5 - Characteristics and classification of skill

Question 1

Skill

Answer 1

constant production of goal ordinated movements, which are learned and specific to the task.

Question 2

Describe the different types of skills

Answer 2

Motor – emphasizes movement and does not require much thinking (e.g. weightlifting)

Cognitive – ability to solve problems while thinking

Perceptual – Performer uses perceptual senses to gain information about their surroundings

Perceptual- motor - Performer uses perceptual senses to gain information about their surroundings and then act on them

Question 3

outline the different approaches to classifying motor skills (12)

Answer 3

Gross – large movements using large muscles or involving whole muscle groups

Fine - small and intricate movements, using small muscles often at the extremities

Open – Movement is affected by the environment, unstable environment

Closed – Movement is not affected by the environment, stable environment

Discrete – brief and have a clear start and ending

Serial – a sequence of movements joined together to create a greater movement

Continuous – has no obvious beginning or ending just repeated actions

External – Environment controls the pace

Internal - Performer controls the pace

Individual – Skill preformed in isolation

Coactive – Skills preformed with competitors but don’t have direct contact

Interactive – Skills preformed with direct competitors with direct contact

Question 4

Fine and Gross skills

Answer 4

Gross – large movements using large muscles or involving whole muscle groups

Fine - small and intricate movements, using small muscles often at the extremities

Question 5

Open and closed skills

Answer 5

Open – Movement is affected by the environment, unstable environment

Closed – Movement is not affected by the environment, stable environment

Question 6

Discrete, serial and continuous

Answer 6

Discrete – brief and have a clear start and ending

Serial – a sequence of movements joined together to create a greater movement

Continuous – has no obvious beginning or ending just repeated actions

Question 7

internal and external paced skills

Answer 7

External – Environment controls the pace

Internal - Performer controls the pace

Question 8

individual, coactive and interactive

Answer 8

Individual – Skill preformed in isolation

Coactive – Skills preformed with competitors but don’t have direct contact

Interactive – Skills preformed with direct competitors with direct contact

Question 9

Ability

Answer 9

The traits that are we are born with, inherited from our parents. They enable us to preform skills.

Question 10

List two of each Fleishman’s Physical Proficiency and Fleishman’s Perceptual Motor

Answer 10

Fleishman’s Physical Proficiency (Gross Motor)Abilities - Health related
·Extent flexibility
·Dynamic flexibility
·Explosive strength
·      Static strength
·Dynamic strength
·Trunk strength
·Gross body co-ordination
·Gross body equilibrium
·Stamina

Fleishman’s Perceptual Motor (psychomotor) Abilities - Skill related

• Reaction time
• Response orientation
• Speed of movement
• Finger dexterity
• Manual dexterity
• Response integration

Question 11

Technique

Answer 11

“The way of doing”, The way in which the skill is preformed

Question 12

Skill equation

Answer 12

Skill = ability + technique

Question 13

Differences between skill and ability

Answer 13

Skilled

• Consistent
• Accurate
• Controlled
• Knowledgeable
• Less time to reach outcome
• Know how to get to goal
• Effortless and smooth

Novice
•	Many errors 
•	Not accurate
•	Not controlled
•	Needs assistance
•	Takes longer
•	Doesn’t know how to get to goal
•	Erratic and uncontrolled

Question 14

Describe the simple model of information processing

Answer 14

Input
Decision making
Output
Feedback

Question 15

Welford’s information processing model

Answer 15

Sense organs 
Perception 
short term store 
Decision making 
Long term store 
Effector control 
Effectors

Question 16

Components associated with sensory input

Answer 16

Exteroceptors – provide information about the external environment

Introceptors – Use information from the bodies internal organs

Proprioceptors – movement of the body

Question 17

Exteroceptors

Answer 17

provide information about the external environment

Question 18

Introceptors

Answer 18

Use information from the bodies internal organs

Question 19

Proprioceptors

Answer 19

movement of the body

Question 20

Equilibrium

Answer 20

the balance used in skillful performance of a gymnast on a balance beam

Question 21

Explain the signal detection process

Answer 21

The brain identifies that there is a stimuli and then is made aware of it.

Perception: The process by which the brain interprets and makes sense of the information it is receiving.

1. Detection – identification of a stimulus
2. Comparison – gathered stimuli compared to memory store
   Recognition – stimuli is matched

Question 22

Explain the features of short term and long term memory

Answer 22

Short term memory
•	Allows information to be held for several seconds to be consciously analyzed 
•	90% is lost after 10 seconds
•	Low capacity, short duration 
•	Capacity varies between 5-9 items
•	Possible to learn how to store more
Deals with present information

Long term memory
• Stores information from past experiences
• Recognition
• Unlimited capacity
• Information is stored for a very long time
• Large capacity and duration
Stores motor programmes

Question 23

Compare different methods of memory improvement

Answer 23

Rehearsal - required to get information into the long term memory and increase chances of recall.

