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YR 12 PDHPE > assessment 3 > Flashcards

assessment 3 Flashcards

1
Q

what is the cognitive stage

A

the initial learning of a new skill

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2
Q

what are three characteristics within the cognitive stage

A

mistakes
external feedback
developing a mental picture

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3
Q

cognitive stage:mistakes

A

This stage is characterised by lots of inconsistency in performance

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4
Q

cognitive stage: developing a mental picture

A

Visualising the execution of a skill

E.G. visualise how to do a layup before performing.

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5
Q

cognitive stage: external feedback

A

Athlete is not receiving any internal feedback
Ongoing, positive feedback comes from an external source e.g. coach
E.G. players may not realise they took 3 steps in a layup

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6
Q

what is the associative stage?

A

improving technique and skill execution

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7
Q

what are three characteristics within the associative stage

A

practice
internal f/back and kinaesthetic sense
less errors, less frequently

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8
Q

what are the three stages of skill aquisition

A

cognitive
associative
autonomous

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9
Q

associative stage : practice

A

o Repetition comes from working on technicalities e.g. timing, fluidity, sequencing
E.G. basketballer practicing and doing a layup over and over, and beginning to do it in game like situations e.g. with defenders and at a fast pace.
o Develops awareness of how to effectively do a skill

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10
Q

associative stage : internal feedback and kinaesthic sense

A

o Athlete starts to understand and improve the movement whilst doing it.
o Athlete begins to associate their movement with a positive or negative outcome.
E.G. the basketballer knows when they make a mistake – knowing they travelled

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11
Q

associative stage : less errors, less frequently

A

o Continual improvement means less mistakes

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12
Q

what is the autonomous stage

A

a high degree of accuracy and consistency

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13
Q

what are three characteristics within the autonomous stage

A
  • skills come automatically
  • redirecting focus
  • internal feedback
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14
Q

autonomous stage : skills come automatically

A

o Athlete’s kinaesthetic sense is well developed and the skill comes as second nature

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15
Q

autonomous stage : redirecting focus

A

o Athlete’s able to attend to other cues while giving little thought to how perform the skill
o Training sessions mimic pressurised games and competitive situations

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16
Q

autonomous stage : internal feedback

A

o Athlete’s able to detect and correct most of their errors
o Feedback is almost entirely internal
o Coaches need to have a scientific understanding of the sport to help fix biomechanical errors

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17
Q

list the characteristics of a learner

A 
personality
heredity
confidence
prior experience
ability
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18
Q

what is the acronym to remember the characteristics of a learner

A

CHEAP

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19
Q

characteristics of a learner: personality - c/f

A

Determines how we act in different situations e.. when learning a new skill

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20
Q

characteristics of a learner: what are types of personality that are fast learners?

A

confident personality
motivated personality
questioning personality

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21
Q

characteristics of a learner: why is a confident personality more likely to be a faster learner?

A

more willing to attempt new skills

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22
Q

characteristics of a learner: why is a motivated personality more likely to be a faster learner?

A

seek improvements, less distracted

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23
Q

characteristics of a learner: why is a questioning personality more likely to be a faster learner?

A

better understanding of the skill

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24
Q

characteristics of a learner: heredity c/f

A

Heredity is the genetic characteristics we inherit from our parents

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25
Q

characteristics of a learner:what in particular does heredity refer to

A

% of fast/slow twitch muscle fibres

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26
Q

characteristics of a learner: heredity e.g.

A

% of high twitch fibres improves shot put performance

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27
Q

characteristics of a learner: ``confidence c/f

A

Belief in own ability

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28
Q

characteristics of a learner: confident people are…?

A

Confident people are

  • More likely to attempt new skills
  • Less likely to be put off by experiencing early difficulty
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29
Q

characteristics of a learner: prior experience c/f

A

two different skills with similar movement patterns

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30
Q

characteristics of a learner: what are the two ways experience can transfer?

