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PE > AS Skill Acquisition > Flashcards

AS Skill Acquisition Flashcards

1
Q

What is a skill?

A

A learned ability to bring about pre-determined results with the minimum outlay of time, energy or both

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2
Q

What are the characteristics of a skill?

A

Aesthetically pleasing
Consistent
Efficient
Fluent
Accurate
Controlled
Economical

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3
Q

What is an open skill?

A

A skill that is unpredictable and in an ever changing environment

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4
Q

What is a sporting example of an open skill?

A

Passing in football

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5
Q

What is a closed skill?

A

A skill that is predictable and in a stable environment

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6
Q

What is a sporting example of a closed skill?

A

Shotputt

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7
Q

What is a gross skill?

A

A skill that is performed using large muscle groups

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8
Q

What is a sporting example of a gross skill?

A

Rugby tackle

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9
Q

What is a fine skill?

A

A skill that uses smaller, more intricate muscle groups

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10
Q

What is a sporting example of a fine skill?

A

Throwing a dart

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11
Q

What is a self paced skill?

A

When a performer can control the start and speed of a skill

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12
Q

What is a sporting example of a self paced skill?

A

Throwing a javelin

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13
Q

What is an externally paced skill?

A

When the performer was no control over the speed and start of the skill

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14
Q

What is a sporting example of an externally paced still?

A

Receiving a pass in netball

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15
Q

What is a discrete skill?

A

A skill that has a clear beginning and end

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16
Q

What is a sporting example of a discrete still?

A

Tennis serve

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17
Q

What is a continuous skill?

A

A skill that doesn’t have a clear beginning or end

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18
Q

What is a sporting example of a continuous skill?

A

Cycling

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19
Q

What is a serial skill?

A

When several discrete skills are linked together in a specific order

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20
Q

What is a sporting example of a serial skill?

A

Gymnastics floor routine

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21
Q

What is a low organised skill?

A

A skill that is easily broken down into sub routines

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22
Q

What is a sporting example of a low organised skill?

A

Swimming stroke

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23
Q

What is a high organised skill?

A

A skill that isn’t easily broken down into sub routines

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24
Q

What is a sporting example of a high organised skill?

A

Golf swing

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25
Q

What is a simple skill?

A

A skill that needs limited decisions to be made

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26
Q

What is a sporting example of a simple skill?

A

100m sprint

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27
Q

What is a complex skill?

A

A skill that needs many decisions to be made

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28
Q

What is a sporting example of a complex skill?

A

Dribble in hockey

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29
Q

What does transfer mean?

A

The effect of the learning of one skill on the learning of another

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30
Q

What are the four types of transfer?

A

Positive, negative, zero, bilateral

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31
Q

What is positive transfer?

A

When the learning of a skill aids the learning of another

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32
Q

What is a sporting example of positive transfer?

A

Basketball pass and netball pass

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33
Q

What is negative transfer?

A

When the learning of one skill hinders the learning of another

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34
Q

What is a sporting example of negative transfer?

A

Badminton and tennis serves

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35
Q

What is zero transfer?

A

When the learning of a skill has no effect on the learning of another

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36
Q

What is a sporting example of zero transfer?

A

Swimming arm action and foot positioning in climbing

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37
Q

What is bilateral transfer?

A

When a skill is transferred from one side of the body to the other

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38
Q

How do coaches ensure positive transfer?

A
  • ensuring training is realistic
  • ensuring skills are well learnt
  • maintaining motivation through praise and rewards
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39
Q

What is whole practice and when is it used?

A
  • performing the skill in its entirety
  • discrete, highly organised, simple
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40
Q

What is a sporting example of whole practice?

A

A golf swing

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41
Q

What are the advantages of whole practices?

A
  • create motor programmes which can be stored in long term memory
  • realistic which produces positive transfer
  • allows performers to to get kinaesthesias which promotes fluency and consistency
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42
Q

What are the disadvantages of whole practice?

A
  • fatigue easily
  • may not be able to cope with the demands of the task
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43
Q

What is whole-part-whole practice and when is it used?

A
  • doing the skill as a whole, then breaking it down then putting it back together again
  • for complex, highly organised skills
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44
Q

What is a sporting example of whole-part-whole practice?

A

A volleyball player doing a spike and breaking it into parts and then putting it back together again

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45
Q

What are the positives of whole-part-whole practice?

