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Sports Science 315 > C3 Skill Acquisition > Flashcards

C3 Skill Acquisition Flashcards

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1
Q

motor skills

A

a complex, controlled muscle movement that is learnt and practiced to complete a pre-determined task

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2
Q

subroutines

A

the components that make up a motor skill

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3
Q

motor program

A

the whole plan of a motor skill, including all subroutines

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4
Q

When is a skilled movement performed?

A

when all subroutines are performed effectively, with correct sequencing and timing

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5
Q

Describe the 2 types of movement classification for motor skills.

A

FINE
- small muscle groups used
- greater precision in movements
- eg. darts, archery

GROSS
- whole body, large muscle groups
- less precision
- eg. soccer, high jump

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6
Q

Describe the 3 other types of motor skill classification

A

DISCRETE
- have a distinct beginning + end
- brief duration
- eg. javelin, tennis serve, free kick

CONTINUOUS
- no distinct begin/end
- rhythmic, flowing movements
- eg. running, swimming, rowing

SERIAL
- a number of discrete skills in a sequence
- form a more complicated action
- eg. gymnastics routine, triple jump

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7
Q

Describe the 2 types of environmental predictability for motor skills.

A

OPEN
- variable + unpredictable environment
- externally paced (outside factors)
- requires adaptation of skills
- eg. battling in cricket, soccer, hockey, sailing
- more difficult to learn
- more decisions to be made

CLOSED
- stable + predictable environment
- internally paced (self-timed)
- replication of skill
- eg. hitting ball off a tee, golf driving range
- better for teaching skills
- less decisions to be made

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8
Q

Describe the teaching continuum between closed and open skills.

A
  • skills should be taught on a continuum moving from closed to open
  • eg. on cones passing, follow pass, add defender, 3v3 passing, match game
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9
Q

STAGES OF LEARNING
1. Cognitive phase

A
  • developing initial understanding of how to do a skill

Characteristics
- trial + error
- very inconsistent, little success
- lots of self talk
- high attentional demand
- poor timing/sequencing of movements
- frustration

Coaching strategies
- repetitive demonstration
- clear instruction
- don’t overload info
- slow step-by-step
- give feedback

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10
Q

STAGES OF LEARNING
2. Associative phase

A
  • practice of the skill, familiar w sequence + timing
  • length of this stage based on: motivation, complexity, coaching ability
  • most never progress past this stage

Characteristics
- self-recognition of error
- refiine accuracy, consistency + efficiency
- less self-talk
- develop correct timing
- smoother + quicker movements

Coaching strategies
- more specific + technical feedback
- increase difficulty - more open-style practice

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11
Q

STAGES OF LEARNING
3. Autonomous phase

A
  • skill becomes automatic, little attention needed to perform correctly

Characteristics
- high speed + efficiency
- multitasking
- repeatable, consistent success
- identify + correct own error
- selectively attend to relevant cues

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12
Q

5 factors affecting skill acquisition

A

AGE/MATURITY
- children have < capacity to process info, and lower motor control
- people mature at diff rates
- performance usually peaks at a specific age (over 30)

GENDER
- differences in physiology
- men advantaged in strength/power
- women greater ability to utilise fats, increasing endurance

HEREDITARY
- body type/muscle fibre composition is based on genetics

MOTIVATION
- impacts persistence + effort

QUALITY OF INSTRUCTION
- professional teaching is better presented + taken in

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13
Q

PRACTICE TYPES
- massed vs distributed

A

MASSED
- repetitive, continuous practice w/o breaks until skill is learned
- more suited to highly skilled + motivated athletes
- eg. kicking 50 penalties in a row

DISTRIBUTED
- short, frequent practice sessions
- w regular breaks, in which feedback can be received/practice something else
- generally deemed more effective
- especially when learned is inexperienced, lack of motivation, skill is complex

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14
Q

PRACTICE TYPES
- whole vs part

A

WHOLE
- learning entire skill, whole process
- good for skills that are highly complex + difficult to break down

PART
- teaching a skill in its subroutines
- progressive - builds up to make whole
- good when skill has clearly defined components

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15
Q

PRACTICE TYPES
- fixed vs varied

A

FIXED
- same skill practiced repetitively in same enviro conditions
- good for closed skills

VARIED
- differing enviro conditions
- good for open skills
- develops schema

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16
Q

PRACTICE TYPES
- drill vs problem solving

A

DRILL
- traditional approach - learning through repetition
- controlled practice for closed skills
- eg. netball shots from set points

PROBLEM SOLVING
- learning through discovery
- application of a skill set to suit a situation
- teaches creativity + game intelligence
- eg. netball game with moving defence line requiring adaptation from attackers