A

positive transfer of learning

negative transfer of learning

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31
Q

characteristics of a learner: what is positive transfer of learning

A

Learning new skills is easier and faster E.G. serving in tennis and over-arm serve in volleyball or passing skills in netball and basketball

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32
Q

characteristics of a learner: negative transfer of learning

A

More difficult to learn new skills (conscious though process). E.G. squash wrist actions vs. tennis arm swing

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33
Q

characteristics of a learner: ability c/f

A

Ease with which an individual is able to perform a skill

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34
Q

characteristics of a learner: subtopics of ability

A

muscle group coordination
fast reaction time
greater reaction sense
intelligence

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35
Q

list the types of nature of skills

A 
open
closed
gross
fine
serial
discrete
continuous
self-paced
externally paced
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36
Q

what is a open environment skill?

A

A skill performed in a variable or unpredictable environment influenced by external factors.

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37
Q

what must an athlete do in an open environment

A

athletes need to modify their techniques or strategy to respond to the external environments

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38
Q

examples of the conditions in open environments

A

crowd watching

weather changing conditions

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39
Q

what is a closed environment skill?

A

A skill performed in a stable and predictable environment

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40
Q

what is an example of a closed environment skill

A

10 pin bowling - lane remains the same, no physical opposition, pins stay in the same place, not affected by weather

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41
Q

what are fine motor skills

A

skills that require the use of small muscle groups

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42
Q

e.g. of a fine motor sport

A

darts

putting

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43
Q

r/ship of fine motor sports

A

fine motor skills require a lot of control and precision

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44
Q

what are gross motor skills

A

skills that require the use of large muscle groups

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45
Q

r/ship of gross motor skills

A

easy to learn

gross motor skills are easy to develop and learned quickly from a young age

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46
Q

e.g. of gross motor sports

A

footy, running…

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47
Q

c/f of a discrete skill

A

have a clear start and finish

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48
Q

e.g of discrete skill

A

throwing a ball

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49
Q

c/f of a serial skill

A

series of smaller movements combined to make a skill

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50
Q

e.g. of a serial skill

A

basketball layup

run/dribble - pick up ball - take 2 steps - lift the ball with correct accuracy and force/shoot

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51
Q

c/f of a continuous skill

A

Repetitive and ongoing for a particular period of time.

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52
Q

e.g. of a continuous skill

A

going on a run

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53
Q

c/f performance elements

A

elements that develop as an athlete improves their skilled execution and ability

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54
Q

c/f decision making

A

The various decisions made by any athlete during a performance.

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55
Q

e.g. of decision making

A

• E.G. a basketballer would make decisions like where to pass the ball, who to pass a ball to and when are where to move to following the pass

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56
Q

two characteristics of decision making

A

observation

practising game-like scenarios

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57
Q

c/f strategic and tactical developments

A

understanding the game and using this understanding to gain an advantage over opponents

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58
Q

strategy c/f

A

the overall method used to achieve the goal of the game

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59
Q

tactical developments c/f

A

finding ways to gain an advantage over an opponent

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60
Q

e.g. of strategic and tactical development

A

cut-out pass requires good technical skills - improved through drills

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61
Q

practice methods c/f

A

the different ways coaches make training as effective as possible

62
Q

types of practice methods

A

massed
distributed
whole
part

63
Q

c/f massed practice

A

A skill is practiced multiple times with very short or no rest periods between each repetition.

64
Q

e.g. massed practice

A

E.G. kicking 100 conversions without a break – high work-to-rest ratio,

65
Q

pros of massed practice

A

no time wasted

66
Q

cons of massed practice

A

requires highly motivated, competent performers (those who lack drive will fatigue too quickly)

67
Q

c/f distributed practice

A

skills that are practiced in shorter work periods with rest periods between each repetition

68
Q

e.g. distributed practice

A

kicking 5 goals, break and repeat

69
Q

pros of distributed practice

A

well suited to beginners who struggle to concentrate

70
Q

cons of distributed practice

A

can be time consuming

71
Q

c/f whole practice

A

a skill that is taught and practiced in its entirety

72
Q

pros of whole practice

A
  • Well suited to continuous activities or single movements

- Gain a complete understanding of the skill

73
Q

cons of whole practice

A
  • Requires concentration
74
Q

c/f part practice

A

= A skill is broken down into smaller parts, each practiced in isolation, and then combined to a form of complete movement