A
  • provide motivation
  • corrects errors immediately
  • allows selected part to be successfully integrated into the entire skill
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46
Q

What are the disadvantages of whole-part-whole practice?

A
  • at risk of negative transfer
  • coaches must integrate selected part to whole skill immediately
  • time consuming
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47
Q

What is progressive part practice and when is it used?

A
  • chaining parts of a skill together
  • used for serial, low organised skills
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48
Q

What is a sporting example of progressive part practice?

A

A dance routine

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49
Q

What are the advantages of progressive part practice?

A
  • can focus on one aspect of task at a time
  • allows rest periods
  • provides motivation and improved confidence
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50
Q

What are the disadvantages of progressive part practice?

A
  • time consuming
  • neglect the kinaesthesis of the task
  • danger of negative transfer
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51
Q

What are the types of practice?

A

Massed, distributed, varied and mental

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52
Q

What is massed practice and when is it used?

A
  • continuous practice with no rests
  • used for discrete, simple and closed sills
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53
Q

What is a sporting example of massed practice?

A

A basketball player practicing free throws

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54
Q

What are the positives of massed practice?

A
  • promotes fitness
  • creates habits
  • allows consistency
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55
Q

What are the negatives of massed practice?

A
  • fatigue
  • may create boredom and plateau
  • risk of negative transfer as the practice isn’t realistic
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56
Q

What is distributed practice and when is it used?

A
  • use of rest intervals
  • for continuous open skills
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57
Q

What are the positives of distributed practice?

A
  • allows time for recuperation
  • allows controlled progress which ensures positive transfer
  • offers motivation
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58
Q

What are the negatives of distributed practice?

A
  • time consuming
  • not suitable for autonomous performers
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59
Q

What is varied practice and when is it used?

A
  • changing the practice method/type
  • for open, externally paced and continuous skills
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60
Q

What are the positives of varied practice?

A
  • allows adaptations
  • prevents plateau
  • increased motivation
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61
Q

What are the positives of varied practice?

A
  • allows adaptations
  • prevents plateau
  • increased motivation
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62
Q

What are the negatives of varied practice?

A
  • time consuming
  • risk of negative transfer
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63
Q

What is mental practice?

A
  • used in addition to physical practice
  • the performers go through the skill in their mind before performing it
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64
Q

When is mental practice used?

A

Usually used as part of a warm up

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65
Q

What are the benefits of mental practice?

A
  • improves confidence and lowers anxiety
  • improves decision making and reaction time
  • maintains the memory of the skill
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66
Q

How to coach mental practice?

A
  • for beginners, can be used in small chunks focusing on the key parts of the skills to lower arousal and anxiety and build confidence
  • for advanced performers, it can be used potentially for a whole session in prep for a major event to improve reaction time and increasing focus
  • should always be used in conjunction with physical practice
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67
Q

What are the three stages of learning?

A

Cognitive, associative and autonomous

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68
Q

What are the characteristics of a cognitive learner?

A
  • extrinsic positive feedback
  • jerky
  • inaccurate
  • not aesthetically pleasing
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69
Q

What are the characteristics of an associative learner?

A
  • can start to use intrinsic feedback and negative feedback
  • more fluent
  • more accurate
  • more aesthetically pleasing
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70
Q

What are the characteristics of an autonomous learner?

A
  • lots of intrinsic and negative feedback
  • very fluent
  • little to no mistakes
  • very aesthetically pleasing
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71
Q

What stages use motor programmes?

A

In the associative stage motor programmes are forming and are fully formed in the autonomous stage

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72
Q

What is feedback?

A

Information received to amend performance and make improvements

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73
Q

What is positive feedback?

A

When the coach offers praise and rewards to the performer and often offers motivation

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74
Q

What is negative feedback?

A

When the coach criticises the performer and tells them what they do wrong to eliminate bad habits

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75
Q

What is extrinsic feedback?

A

Feedback derived from an outside source such as a coach

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76
Q

What is intrinsic feedback?

A

Feedback from within

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77
Q

What is knowledge of results?

A

Feedback based on whether the skill was successful or not

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78
Q

What is knowledge of performance?

A

Feedback based on why the skill was or wasn’t successful

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79
Q

What is the memory tool for types of feedback?

A

Perhaps Not Every Person Is Realistic

80
Q

What types of feedback is best suited to a cognitive learner?

A

Positive and extrinsic feedback

81
Q

What types of feedback are best suited to an associative learner?