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17
Q

schema

A
  • schema is the ability to apply a skill to a range of different situations.
  • every time a movement is conducted, information is gathered + applied to future performance of the skill
  • therefore, it is developed by practicing in quantity + large number of different enviro conditions
  • VERY important for open skills where conditions are changing + unpredictable
  • eg. playing on turf, muddy pitch, good quality grass = schema is developed to play in all conditions
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18
Q

INFORMATION PROCESSING
1. Sensory Input

A

cues obtained using the senses:
- vision
- hearing
- proprioreception (kinaesthetic sense that gives awareness of muscular movement, through muscles, tendons, ligaments, skin)
- equilibrium (the positioning + balance of the body, important to maintain control - eg. gymnastics, diving, dancing)
- touch
- smell

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19
Q

cues

A

pieces of information obtained from the environment

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20
Q

noise

A
  • irrelevant info from enviro
  • eg. crowd noise, opposition taunts
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21
Q

orienting

A
  • the ability to direct attention to the correct part of the environment to detect cues
  • eg. opponent body position, referee whistle, ball movement
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22
Q

selective attention

A
  • a performer’s ability to block out irrevelvant cues (noise) and respond only to the relevant
  • cuts down length of info processing time, making for quicker reactions/decision making
  • caused by correct orienting
  • can be aided by: making relevant cues stand out, using as few cues as possible in initial practice, directing player attention to cues
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23
Q

anticipation

A
  • predicting what will happen based on detection of relevant cues
  • developed by experience
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24
Q

List 3 ways in which detection of visual cues can be enhanced.

A
  • using larger objects
  • using bright/contrasting colours
  • slowing down objects
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25
Q

INFORMATION PROCESSING
2. Processing (stim ID, resp selection, resp programming)

A
  1. STIMULUS IDENTIFICATION
    - cues are received + organised through memory
    - signal detection is affected by: 1. ability of sense organs, 2. strength of the cue, 3. noise, 4. speed of the cue, 5. level of arousal (must be optimal)
  2. RESPONSE SELECTION
    - an action/movement is assigned to the identified stimulus/cue
    - a motor program is formed as the most effective response
  3. RESPONSE PROGRAMMING
    - the relevant MP is retrieved from long term memory
    - a sequence of muscular contractions is initiated
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26
Q

INFORMATION PROCESSING
3. Output

A
  • the actual movement/motor program is conducted
  • info is conveyed to the muscles by the brain through the motor neurons
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27
Q

INFORMATION PROCESSING
4. Feedback

A
  • received about the skills performance after or during, can be:
  • Internal: the feeling in muscles + joints, within body
  • External: visual, auditory + verbal cues from enviro
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28
Q

reaction time

A
  • the amount of time between when a stimulus is presented, and the first movement initiated in response to it
  • total amount of time for athlete to collect + process info from senses, formulate a response, + transfer this to muscles to react
  • it is more important in open skills
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29
Q

movement time

A
  • the time taken to complete the task after it has been initiated
  • from when body starts physically reacting, to when the movement is finished
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30
Q

response time

A
  • reaction time + movement time
  • presentation of stimulus -> finish of movement
31
Q

simple reaction time

A
  • 1 stiimulus, 1 correct response
  • eg. starting gun = run
  • results in faster reaction time
32
Q

choice reaction time

A
  • multiple stimuli, and/or multiple possible correct responses
  • more info processing to be done
  • results in slower reaction time
33
Q

FACTORS INFLUENCING RT
- Hick’s Law

A
  • as the number of stimulus-response alternatives increases, so does reaction time
  • a player can deliberately increase no. of stimulus alternatives available to their opponent, delaying their reaction time (eg. being unpredictable)
  • set plays for a given situation can decrease number of stim-response alternatives = decrease reaction time
34
Q

FACTORS INFLUENCING RT
- age

A
  • for <10 and >60, RT is slower
  • at its fastest b/w 19-30
  • > during mid 20s
35
Q

FACTORS INFLUENCING RT
- gender

A
  • males generally faster
  • however, females RT increase due to age is slower
36
Q

FACTORS INFLUENCING RT
- intensity of stimulus

A
  • > intensity of stimulus (eg. noticeable size, colour, volume) = < RT
37
Q

FACTORS INFLUENCING RT
- probability of a stimulus occurring

A
  • unpredictability/uncertainty makes anticipation difficult, > RT
  • when a stimulus has a high probability of occurring, RT is <
38
Q

FACTORS INFLUENCING RT
- presence/absence of warning signals

A
  • recognising warning signals indicates a movement is about to occur
  • eg/ hand signals/cues by opposition, ‘on your marks’
39
Q