75
Q

pros of part practice

A

well suited to beginners who cant concentrate for long periods

76
Q

cons of part practice

A

learners may struggle to envisage the skill in its entirety

77
Q

types of feedback

A 
intrinsic
extrinsic
knowledge of results
knowledge of performance
delayed 
concurrent
78
Q

c/f intrinsic feedback

A

feedback that comes from within the athlete

79
Q

what is the main component of intrinsic feedback

A

proprioceptive + kinaesthetic sense

80
Q

c/f extrinsic feedback

A

feedback comes from external sources

81
Q

e.g. of intrinsic feedback

A

E.G. Experienced netballer releases the ball to shoot & instantly knows the missed as athletes know when motion feels right

82
Q

e.g. extrinsic feed back

A

E.G. Inexperienced netballer – coach telling the player they released the ball too early
More experienced athletes may utilise other external feedback e.g. HR monitors, stop watches

83
Q

knowledge of results c/f

A

feedback specific to the outcome of a performance

84
Q

r/ship knowledge of results

A

measured - success is measured by an external source (e.g. time, length, height, points)

85
Q

c/f knowledge of performance

A

feedback specific to the execution of the skill

86
Q

r/ship knowledge of performance

A

analysed - focus placed on the athletes skill and technique development

87
Q

c/f delayed feedback

A

feedback occurs after a skill has been completed

88
Q

e.g. of delayed feedback

A

coach in netball “bend your knees more”

89
Q

c/f intrinsic feedback

A

feedback that comes from within the athlete

90
Q

what is the main component of intrinsic feedback

A

proprioceptive + kinaesthetic sense

91
Q

c/f extrinsic feedback

A

feedback comes from external sources

92
Q

e.g. of intrinsic feedback

A

E.G. Experienced netballer releases the ball to shoot & instantly knows the missed as athletes know when motion feels right

93
Q

e.g. extrinsic feed back

A

E.G. Inexperienced netballer – coach telling the player they released the ball too early
More experienced athletes may utilise other external feedback e.g. HR monitors, stop watches

94
Q

knowledge of results c/f

A

feedback specific to the outcome of a performance

95
Q

r/ship knowledge of results

A

measured - success is measured by an external source (e.g. time, length, height, points)

96
Q

c/f knowledge of performance

A

feedback specific to the execution of the skill

97
Q

r/ship knowledge of performance

A

analysed - focus placed on the athletes skill and technique development

98
Q

c/f delayed feedback

A

feedback occurs after a skill has been completed

99
Q

e.g. of delayed feedback

A

coach in netball “bend your knees more”

100
Q

c/f concurrent feedback

A

feedback whilst the skill is being executed

101
Q

r/ship concurrent feedback

A

proprioceptive and kinaesthetic sense - if the athlete is experienced, they will be able to concurrently sense their results internally

102
Q

list the characteristics of skilled performers

A

kinaesthetic sense
application
consistency
technique

103
Q

c/f kinaesthetic sense

A

the skilled performers proprioception, which relies on information from various sensors in the muscles and other organs that provide information

104
Q

r/ship kinaesthetic sense

A

awareness of body position, feel for movement

105
Q

e.g. of kinaesthetic sense

A

basketballer adjusting their shot being fouled to ensure

106
Q

anticipation c/f

A

the skilled performers ability to read the play and then respond accordingly

107
Q

r/ship anticipation

A

it refers to teh skilled performers ability to predict their opponent’s next move

108
Q

e.g. anticipatoin

A

tennis - anticipate opponent is going to run to the net to set up for a lob

109
Q

consistency c/f

A

the skilled performer repeating good performances

110
Q

e.g. consistency

A

basketballer with high success shot rate

111
Q

technique c/f

A

refers to the technical aspects of skill execution

112
Q

objective performance measures c/f

A

OBJECTIVE performance measures are independent of the observer.

113
Q

e.g. of an objective performance measure

A

stop watch, measuring tape

114
Q

subjective performance measures c/f

A

SUBJECTIVE performance measures are dependent on the observer and based on opinions, feelings and general impressions.

115
Q

subjective sports include

A

dance and gymnastics

116
Q

objective sports include

A

athletics

117
Q

validity c/f

A

VALIDITY refers to the test’s ability to measure what it is supposed to measure.