A

Intrinsic, extrinsic and negative

82
Q

What type of feedback is best suited for an autonomous learner?

A

Intrinsic and negative feedback

83
Q

What is the learning curve?

A

A visual representation of what happens when a closed skill is repeated

84
Q

What is stage 1 of the learning curve?

A

The rate of learning is slow and performance level is poor due to being in the cognitive stage

85
Q

What is stage 2 of the learning curve?

A

Rapid acceleration in the rate of learning as performer begins to master the task and be successful

86
Q

What is stage 3 of the learning curve?

A

There is no improvement in the performance (plateau)

87
Q

What is stage 4 of the learning curve?

A

Performance may decrease due to fatigue

88
Q

What is a learning plateau?

A

A period of time when performer isn’t improving

89
Q

What are the causes of the learning plateau?

A
  • lack of motivation
  • boredom
  • poor coaching
  • limit of ability
  • target too low
  • fatigue
90
Q

What is the memory tool for causes of learning plateau?

A

Many Bees Can Look Towards Flowers

91
Q

What can coaches do when low targets are causing a plateau?

A

Extend the task to get new targets

92
Q

What is the solution to poor coaching causing a plateau?

A

Get a new coach

93
Q

What is the solution to a lack of motivation causing a plateau?

A

The coach should offer more praise and positive reinforcement

94
Q

What is the solution to fatigue causing a learning plateau?

A

Allow rest periods

95
Q

What is the solution to boredom causing a plateau?

A

Add variety to the task

96
Q

What is visual guidance?

A

Demonstrations to create a mental image usually by a coach or a peer

97
Q

What are the advantages of visual guidance?

A
  • create a mental image
  • highlights weaknesses
  • effective when paired with verbal guidance
98
Q

What are the disadvantages of visual guidance?

A
  • demonstrations must be accurate
  • overload
99
Q

What is verbal guidance?

A

An explanation of the task

100
Q

What are the advantages of verbal guidance?

A
  • help to build a mental image
  • can be used with visual guidance
  • can use lots of detail
101
Q

What are the disadvantages of verbal guidance?

A
  • overload
  • performers may lose concentration
  • language must be understandable
102
Q

What is manual guidance?

A

Physical support for the performer

103
Q

What are the advantages of manual guidance?

A
  • safety
  • kinaesthetic feel
  • improve confidence
  • reduced fear and anxiety
104
Q

What are the disadvantages of manual guidance?

A
  • detrimental if over used
  • over reliance can lead to bad habits
  • lose confidence when without help
105
Q

What is mechanical guidance?

A

Use of device and tech to help performance

106
Q

What are the advantages of mechanical guidance?

A
  • builds confidence
  • eliminates danger
  • kinaesthetic feel
  • good for disabled performers
107
Q

What are the disadvantages of mechanical guidance?

A
  • can interfere with task if overused
  • can depend on it too much
  • may lose motivation
108
Q

What is operant conditioning?

A

The use of reinforcement to link correct responses to a stimulus

109
Q

What are the main characteristics of operant conditioning?

A
  • based on trial and error
  • coach can manipulate environment
  • shapes behaviour
110
Q

What is an S-R bond?

A

Stimulus response bond

111
Q

What is the aim of the S-R bond?

A

To link the appropriate response to the stimulus so the correct action can be learned

112
Q

What is positive reinforcement?

A

Giving a pleasant stimulus to increase the likelihood of the correct response happening again

113
Q

What is an example of positive reinforcement?

A

A certificate

114
Q

What affect does positive reinforcement on the S-R bond?

A

It strengthens the correct one

115
Q

What is negative reinforcement?

A

Removing a negative stimulus when the performer does it right to increase the likelihood of the correct behaviour occurring again

116
Q

What is an example of negative reinforcement?

A

A coach no longer giving the performer negative feedback

117
Q

What effect does negative reinforcement have on the S-R bond?

A

It strengthens the correct one

118
Q

What is punishment?

A

Giving an unpleasant stimulus to prevent the incorrect actions happening again

119
Q

What is an example of punishment?

A

Giving a red card for a foul in football

120
Q

What effect does punishment have on the S-R bond?

A

It weakens the wrong one

121
Q

What does the observational learning model suggest?

A

We learn all behaviours by watching and copying others

122
Q

How can coaches use observational learning to their advantage?

A

Using strategies such as demonstrations using role models to show the correct skills during practice to ensure they are correctly copied

123
Q

What are learners most likely to copy according to observational learning?

