anxieties and mental control of skill can be improved
external: forming an image of yourself performing the skill i.e. looking at yourself from the outside

56
Q

How should mental practice be coached for a beginner?

A
  • could be part of distributed practice
  • concentrate on basics before introducing more advanced topics
  • should be short
  • key parts of the task emphasised
57
Q

What benefits should mental practice have on beginners?

A
  • lower anxiety and arousal
  • build confidence
  • provide a basic picture of the requirements of the skill
  • reduce errors
  • provide motivation
58
Q

How should mental practice be coached for experts?

A
  • techniques of mental practice established

- specific tactics or strategies could be highlighted

59
Q

What kind of environment should mental practice be undertaken in?

A

-relaxed

60
Q

Define transfer of learning

A

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

A Level PE (31 decks)

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