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PE 3+4 > Chapter One : Characteristics of Skills and Stages of Learning > Flashcards

Chapter One : Characteristics of Skills and Stages of Learning Flashcards

1
Q

Skill

A

A voluntary, goal-directed activity that is learnt through practice and experience.

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2
Q

Motor Skill

A

A special form of skill that requires movement of the body or limbs to achieve a specific goal.

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3
Q

How are motor skills classified?

A

Movement precision
Type of movement
Predictability of environment
Type of skill

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4
Q

Movement precision

A

Fine motor skills

Gross motor skills

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5
Q

Type of movement

A

Continuous
Discrete
Serial

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6
Q

Predictability of environment

A

Closed

Open

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7
Q

Type of skill

A

Fundamental motor skill

Sports specific motor skill

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8
Q

Gross motor skills

A

Movements involving the use of large muscle groups that result in coordinated action

  • Easy to execute
  • Cognitive learners
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9
Q

Fine motor skills

A

Involve recruiting smaller muscle groups for precision movements
- Associative/autonomous learners

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10
Q

Discrete motor skills

A

Movements of brief duration that have a distinct beginning and end

  • Repetitve
  • Cognitive learners
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11
Q

Serial motor skills

A

Is a series of discrete skills performed together to create a more complicated action
- Varied duration
- Associative/autonomous
ie; a gymnastics floor routine

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12
Q

Continuous motor skills

A

Movements with no distinct beginning or end
- Cannot be broken down
ie; running

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13
Q

Closed motor skills

A

Are movements that are performed in a predictable environment where the performer has the greatest control over their performance
- Ideal for cognitive learners
ie; diving routine

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14
Q

Open motor skills

A

Movements that are performed in unpredictable environments that are constantly changing and the performer has limited control over their performance and environment
- Difficult for beginners
- Externally paced
ie; white water kayaking

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15
Q

Fundamental motor/movement skills

A

They are foundational skills that provide the basis for the development of more sport specific skills (physical literacy)

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16
Q

Sports specific motor skills

A

Are the combination of fundamental motor skills that are required to play a specific sport

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17
Q

Categories of fundamental motor skills

A

Stability skills - involving balance and control of the body
Locomotor skills - involve moving through space
Manipulative skills - Involving the control of an object

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18
Q

Link between Fundamental Motor Skills and participation/performance

A

Without fundamental movement skills it is very difficult to develop more sport specific skills required to engage in sport which leads to poor performance and decreased participation

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19
Q

Stages of learning

A

Cognitive
Associative
Autonomous
Are an important concept for teachers/coaches to be aware of to make their teaching more effective

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20
Q

Cognitive stage

A

This is the initial phase of learning of a motor skill where the emphasis is on concious understanding of the task requirements

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21
Q

Cognitive stage characteristics

A

Requires a lot of mental attention, leaving little room for tactics/decisions
A range of errors will be made and will be inconsistent performance with stiff movements
Progress is quick and this is usually the shortest stage
Blocked skills in a closed environment will be most suitable for this stage
Have not yet developed error detection or correction abilities

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22
Q

Needs of the learner (cognitive)

A

Only introduce 1 or 2 key points at a time to focus on
Need a mental picture so lots of demonstrations are necessary
Require lots of positive feedback and constructive criticism
A motivating and encouraging environment
Complex skills to be broken down
Focus on FMS

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23
Q

Associative stage

A

Is the second stage of learning a new skill, in which movement patterns become more refined and consistent through practice

24
Q

Characteristics of associative stage

A

Beginning to refine skills
More consistent performance with fewer errors
More of a focus on external stimuli
Some may never move the the autonomius stage from this one
Improvements are more gradual

25
Q

Needs of the learner (associative)

A

Regular feedback to prevent poor technique and help develop skills further
Increase to a more open environment to increase variability

26
Q

Autonomous stage

A

Final stage of skill where the perfor,er is able to perform the skills automatically

27
Q

Characteristics of the autonomous stage

A

Expert/elite stage
Consistent performance with very few minor mistakes
Developed anticipation
Can detect and correct their own errors