A

– role models
– people they identify with (same age/gender etc)
– actions that are successful
– actions that are reinforced

124
Q

What are the 4 stages to observational learning?

A

Attention, retention, motor production and motivation

125
Q

What is the attention stage of observational learning?

A
  • learners must watch the demonstration and listen to key cues
  • the model use be attractive and accurate
126
Q

What is the retention stage of observational learning?

A
  • the ability to remember the demonstration
  • the demo can be repeated help make a clear mental image
127
Q

What is the motor production stage of observational learning?

A
  • performer must be physically and mentally able to reproduce the skill
  • important that the skill is within the ability of the learner
128
Q

What is the motivation stage of observational learning?

A
  • performer must have a drive to copy the demonstration
  • this is ensured by offering praise and rewards
129
Q

What is social development theory/ constructivism?

A

Skills are learnt from coaches (more knowledgable other) who gives direct examples and offers advice on values and actions e.g. effort and lifestyle

130
Q

What is the first stage of constructivism?

A

Inter psychological learning

131
Q

What is inter psychological learning?

A

When the learner uses MKO to get advice, feedback and knowledge

132
Q

What is the second stage of constructivism?

A

Intra psychological learning

133
Q

What is intra psychological learning?

A

Learning from the values you learnt from MKO and assessing their own level of performance

134
Q

What is the zone of proximal development?

A

An assessment of what a performer needs to do to learn the next skill

135
Q

What are the 3 stages of the zone of proximal development?

A
  • What an I do alone?
  • What can I do with help?
  • What can I not do yet?
136
Q

What is insight learning?

A

A theory that allows performers to be independent and use their own knowledge to solve a problem during the sport while focusing on the whole task

137
Q

What is good about insight learning?

A

As it concentrates on the whole task it allows a better understanding of the skill so good for realistic situations where they are alone. Provides intrinsic motivation

138
Q

What is a definition of information processing?

A

Taking account for the sporting environment and making decisions prior to execution

139
Q

What is the basic information processing model?

A

Input -> Decision making -> Output

140
Q

What is input?

A

Use of the senses to pick information up from the display

141
Q

What is decision making?

A

Based on the input information the relevant motor programme is retrieved using selective attention and the memory systems

142
Q

What is output?

A

Network of nerves that is responsible for delivering impulses to relevant muscles

143
Q

What is a receptor system?

A

The 5 senses picking up information from the display

144
Q

What are the 5 sense?

A

Sight, auditory, touch, balance and kinesthesis

145
Q

What is the sense of sight?

A

Seeing stimuli in the display such as the flight of a ball

146
Q

What is the auditory sense?

A

Hearing stimuli such as the calls of team mates

147
Q

What is the sense of touch?

A

The feeling of stimuli such as the grip of the ball

148
Q

What is the sense of balance?

A

A sense of control such as a gymnast on a beam

149
Q

What is the sense of kinesthesis?

A

Sense from within that relays information such as muscle tension and body position

150
Q

What senses are internal?

A

Touch, balance and kinesthesis

151
Q

What sense are external?

A

Sight and auditory

152
Q

What is selective attention?

A

A filtering process where the irrelevant stimuli are removed and the relevant ones are kept

153
Q

How do you develop selective attention?

A

Experience, making a distraction stimulus more intense (English rugby players training with Welsh national anthem), mental practice and motivation

154
Q

What are the benefits of selective attention?

A
  • improved reaction time
  • improves chance of making correct decision
  • helps decision making process
155
Q

What is the order of Whitings information processing model?

A

Input -> receptor systems -> Perceptual mechanism -> Translatory mechanism -> Effector mechanism -> Output -> Feedback

156
Q

What are the 3 aspects of the perceptual mechanism?

A

Detection, comparison and recognition

157
Q

What is detection in the perceptual mechanism?

A

Performer picking up relevant cues from display using selective attention

158
Q

What is the comparison stage in the perceptual mechanism?

A

Matching the input data to motor programmes in the memory systems

159
Q

What is the recognition stage of the perceptual mechanism?

A

Identifying an appropriate response

160
Q

What is the translatory mechanism?

A

Using information from perceptual stage the correct motor programme is identified and retrieved

161
Q

What is the effector mechanism?

A

The motor programme chosen determines the nerve impulses sent to appropriate muscles to contract and begin the response

162
Q

How is feedback used in Whiting’s model?