Practice – same as rehearsal

Coding – information associated with images and can be recalled better with associated

Brevity – Easier to remember short specific things rather than longer ones

Clarity – if information is clear and understood it will be remembered

Chunking – chinking several pieces of information together to take up less STM space

Organization – if information is clear it can be recalled easier

Association – links make recall easier

Question 24

Define the term motor response time

Answer 24

Response time = reaction time + movement time

Question 25

Factors that determine response time

Answer 25

- Age - Gender - The influences of substances (drugs / alcohol) - Sleep - Eyesight How to improve eyesight: - Warm up - Mental rehearsal - Control anxiety - Selective attention - Develop good signal detection - Anticipation, reduces time

Question 26

Evaluate the concept of the psychological refractory period

Answer 26

- The response time to a second stimulus is significantly longer as a first stimulus is still being processed. - The idea we can only focus on one thing at a time

Question 27

Motor program

Answer 27

Motor program – a set of movement stored as a whole in the memory regardless of whether feedback is used in their execution - A whole plan - Subroutines (broken down movements) - Coordination of these sub routines

Question 28

Open and closed loop theory

Answer 28

Open loop theory ♣ Decisions are made in the brain ♣ Information is sent in one message ♣ The muscles that receive the message preform the movement ♣ Feedback does not control the movement; it may not be available Sport: Fast continuous movements such as gold swings Closed loop theory ♣ Decisions are made in the brain ♣ Information is sent at different times ♣ Muscles receive information and they preform ♣ Feedback is available and used to alter initial movements Sport: Only works then the skill has been done enough times to store muscle memory and use perceptual trace when they detect an error to refer to the short term memory

Question 29

Outline the role of feedback in the information progressing models

Answer 29

Intrinsic feedback – self-given Extrinsic feedback – given by others Knowledge of results – what happened (goal or not) Knowledge of performance – was it preformed correctly or not (technique) Positive – encouragement Negative – Un-constructive Concurrent – during the task itself Terminal – after the task

Question 30

The role of feedback in the learning process:

Answer 30

- Motivation - Reinforcement of learning - Adaption of performance - Punishment

Question 31

Distinguish between learning and performance

Answer 31

Learning – a relatively permeant change in performance brought about through experience Performance – a temporary occurrence, fluctuating overt time

Question 32

Describe the phases of learning

Answer 32

1. Cognitive stage: - First stage of learning - For beginners often young - Learn through trial and error - Lots of feedback - Many errors - Extrinsic feedback (verbal and visual) 2. Associative stage - Reduced number of errors - Practice to get here - Get a feel for the skill - Learners begin with intrinsic feedback - Performer gradually gets more confidant and fluent 3. Autonomous - Highly skilled individuals, normally years of practice - Smoothness, efficiency, accuracy without stress - Performer analyzes their own performance - Intrinsic feedback - Process larger chunks of information without their attention

Question 33

Outline the different types of learning curves

Answer 33

1. Linear curve - (a straight accelerating line) When we perform an easy to learn skill we often demonstrate a linear curve, rare learning is this easy. 2. - Positively acceleration - Skills are difficult to learn at first but after time they get easier and the performance improves more quickly. This is called Positively accelerated curve. 3.- Negatively accelerated - Sometimes we learn quickly and the slow down after. Negatively accelerated curve. 4. - Plateau effect - Learning is quick at first then there is a point of no improvement in performance. This is called a plateau effect. If we keep on practicing there is a breakthrough and more learning is demonstrated.

Question 34

Discuss factors that contribute to the different rates of learning

Answer 34

- Physical maturation - Physical fitness - Individual differences of coaches - Age - Difficulty of task - Teaching environment - Motivation

Question 35

Transfer

Answer 35

Transfer – the influence learning and preforming of one skill has on another

Question 36

Outline the types of transfers

Answer 36

- skill to skill - practice of performance - abilities to skill - bilateral - stage to stage - principles of skills

Question 37

Outline the different types of practice

Answer 37

1) Fixed practice - Useful for closed, discrete drills - Repetition of a skill 2) Variable practice - Useful for open skills - Allows repetition for many positions (shooting) - Helps relate to real life situations 3) Massed practice - No intervals - Simple skills - Practice designed to fatigue like end of games - Short training sessions 4) Distributed practice - Rest intervals to mentally rehearse - Dangerous skills that cause fatigue (weight training) - Young pupils with short attention spans - Low motivated performers - Complex new skills - Negative transfer may be a problem 5) Mental

Question 38

Different types of presentation

Answer 38

1) Whole method – Practicing the whole movement all at one Advantages: ⎫ Learner appreciates end product ⎫ Learner gets a feel for the timing ⎫ Learner understands relationship between subroutines Disadvantages: o Unsuitable for complex skills o High attention demands: difficult for beginners o Not good for dangerous skills 2) Whole – part – whole method – The whole action is demonstrated and practiced. The individual elements are identified and improved before returning skill to whole. Advantages: ⎫ Performer gets a feel for a whole skill then practices elements of it ⎫ Success is continual if weak elements are practiced ⎫ Practices can be focused very carefully Disadvantages: o Transfer from part to whole may be difficult 3) Part method - Subroutines of a skill are demonstrated and practiced in isolation. Useful for complex skills with high attention demands. Advantages: ⎫ Useful for complex skills ⎫ Teacher can focus on specific elements ⎫ Motivation is maintained ``` Disadvantages: o Transfer from part to whole may not be effective o Not useful for highly organized skills o Reduces kinesthetic awareness o Lack of continuity ``` 4) Progressive part method - Broken into subroutines which are practiced in isolation and learnt. Advantages: ⎫ Weaknesses are targeted to be improved ⎫ Performer understand relationships of subroutines Disadvantages: o Takes time to get to full

Question 39

Outline the spectrum of teaching styles

Answer 39

1) Command style - Highly determined by coaches - Little room of individual influence 2) Reciprocal styles - Pupils are able to make decisions - Still primarily determined by coaches 3) Problem solving - Very little influence from coaches - Students learn through trial and error