28
Q

Needs of the learner (autonomous)

A

Focus on game situations to develop tactical knowledge
Practice with a large number of variables (open environment)
Psychological skills to maintain performance under pressure
Practicing highly challenging situations

29
Q

Skill learning continuum

A

Where the three stages of learning are placed on a continuum as learners progress through stages of learning and it is difficult to pinpoint the exact moment one moves from one stage to the next
A performer can be in all stages of learning for different skills in a sport
The skills must be practised to maintain or progress performance

30
Q

Social factors that affect skill learning

A 
Family
Role/status in society
Time
Resources
Equipment
Coaches
Discrimination
Personality
Self belief
Motivation
Role models
Parental encouragement
31
Q

Cultural factors that affect skill learning

A 
Education
Politics
Religion
Technology
Values
Attitudes
Race
Climate
Housing
Child rearing practices
Location
32
Q

Factors that need to be considered when choosing practice methods

A

Part or whole practice
Amount of practice
Distribution of practice (Massed or distributed)
Variability (Blocked or random)

33
Q

Part practice

A

Breaking a skill into smaller sub routines and practicing the, individually ie; tennis serve

34
Q

Whole practice

A

Practicing the entire skill together ie; volleyball spike

35
Q

What to consider when choosing part or whole practice

A

Task complexity - how many parts of the skill are there

Task organisation - how dependent each segment is on the previous segment

36
Q

Amount of practice

A 
Depends on
Athletes concentration
Fitness 
Fatigue
Stage of learning
37
Q

Practice distribution

A

Refers to the scheduling of practice sessions based on availability of participants

38
Q

Distributed practice

A

Shorter and more frequent training sessions

  • Longer rest
  • Professional teams
39
Q

Massed practice

A

Less frequent training that lasts longer

  • Less rest
  • Non professional teams
  • More fatigue
40
Q

Practice variability

A

Blocked practice

Random practice

41
Q

Blocked practice

A

Practising the same skill continuously without changing to a different task

  • Appropriate for beginners
  • Stable environment
  • Replicating foundational movements
42
Q

Random practice

A

Is the varied sequencing of different motor skills

  • Associative and autonomous
  • Promotes greate learning
  • Better performance in sport
  • Open environment
43
Q

Feedback

A

Is the information a performer receives about the outcome and performance of a task

44
Q

Intrinsic feedback

A

Is when the performers use their own senses including visual, auditory, proprioception and touch

  • Internal
  • Always available to the performer
45
Q

Augmented feedback

A

From an external source which provides feedback during (concurrent) or after the (terminal) performance
- Improves the individual’s internal feedback system

46
Q

Knowledge of results

A

Refers to the specific outcome

47
Q

Knowledge of performance

A

Refers to characteristics of performance

48
Q

Purpose of external feedback

A

Fixing errors through KOP/KOR
Motivation shows progress to the learner
Reinforcement through positive feedback

49
Q

How to deliver feedback

A

Should be clear and precise
Should be genuine and thoughtful
Limited info as to not confuse learner
Positive reinforcement

50
Q

Frequency of feedback

A

Significant amounts for beginners but lessen and become more specific as learner progresses to associative and autonomous

51
Q

Why is it important to understand the needs of the players?

A

So that practice can be tailored specifically to enhance the learning process

52
Q

Transfer of practice

A

When practice closely resembles the game a greater transfer of skills from training to game

53
Q

Proprioception

A

Sensory information relayed in the muscle
Being able to move through the air without seeing or feeling everything
A predictive sense of where objects are in relation to the body

54
Q

Law of diminishing returns

A

In the beginning the time spent practicing is relative to the improvement in performance, but as time goes on it is not relative and more hours are needed to achieve the same improvement

55
Q

Examples of fundamental motor skills

A

Stability - Balance, jumping, landing
Locomotor - walking, hopping, sliding
Object control - throwing, catching, kicking, rolling

56
Q

Most important sociocultural factors

A 
Peers
Gender
Socioeconomic status
Family
Community
Cultural beliefs/tradition

PE 3+4 (16 decks)

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