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Sports Science > 5 - Characteristics and classification of skill > Flashcards

5 - Characteristics and classification of skill Flashcards

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1
Q

Skill

A

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

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2
Q

Describe the different types of skills

A

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

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3
Q

outline the different approaches to classifying motor skills (12)

A

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

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4
Q

Fine and Gross skills

A

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

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

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5
Q

Open and closed skills

A

Open – Movement is affected by the environment, unstable environment

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

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6
Q

Discrete, serial and continuous

A

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

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7
Q

internal and external paced skills

A

External – Environment controls the pace

Internal - Performer controls the pace

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8
Q

individual, coactive and interactive

A

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

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9
Q

Ability

A

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

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10
Q

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

A 
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
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11
Q

Technique

A

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

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12
Q

Skill equation

A

Skill = ability + technique

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13
Q

Differences between skill and ability

A

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
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14
Q

Describe the simple model of information processing

A

Input
Decision making
Output
Feedback

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15
Q

Welford’s information processing model

A 
Sense organs 
Perception 
short term store 
Decision making 
Long term store 
Effector control 
Effectors
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16
Q

Components associated with sensory input

A

Exteroceptors – provide information about the external environment

Introceptors – Use information from the bodies internal organs

Proprioceptors – movement of the body

17
Q

Exteroceptors

A

provide information about the external environment

18
Q

Introceptors

A

Use information from the bodies internal organs

19
Q

Proprioceptors

A

movement of the body

20
Q

Equilibrium

A

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

21
Q

Explain the signal detection process

A

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
22
Q

Explain the features of short term and long term memory

A 
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

23
Q

Compare different methods of memory improvement

A

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

24
Q

Define the term motor response time

A

Response time = reaction time + movement time

25
Q

Factors that determine response time

A
  • 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
26
Q

Evaluate the concept of the psychological refractory period

A
  • 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
27
Q

Motor program

A

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
28
Q

Open and closed loop theory

A

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

29
Q

Outline the role of feedback in the information progressing models

A

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

30
Q

The role of feedback in the learning process:

A
  • Motivation
  • Reinforcement of learning
  • Adaption of performance
  • Punishment
31
Q

Distinguish between learning and performance

A

Learning – a relatively permeant change in performance brought about through experience

Performance – a temporary occurrence, fluctuating overt time

32
Q

Describe the phases of learning

A
  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)
  1. 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
  1. 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
33
Q

Outline the different types of learning curves

A
  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.

    • 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.

    • 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.

34
Q

Discuss factors that contribute to the different rates of learning

A
  • Physical maturation
  • Physical fitness
  • Individual differences of coaches
  • Age
  • Difficulty of task
  • Teaching environment
  • Motivation
35
Q

Transfer

A

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

36
Q

Outline the types of transfers

A
  • skill to skill
  • practice of performance
  • abilities to skill
  • bilateral
  • stage to stage
  • principles of skills
37
Q

Outline the different types of practice

A

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

38
Q

Different types of presentation

A

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

39
Q

Outline the spectrum of teaching styles

A

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

Sports Science (13 decks)

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