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PE > Chapter 2: Improving Skills > Flashcards

Chapter 2: Improving Skills Flashcards

1
Q

Qualitative Movement Analysis Principles(QMAP)

A

analysis of the quality of human movement through the use of qualitative data with the purpose of improving human movement

  • Used by coaches, physical therapists, trainers, fitness instructors
  1. Preparation
  2. Observation
  3. Evaluation
  4. Error Correction
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2
Q

Preparation stage (QMAP)

A

purpose of analysis

  • What is the purpose of analysis
  • Understand the critical features of the skill observed
  • Determine the details of the observation strategy(will cameras be used?)
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3
Q

Observation Stage (QMAP)

A

the performer undertaking the task is observed / recorded

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4
Q

Evaluation (QMAP)

A

a judgment on the quality of performance

  • What are the positives aspects of the performers technique
  • Are there errors in the performers technique
  • if there are errors what’s causing them
  • Performances can either be judged subjectively (based on perception, observations) or objectively(based on measures such as scores or times)
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5
Q

Error Correction (QMAP)

A

the intervention made by the coach based on their evaluation of the data observed

  • Needs to be carefully planned, accurate, practical and relevant to the performers age
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6
Q

Error correction can be achieved via:

A
  • Verbal feedback
  • Modified practice(closed environment)
  • Exaggeration(coaches ask performers to exaggerate the aspects of skills they need to learn)
  • Visual Model(video footage)
  • Manual Guidance(coach can physically move body parts so they can experience the action)
  • Mechanical guidance(a mechanical aid used to help the performer maintain correct body position)
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7
Q

Direct Based Approach

A

a regimented, instructor driven approach where the emphasis is on initially teaching simple skills in a relatively predictable environment

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8
Q

Advantages of Direct Based Approach

A
  • Keeps the learner on task

- Effective at enhancing skill development in the early stages

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9
Q

Limitations of Direct Based Approach

A
  • Limits the learners ability to search for their own ‘solutions’ to ‘problems’ in game, adapt to variations or think independently
  • Skills developed in isolation may lack the adaptability to be effective in game
  • May lack decision making in games due to a lack of tactical awareness
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10
Q

Constraints Based Approach

A

using boundaries or placing restrictions on the learner in order to shape the athletes moving patterns and decision making process.

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11
Q

Advantages of Constraints Based Approach

A
  • Through the process of finding solutions, the learner discovers and develops effective motor skills
  • The learner develops a sense of when and how to perform certain skills within a game situation
  • Practice is more varied making it more enjoyable
  • Encourages independent learning
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12
Q

Types of Constraints

A
  • Task
  • Individual
  • Environment (Physical/sociocultural)
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13
Q

Task Constraints

A
  • Rules of the sport
  • Equipment availability
  • Field/pitch/court dimensions
  • Player numbers
  • Instructions on how to complete a task
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14
Q

Individual Constraints

A
  • Body Size(height, weight and limb lengths)
  • Fitness levels(agility, speed, power, aerobic capacity)
  • Mental Skills(attention control, concentration, confidence, arousal control)
  • Perceptual and decision making skills(recognizing patterns of play anticipation)
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15
Q

Environment (Physical)

A
  • Locality in which player was raised
  • Noise level in gymnasium or sports field
  • Auditory feedback
  • Gravity
  • Weather conditions
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16
Q

Environment (Sociocultural)

A
  • Cultural norms
  • Family support networks
  • Peer groups
  • Societal expectations(AFL popular in Australia)
  • The culture of sports clubs and access to quality coaching
17
Q

Stages of Learning

A
  • Cognitive(beginner) stage
  • Associative(practice) stage
  • Autonomous(expert) stage
18
Q

Cognitive Stage

A

understanding and developing the basic movement pattern
- Not in this stage for long

Learner Experiences:

- Trying to understand the skill
- Inconsistent performances
- Trial and error learning
- Poor error detection
- Large performance improvements
19
Q

Associative Stage

A

refining the movement pattern and associating environmental cues
- In this stage for the longest

Learners Experience:

- Improved error correction
- Refined movement pattern
- More consistent performance
    - Associating environmental cues to performance
20
Q

Autonomous Stage

A

almost automatic performance of the movement pattern

Learners Experience:
- High levels of skill performance
- Few errors, consistent performance
- Well developed error detection and correction
- Automatic performance
- Attention on high order processes
- Small performance improvements(might need
specific coaching for specific areas)
- Adjustment in skill performances.

21
Q

Sociocultural Influences

A

the combination of social and cultural factors that impact on an individuals opportunities to participate in particular sports or recreational activities and develop the relevant movement sills

E.g.

  • Family
  • Peers
  • Gender
  • Cultural norms and traditions
  • Community
  • Socioeconomic Status
22
Q

Family (sociocultural Influences)

A
  • At the cognitive stage generally people are younger and need parents to drive kids to practice
  • For a player at the autonomous stage, family transitions to becoming more of an encouragement and motivation
23
Q

Peers (sociocultural Influences)

A
  • Influence whether children participate and the types of skills they develop
  • Peers have a tendency towards sedentary behavior can present a barrier to physical activity and skill development
24
Q

Gender (Sociocultural Influences)

A
  • Social Stigma of girls and boys being socialized into different sports(girls play netball, boys play footy)
  • Historically females have experience inequality in regards to wages
25
Q

Cultural Norms and Traditions (Sociocultural Influences)

A
  • Prevalence of sport within a culture

- Cultural religious beliefs can be a barrier

26
Q

low Socioeconomic Status (Sociocultural Influences)

A
  • People in lower socioeconomic status generally have a lower level of education and then therefore less likely to realise the benefits of physical activity
  • Less likely to have safe facilities when living in a lower socioeconomic area
  • Less likely to be able to afford sports training and facilities if in a low socioeconomic status
27
Q

Community (Sociocultural Influences)

A
  • Local community can facilitate sporting development via the prevalence of:
  • sporting role models
  • conducive climate conditions
  • ease of access
  • safe training facilities

PE (17 decks)

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