A

The success or failures of the outcome are stored and used for the next time

163
Q

What is the memory system?

A

An integral part of processing information that is a series of memory stores that stores and transfers information

164
Q

What are the key components of the Working Memory Model?

A
  • central executive
  • phonological loop
  • episodic buffer
  • visuospatial sketchpad
  • long term memory
165
Q

What is the phonological loop?

A
  • processes auditory information such as call from team mates
  • consists of the phonological store and articulatory system that produce a memory trace (initial mental idea of skill)
  • memory trace sent to LTM
166
Q

What is the visuospatial sketchpad?

A
  • processes visual and spatial information
  • consists of visual cache and inner scribe
167
Q

What is the episodic buffer?

A
  • coordinate information from phonological loop and visuospatial sketchpad
  • starting point for motor programmes in the
168
Q

How do the working memory and long term memory interact?

A

WM picks up relevant information from display and creates a memory trace that is sent to LTM and compared to motor programmes

169
Q

What are the features of the working memory?

A
  • capacity of 7 items
  • duration of 30 seconds
170
Q

What are the features of the long term memory?

A
  • permanent duration
  • large capacity
171
Q

What are the features of the long term memory?

A
  • permanent duration
  • large capacity
172
Q

How do you ensure effective storage in the LTM?

A
  • rewards (motivation)
  • association with emotions/past experiences
  • mental practise
  • chunking (prevent overload)
  • focus (selective attention)
  • rehearsal (ensures motor programmes)
  • chaining (linking moves to recall them as a sequence)
173
Q

What is the memory tool to remember strategies to effectively store information in the LTM?

A

Males And Females Can Run Charity Races
(mental practise, association, focus, chunking, rewards, chaining, rehearsal)

174
Q

What is schema theory?

A

Performers store schemas as generalised motor programmes that can be adapted and retrieved based on on display

175
Q

What are the parameters of a schema?

A

The ways in which you adapt a motor programme to ensure the schema is effective

176
Q

What are the 2 stages in the parameters of a schema?

A

Recall schema and Recognition schema

177
Q

What are the 2 stages of recall schemas?

A

Initial conditions and response specifications

178
Q

What is a recall schema?

A

Stores information about and initiates movement

179
Q

What are the initial conditions in the recall schema?

A

Gathering information about whether they have been in that position before

180
Q

What are the response specifications of the recall schema?

A

Based on the initial conditions the performer makes a decision on what movement to do

181
Q

What are the 2 stages of a recognition schema?

A

Controls and evaluates movement

182
Q

What are the sensory consequences in the recognition schema?

A

Gathering information about the movement and using kinesthesis getting intrinsic feedback

183
Q

What is the response outcome of the recognition schema?

A

Gathering information about the result of the movement and whether it was successful

184
Q

How do you effectively develop schemas?

A
  • ensure varied practice
  • ensure transferable skill developed
  • constant feedback
  • lots of praise and positive reinforcement
  • ensure a large range of skills are well learnt
185
Q

What is response time?

A

Total time from onset of stimulus to end of movement
Reaction time + movement time

186
Q

What is movement time?

A

Time take from onset of movement to finishing the task

187
Q

What is reaction time?

A

Time from onset of stimulus to start of movement

188
Q

What is simple reaction time?

A

Time taken to react when there is one specific response to one stimulus

189
Q

What is choice reaction time?

A

Time taken to react when there is numerous stimuli to react to

190
Q

What is Hick’s Law?

A

The more choices you have the longer reaction time will be but isn’t linear as the environment gets more familiar so there are less new choices

191
Q

What is the single channel hypothesis?

A

Stimuli can only be processed one at a time is following stimuli must wait which increases reaction time

192
Q

What is the psychological refractory period?

A

The delay that occurs as a second stimulus arrives while we are processing the first one which can be seen as freezing

193
Q

What is anticipation?

A

When the performer prejudges a stimulus

194
Q

What is temporal anticipation?

A

Prejudging when a stimulus will happen

195
Q

What is spatial anticipation?

A

Prejudging where and what the stimulus will be

196
Q

What is the effect of correct anticipation?

A

Better reaction time as information processing is sped up

197
Q

How do you improve response time?

A
  • mental practice (actions can be predicted)
  • specify training (train expected stimuli)
  • increasing focus (asking it clear what are the relevant stimuli)
  • improving fitness (improves movement time)
  • research (on opposition to help anticipation)

PE (5 decks)

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