118
Q

e.g. of validity of tests

A

beep test measures CRE. It is valid as it gives an accurate prediction of vo2 max though a vo2 max test would be more valid

119
Q

reliability c/f

A

RELIABILITY refers to the tests consistency, the ability of the scorer to produce the same result each time for the same performance.

120
Q

e.g. reliability in a test

A
  • A shuttle run is a reliable agility test if the same tester produces the same result with the same athlete under the same conditions is succession.
121
Q

personal judging criteria c/f

A

PERSONAL judging criteria are presuppositions brought to the performance by the judge and are very subjective.

122
Q

e.g. personal judging criteria

A

E.G. Person walks out a ballet performance thrilled by what they saw because it was exactly what they expects, compared to a person who leaves disappointed because they were hoping for something in particular that was not provided.

123
Q

prescribed judging criteria c.f

A

PRESCRIBED judging critea is a critea created by the sporting body, which are then used to appraise performance.

124
Q

e.g. prescribed judging criteria

A

E.G. Check lists and judging critea used in gymnastics to provide a score for each routine

125
Q

anxiety c/f

A

negative mental state of worry and nervousness

126
Q

what is the effect of anxiety on performance

A

detrimental effects

127
Q

arousal c/f

A

physical and mental state of readiness

128
Q

trait anxiety c/f

A

an inherent characteristic of a person

129
Q

state anxiety c/f

A

STATE ANXIETY arises in situations that evoke stress or nervousness.

130
Q

e.g. of state anxiety

A

high pressure situations converting a try

131
Q

stress c/f

A

the non-specific response of the body to a demand placed on it

132
Q

what is stress characterised by?

A

increased bloody supply to muscles
more o2 to lungs
- Increased glucose production to provide extra fuel
- Increased sweat production to cool the body
- Tightened muscles to prepare the body for action

133
Q

what are e.g.s of stressors

A

o Personal pressure – individual pressure imposed by the desire to win, achieve or fulfill goals
o Competition pressure – pressure exerted by opponents on the field of play
o Social pressure – pressure from coaches, parents, peers and others who are held in esteem by the athlete.
o Physical pressure – the pressure of having to perform learned skills under the demands of competition

134
Q

under arousal c/f

A

too relaxed, drowsy, low HR, lacking motivation

135
Q

optimum arousal c/f

A

awake, attentive, happy, optimal HR, ready to perform

136
Q

over arousal c/f

A

exhilarated, anxious, panicked, angry, high HR, lacking concentration

137
Q

on what graph can the relationship between arousal and quality of performance be observed?

A

inverted U hypothesis

138
Q

what type of sports normally have a higher optimal arousal level?

A

high intensity contact sports E.G. boxing, rugby league

139
Q

attention c/f

A

taking notice of something

140
Q

concentration c/f

A

focusing attention on something in particular

141
Q

why is attention and concentration important in sport

A

athlete focuses on on

  • correct technique
  • improving skill execution
142
Q

what are psychological strategies to enhance motivation and manage anxiety

A

concerntration/attention skills
mental rehearsal/visulisation/imagery
relaxation techniques
goal setting

143
Q

mental rehearsal c/f

A

imagining the entire task, performance of routine

144
Q

e.g. mental rehearsal

A

basketballer will mentally rehearse their free throw before they attempt

145
Q

visualisation c/f

A

imagining a particular part of a routine

146
Q

relaxation techniques c/f

A

RELAXATION TECHNIQUES are used to reduce anxiety and manage arousal.

147
Q

list some relaxation techniques

A

centred breathing
progressive muscular relaxation
music
mental relaxation

148
Q

centred breathing c/f

A

athlete focuses on lengthening their breath to reduce respiratory and heart rates.

149
Q

music c/f

A

Can be used to relax and calm the athlete as well as hype them up.

150
Q

goal setting c/f

A

GOAL SETTING helps improve an athletes motivation and enables them to measure progress. Goals can be either performance or behaviour oriented and can be both long and/or short term

151
Q

what are the requirements on goals?

A

specific
measurable
attainable
time specifc

152
Q

e.g. of a goal

A

running 100m in less than 10secs within the next 6 months

YR 12 PDHPE (9 decks)

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