Acquiring Movement Skills - Questions Flashcards
Identify the characteristics of ability.
ABI
Stable and enduring
Underpins skill learning
Innate
Identify as describe the two types of ability.
Gross motor - physical
Psycho motor - perceptual
Explain the role of mental practice.
CAARMS Confidence increased Anxiety reduced Autonomous, good for Reaction time reduced Motivation increased Selective attention
Evaluate massed, distributes, fixed and variable practice.
Massed - continuous, few rest intervals.
Distributed - short bursts, regular rest intervals.
Fixed - environment doesn’t change.
Variable - environment does change.
Explain the multi store model of memory.
Short term sensory - 1 second, unlimited info, filter using selective attention.
Short term memory - 30 seconds, 5/9 pierces of info, chunked and compared with long term memory, passed onto LTM via encoding.
Long term memory - unlimited time and info, received and retrieved back to STM to perform skill.
Explain the strategies to improve the long term memory.
LECUPPS
Linking - associating with previous learning.
Enjoyment - presenting info in fun way.
Chunking - grouping information.
Uniqueness - teach in novel way.
Positive reinforcement - praise.
Practice - repetition and visualising mentally.
Simplicity - presenting info in a condensed form.
Explain the role of perception in sports performance.
DCR
Detection - filter using selective attention.
Comparison - compare with LTM.
Recognition - if match, retrieve and perform.
Describe nature of a motor programme.
WHAT WHAT WHERE HOW EG. Movement plan Sequentially linked sub routines Stored in LTM As a result of repetition Eg. Tennis serve
Describe open and closed loop control.
FAB FCAB Open: No feedback No adjustment Ballistic skills Closed: Feedback made, called perceptual trace Comparison between perceptual and memory trace in LTM Adjustment made if match between p trace and m trace Slow jerky skills
Using a sporting example describe the Schema theory.
Kick into corner, ruck scrum, score conversion, match over
Schema - modified motor programmes that are adapted to new situations.
Recall Schema:
Knowledge of initial conditions - have I been in a 2v1 before?
Knowledge of response specification - what do I do? Pass? Dummy pass?
Recognition Schema:
Knowledge of sensory consequences - what should the movement feel like? Kinasthesis. How hard to pass the ball.
Knowledge of movement outcome - successful? Pass reach player?
Evaluate the four types of guidance.
Visual - use of demonstrations
Verbal - use of instructions
Manual - physical manipulation of performers body by coach
Mechanical - use of equipment
Describe open, closes, discrete, serial, continuous, high/low organisation, complex, simple, self/external paced, gross and fine skills.
Open - affected by environment
Closed - not affected by environment
Discrete - clear beginning and end
Serial - several discrete elements out together
Continuous - no clear beginning and end
High - subroutines not easily separated
Low - subroutines easily separated
Complex - high levels of decision making and info processing
Simple - low levels of decision making and info processing
Self - performer decides timing of movement
Externally - environment controls timing of movement
Gross - large movements with low intricacy
Fine - small movements with high intricacy
Identify the characteristics of the three phases of learning using a sporting example.
F-F-ases
Cognitive - no fluency, extrinsic feedback from a coach, create mental picture of what they think movement looks like, eg. Basketball dribble ball bounces high
Associative - improved fluency, starting to feedback intrinsically, make a link between mental image and physical performance, eg. Basketball dribble starts to bounce at waist height.
Autonomous - high levels of fluency, all feedback intrinsic, focus on tactics and strategies, eg. Dribble while thinking of tactics.
Evaluate part, progressive part, whole and whole part whole practice.
Entirety subroutines chaining
Part - weak sub routine isolated and practiced and then put back into whole movement. Good for confidence, closed skills, cognitive, complex. Bad for kinesthesis autonomous and time.
Progressive part - weak sub routines practiced and then chained back into the whole movement. Good for confidence dangerous activities and cognitive. Bad for time while picture and high organisation.
Whole - movement practiced in its entirety. Good for autonomous learners and fluency. Bad for complex and dangerous skills.
Whole part whole - practiced in entirety, weak sub routine identified perfected and then put back into whole movement and practised in its entirety.