FACTORS INFLUENCING RT
- signal detection

A
  • ability to detect cues/stimulus
40
Q

FACTORS INFLUENCING RT
- previous experience

A
  • prior experience increases signal detection + means more feedback has been received on performance
  • t/f, RT < with experience
41
Q

FACTORS INFLUENCING RT
- selective attention

A
  • reduces processing time, t/f < RT
42
Q

FACTORS INFLUENCING RT
- Psychological Refractory Period (PRP)

A
  • the delay processing a signal while the preceding signal is being processed
  • athlete cannot process a 2nd cue until the initial cue has been processed
  • this takes up to 0.5 seconds
  • if a 2nd cue is presented before then, athlete will be delayed
  • eg. a player feints, then changes direction
  • this PRP time cannot be improved: can only improve ability to recognise fakes through experience
43
Q

FACTORS INFLUENCING RT
- stimulus-response compatibility

A
  • the degree of correspondence between a stimulus + its correct response
  • > the compatibility, the shorter the RT
  • it is based on how expected a stimulus is, in comparison to a specific response
  • eg. a swimmer is expecting a starting gun. A beep is used instead. This stimulus is incompatible with the response of starting the race. T/f, RT is delayed.
  • selecting the most compatible response is difficult, can be improved with experience and coaching feedback
44
Q

REDUCING REACTION TIME
- Practice

A
  • more practice = decreased choice RT
  • a well-practiced athlete will not > their RT as much with each added choice.
45
Q

FACTORS INFLUENCING RT
- Anticipation

A
  • an athlete initiates a particular response before the appearance of the appropriate signal
  • the only way to effectively reduce RT
  • athletes can be trained to look for cues in an environment
46
Q

2 types of anticipation

A
  • SPATIAL/EVENT: prediction of WHAT will happen in an enviro
  • TEMPORAL: prediction of WHEN an event will occur. Less useful. eg. BB ball toss
47
Q

advantages and disadvantages of anticipation

A

ADVANTAGES
- if RIGHT, RT is decreased = faster response
- combined spatial/temporal anticipation creates ultimate advantage
- allows both what + when to be predicted

DISADVANTAGES
- if WRONG, RT is increased = slower response
- (0.4 seconds to stop original action + begin to process new)

48
Q

3 sites of memory storage (durations)

A
  • short term sensory storage (STSS): 1 sec
  • short term memory (STM): 1 min
  • long term memory (LTM): permanent
49
Q

short term sensory storage (STSS)

A
  • receive lots of info
  • retain for brief period (1 sec)
  • allows athlete to make split action/decisions
  • selective attention selects only the relevant info to relay to STM
50
Q

short term memory (STM)

A
  • also referred to as ‘working memory’
  • gives the ability to recall info immediately after exposure to it
  • after this, it is either lost, or relevant info is transferred to LTM
  • info overload: too much info in STM, meaning not all of it is retained to LTM (eg. too detailed game plan, learning a new skill)
51
Q

chunking

A
  • in STM
  • capacity of the STM is around 5-9 items of info
  • chunking is putting single pieces of data together into groups of larger info
  • many related items are stored ‘as one’
  • this increases the volume of info that can be stored in the STM
52
Q

List the factors affecting STM (5).

A
  • Relevance/meaningfulness: greater importance of task/goal = easier to retain + transfer to STM
  • Interference (distractions): noise interferes with information transfer to STM
  • Chunking/coding: improves storage
  • Rehearsal/practice: info must be rehearsed for it to be transferred to STM, should be done asap after cue appears
  • Overloading: greater volume of info than capacity (5-9) results in overload, some info is lost
53
Q

long term memory (LTM)

A
  • permanent, limitless storage
  • affected by meaning/relevance + amount of practice
  • info must be repeated/rehearsed to ensure LTM storage, and taught in a way that develops importance
54
Q

encoding (practice)

A
  • in LTM
  • involves creating similarity between acquiring a piece of info, and performing/recalling it later
  • easier in closed skills (same environment)
  • open skills will need match-like simulation to develop schema
55
Q

feedback

A

all information an athlete receives about the result or process of an activity, either during the performance or at its completion

56
Q

roles of feedback (3)

A
  • motivate
  • reinforce efficient/correct performance
  • regulate/change the performance during the activity + in the future
57
Q

sources of feedback

A

INTRINSIC
- kinaesthetic feedback
- received from internal senses (vision, hearing, touch, proprioreception, forces, smell)
- both during and after a skill is performed

EXTRINSIC
- received from an external source
- best received directly after
- divided into two main categories:

Knowledge of Results (KR)
- feedback provided from the outcome of a performance
- eg. match score, successful goal, first place

Knowledge of Performance (KP)
- feedback provided on the technical quality/execution of the skill
- often verbal (eg. from coach), or video analysis

58
Q

timing of feedback

A
  • continuous (concurrent): given throughout performance from many sources
  • terminal (discrete/delayed: given after performance
59
Q

biomechanics

A
  • the science concerned with the internal and external forces acting on a human body or object
  • aims to develop technique in motor skills to enhance performance
60
Q

List 8 important anatomical positions.

