assessment 3 Flashcards
1
Q
what is the cognitive stage
A
the initial learning of a new skill
2
Q
what are three characteristics within the cognitive stage
A
mistakes
external feedback
developing a mental picture
3
Q
cognitive stage:mistakes
A
This stage is characterised by lots of inconsistency in performance
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.
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
6
Q
what is the associative stage?
A
improving technique and skill execution
7
Q
what are three characteristics within the associative stage
A
practice
internal f/back and kinaesthetic sense
less errors, less frequently
8
Q
what are the three stages of skill aquisition
A
cognitive
associative
autonomous
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
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
11
Q
associative stage : less errors, less frequently
A
o Continual improvement means less mistakes
12
Q
what is the autonomous stage
A
a high degree of accuracy and consistency
13
Q
what are three characteristics within the autonomous stage
A
- skills come automatically
- redirecting focus
- internal feedback
14
Q
autonomous stage : skills come automatically
A
o Athlete’s kinaesthetic sense is well developed and the skill comes as second nature
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
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
17
Q
list the characteristics of a learner
A
personality heredity confidence prior experience ability
18
Q
what is the acronym to remember the characteristics of a learner
A
CHEAP
19
Q
characteristics of a learner: personality - c/f
A
Determines how we act in different situations e.. when learning a new skill
20
Q
characteristics of a learner: what are types of personality that are fast learners?
A
confident personality
motivated personality
questioning personality
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
22
Q
characteristics of a learner: why is a motivated personality more likely to be a faster learner?
A
seek improvements, less distracted
23
Q
characteristics of a learner: why is a questioning personality more likely to be a faster learner?
A
better understanding of the skill
24
Q
characteristics of a learner: heredity c/f
A
Heredity is the genetic characteristics we inherit from our parents
25
characteristics of a learner:what in particular does heredity refer to
% of fast/slow twitch muscle fibres
26
characteristics of a learner: heredity e.g.
% of high twitch fibres improves shot put performance
27
characteristics of a learner: ``confidence c/f
Belief in own ability
28
characteristics of a learner: confident people are...?
Confident people are
- More likely to attempt new skills
- Less likely to be put off by experiencing early difficulty
29
characteristics of a learner: prior experience c/f
two different skills with similar movement patterns
30
characteristics of a learner: what are the two ways experience can transfer?
positive transfer of learning
| negative transfer of learning
31
characteristics of a learner: what is positive transfer of learning
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
32
characteristics of a learner: negative transfer of learning
More difficult to learn new skills (conscious though process). E.G. squash wrist actions vs. tennis arm swing
33
characteristics of a learner: ability c/f
Ease with which an individual is able to perform a skill
34
characteristics of a learner: subtopics of ability
muscle group coordination
fast reaction time
greater reaction sense
intelligence
35
list the types of nature of skills
```
open
closed
gross
fine
serial
discrete
continuous
self-paced
externally paced
```
36
what is a open environment skill?
A skill performed in a variable or unpredictable environment influenced by external factors.
37
what must an athlete do in an open environment
athletes need to modify their techniques or strategy to respond to the external environments
38
examples of the conditions in open environments
crowd watching
| weather changing conditions
39
what is a closed environment skill?
A skill performed in a stable and predictable environment
40
what is an example of a closed environment skill
10 pin bowling - lane remains the same, no physical opposition, pins stay in the same place, not affected by weather
41
what are fine motor skills
skills that require the use of small muscle groups
42
e.g. of a fine motor sport
darts
| putting
43
r/ship of fine motor sports
fine motor skills require a lot of control and precision
44
what are gross motor skills
skills that require the use of large muscle groups
45
r/ship of gross motor skills
easy to learn
| gross motor skills are easy to develop and learned quickly from a young age
46
e.g. of gross motor sports
footy, running...
47
c/f of a discrete skill
have a clear start and finish
48
e.g of discrete skill
throwing a ball
49
c/f of a serial skill
series of smaller movements combined to make a skill
50
e.g. of a serial skill
basketball layup
| run/dribble - pick up ball - take 2 steps - lift the ball with correct accuracy and force/shoot
51
c/f of a continuous skill
Repetitive and ongoing for a particular period of time.