A
  • Flexion: joint movement DECREASING the angle between two bones (flex muscles)
  • Extension: joint movement INCREASING the angle between two bones (extend)
  • Abduction: movement AWAY from the body
  • Adduction: movement TOWARD the body
  • Posterior: back of body
  • Anterior: front of body
  • Dorsiflexion: toes upwards
  • Plantar flexion: pointed toes, lengthen foot
61
Q

kinematics

A

the study of the body in motion, including how fast, far and consistently the body moves

62
Q

linear motion

A
  • movement of the body in a straight line
  • eg. ice skater gliding, the upper body of a cyclist moving in a straight line
63
Q

angular motion

A
  • motion of an object around a fixed point known as an AXIS OF ROTATION
  • an axis can be internal (eg. shoulder joint) or external (gymnastics bars)
  • eg. somersault, arm movement in cricket bowl
64
Q

general motion

A
  • most common type of motion
  • a combination of linear and angular
  • eg. cycling: upper body in linear motion, legs in angular motion
65
Q

projectile

A
  • a body that moves through the air, human or object
  • due to gravity, follows the shape of a parabola
66
Q

factors affecting projectile motion

A
  • Velocity of release: the harder something is hit/thrown, further it will travel (momentum)
  • Height of release: a higher point of release to ground = further travel
  • Air resistance: projectile through air creates a drag behind it
  • Shape: streamlined objects travel more effectively due to drag
  • Spin: top spin, back spin, side spin alter the parabola of the projectile

Angle of release
- 45° generally ideal (equal vertical/horizontal force)
- Larger angles than 45 = shorter distance, greater height (longer to reach ground)
- Smaller angles than 45 = shorter distance, lower height (faster time to reach ground)

67
Q

momentum

A
  • the force gained by motion
  • M = mV (mass x velocity)
68
Q

kinetics

A

the study of the forces associated with motion

69
Q

mass and inertia

A
  • the amount of matter that makes up an object
  • directly measures INERTIA: the resistance of any physical object to any change in its state of motion, including speed and direction
70
Q

force

A
  • the pushing or pulling effect of a body that can cause change
  • measured in Newtons (N)
  • applied when one object comes in contact with another
  • required to initiate, slow down, + stop movement
  • forces are produced from within the body by muscular contractions, or applied to objects eg. a racquet/ball
71
Q

Newton’s 3 Laws of Motion

A

FIRST LAW
- law of inertia
- a body continues in its state of rest or motion unless acted upon by a force

SECOND LAW
- f = ma
- the rate of change of acceleration of a body is proportional to the force applied
- greater mass = more force must be applied to move it

THIRD LAW
- for every action there is an equal and opposite reaction

72
Q

levers within the body

A
  • the human body is made up of levers (bones), with axis (joints)
  • levers increase the amount of force applied, and generate greater speed in sports
73
Q

BALANCE
- Centre of gravity
- Base of support
- Stability
- How do you enhance stability?

A

CENTRE OF GRAVITY
- the point in an object at which its body is in balance in reference to gravity
- lower centre of gravity = increased stability
- eg. stance of a surfer

BASE OF SUPPORT
- the area of the supporting base of an object
- greater base area = greater stability

STABILITY
- the body’s ability to remain in a state of balance
- can be static or dynamic

Enhancing stability:
- widen base of support (usually leg stance)
- lower centre of gravity
- keep COG directly over BOS

74
Q

Describe the 6 steps of Biomechanical Analysis.

A
  1. Determine specific objective of the analysis
  2. Observe
    - Naked eye: ideally first time observation. Real time viewing, for timing + sequence
    - Vid analysis: allows pause, replay, slow-mo
  3. Identify movement patterns
    - place the skill within patterns of movement (eg. running, striking, throwing, lifting, jumping)
  4. Divide into skill phases: break down and observe in subroutines
  5. Detecting errors: identify the specific component of the skill causing misperformance
  6. Identify starter mechanisms
    - the mannerisms/mechanisms done prior to a movement
    - can be used to initiate the skill
    - eg. small jumps done before a high jump.

Sports Science 315 (5 decks)

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