52
e.g. of a continuous skill
going on a run
53
c/f performance elements
elements that develop as an athlete improves their skilled execution and ability
54
c/f decision making
The various decisions made by any athlete during a performance.
55
e.g. of decision making
• 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
56
two characteristics of decision making
observation
| practising game-like scenarios
57
c/f strategic and tactical developments
understanding the game and using this understanding to gain an advantage over opponents
58
strategy c/f
the overall method used to achieve the goal of the game
59
tactical developments c/f
finding ways to gain an advantage over an opponent
60
e.g. of strategic and tactical development
cut-out pass requires good technical skills - improved through drills
61
practice methods c/f
the different ways coaches make training as effective as possible
62
types of practice methods
massed
distributed
whole
part
63
c/f massed practice
A skill is practiced multiple times with very short or no rest periods between each repetition.
64
e.g. massed practice
E.G. kicking 100 conversions without a break – high work-to-rest ratio,
65
pros of massed practice
no time wasted
66
cons of massed practice
requires highly motivated, competent performers (those who lack drive will fatigue too quickly)
67
c/f distributed practice
skills that are practiced in shorter work periods with rest periods between each repetition
68
e.g. distributed practice
kicking 5 goals, break and repeat
69
pros of distributed practice
well suited to beginners who struggle to concentrate
70
cons of distributed practice
can be time consuming
71
c/f whole practice
a skill that is taught and practiced in its entirety
72
pros of whole practice
- Well suited to continuous activities or single movements
| - Gain a complete understanding of the skill
73
cons of whole practice
- Requires concentration
74
c/f part practice
= A skill is broken down into smaller parts, each practiced in isolation, and then combined to a form of complete movement
75
pros of part practice
well suited to beginners who cant concentrate for long periods
76
cons of part practice
learners may struggle to envisage the skill in its entirety
77
types of feedback
```
intrinsic
extrinsic
knowledge of results
knowledge of performance
delayed
concurrent
```
78
c/f intrinsic feedback
feedback that comes from within the athlete
79
what is the main component of intrinsic feedback
proprioceptive + kinaesthetic sense
80
c/f extrinsic feedback
feedback comes from external sources
81
e.g. of intrinsic feedback
E.G. Experienced netballer releases the ball to shoot & instantly knows the missed as athletes know when motion feels right
82
e.g. extrinsic feed back
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
knowledge of results c/f
feedback specific to the outcome of a performance
84
r/ship knowledge of results
measured - success is measured by an external source (e.g. time, length, height, points)
85
c/f knowledge of performance
feedback specific to the execution of the skill
86
r/ship knowledge of performance
analysed - focus placed on the athletes skill and technique development
87
c/f delayed feedback
feedback occurs after a skill has been completed
88
e.g. of delayed feedback
coach in netball "bend your knees more"
89
c/f intrinsic feedback
feedback that comes from within the athlete
90
what is the main component of intrinsic feedback
proprioceptive + kinaesthetic sense
91
c/f extrinsic feedback
feedback comes from external sources
92
e.g. of intrinsic feedback
E.G. Experienced netballer releases the ball to shoot & instantly knows the missed as athletes know when motion feels right
93
e.g. extrinsic feed back
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
knowledge of results c/f
feedback specific to the outcome of a performance
95
r/ship knowledge of results
measured - success is measured by an external source (e.g. time, length, height, points)
96
c/f knowledge of performance
feedback specific to the execution of the skill
97
r/ship knowledge of performance
analysed - focus placed on the athletes skill and technique development
98
c/f delayed feedback
feedback occurs after a skill has been completed
99
e.g. of delayed feedback
coach in netball "bend your knees more"
100
c/f concurrent feedback
feedback whilst the skill is being executed
101
r/ship concurrent feedback
proprioceptive and kinaesthetic sense - if the athlete is experienced, they will be able to concurrently sense their results internally
102
list the characteristics of skilled performers
kinaesthetic sense
application
consistency
technique
103
c/f kinaesthetic sense
the skilled performers proprioception, which relies on information from various sensors in the muscles and other organs that provide information
104
r/ship kinaesthetic sense
awareness of body position, feel for movement
105
e.g. of kinaesthetic sense
basketballer adjusting their shot being fouled to ensure
106
anticipation c/f
the skilled performers ability to read the play and then respond accordingly
107
r/ship anticipation
it refers to teh skilled performers ability to predict their opponent's next move
108
e.g. anticipatoin
tennis - anticipate opponent is going to run to the net to set up for a lob
109
consistency c/f
the skilled performer repeating good performances
110
e.g. consistency
basketballer with high success shot rate
111
technique c/f
refers to the technical aspects of skill execution
112
objective performance measures c/f
OBJECTIVE performance measures are independent of the observer.
113
e.g. of an objective performance measure
stop watch, measuring tape
114
subjective performance measures c/f
SUBJECTIVE performance measures are dependent on the observer and based on opinions, feelings and general impressions.
115
subjective sports include
dance and gymnastics
116
objective sports include
athletics
117
validity c/f
VALIDITY refers to the test’s ability to measure what it is supposed to measure.
118
e.g. of validity of tests
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
reliability c/f
RELIABILITY refers to the tests consistency, the ability of the scorer to produce the same result each time for the same performance.
120
e.g. reliability in a test
- 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
personal judging criteria c/f
PERSONAL judging criteria are presuppositions brought to the performance by the judge and are very subjective.
122
e.g. personal judging criteria
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
prescribed judging criteria c.f
PRESCRIBED judging critea is a critea created by the sporting body, which are then used to appraise performance.
124
e.g. prescribed judging criteria
E.G. Check lists and judging critea used in gymnastics to provide a score for each routine
125
anxiety c/f
negative mental state of worry and nervousness
126
what is the effect of anxiety on performance
detrimental effects
127
arousal c/f
physical and mental state of readiness
128
trait anxiety c/f
an inherent characteristic of a person
129
state anxiety c/f
STATE ANXIETY arises in situations that evoke stress or nervousness.
130
e.g. of state anxiety
high pressure situations converting a try
131
stress c/f
the non-specific response of the body to a demand placed on it
132
what is stress characterised by?
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
what are e.g.s of stressors
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
under arousal c/f
too relaxed, drowsy, low HR, lacking motivation
135
optimum arousal c/f
awake, attentive, happy, optimal HR, ready to perform
136
over arousal c/f
exhilarated, anxious, panicked, angry, high HR, lacking concentration
137
on what graph can the relationship between arousal and quality of performance be observed?
inverted U hypothesis
138
what type of sports normally have a higher optimal arousal level?
high intensity contact sports E.G. boxing, rugby league
139
attention c/f
taking notice of something
140
concentration c/f
focusing attention on something in particular
141
why is attention and concentration important in sport
athlete focuses on on
- correct technique
- improving skill execution
142
what are psychological strategies to enhance motivation and manage anxiety
concerntration/attention skills
mental rehearsal/visulisation/imagery
relaxation techniques
goal setting
143
mental rehearsal c/f
imagining the entire task, performance of routine
144
e.g. mental rehearsal
basketballer will mentally rehearse their free throw before they attempt
145
visualisation c/f
imagining a particular part of a routine
146
relaxation techniques c/f
RELAXATION TECHNIQUES are used to reduce anxiety and manage arousal.
147
list some relaxation techniques
centred breathing
progressive muscular relaxation
music
mental relaxation
148
centred breathing c/f
athlete focuses on lengthening their breath to reduce respiratory and heart rates.
149
music c/f
Can be used to relax and calm the athlete as well as hype them up.
150
goal setting c/f
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
what are the requirements on goals?
specific
measurable
attainable
time specifc
152
e.g. of a goal
running 100m in less than 10secs within the next 6 months
