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a level p.e > component 2 - skill aquisition > Flashcards

component 2 - skill aquisition Flashcards

1
Q

k,mwhich 2 factors are environmental influencers ?

A

open and close skills

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2
Q

what are open skills ?

A
  • skills which are affected by a changing environment
  • skills which may require the performer to adapt
  • mainly externally paced
  • require decisions to be made
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3
Q

give an example of an open skill ?

A

passing in football

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4
Q

what is a closed skill ?

A
  • a skill that is performed in a stable and unchanging environment
  • they are habitual (the same)
  • they involve a set movement
  • they are self paced
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5
Q

give an example of a closed skill

A

a basketball free throw

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6
Q

what does externally paced mean ?

A

the environment determines the speed of the skill/when the skill is going to take place

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7
Q

what does self paced mean ?

A
  • the performer determines when to begin the skill, the speed at which they perform the skill at
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8
Q

what are gross skills ?

A
  • involve large muscle groups
  • have little concern for precision
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9
Q

give an example of a gross skill

A

rugby tackle

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10
Q

what are fine skills ?

A
  • skills which involve small muscle groups
  • skills which involve accuracy and precision
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11
Q

give an example of a fine skill

A

archery

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12
Q

which are the different types of skills which use different muscular involvement ?

A

fine skills
gross skills

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13
Q

what are discrete skills ?

A
  • skills which have a clear beginning and end
  • skills which are repeatable but the performer must stop and start again
  • single, specific skills
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14
Q

give an example of a discrete skill

A

shooting in netball

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15
Q

what are serial skills ?

A
  • movement skills that have a number of discrete elements put together in a definite order to make a larger movement or sequence
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16
Q

give an example of a serial skill ?

A

triple jump

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17
Q

what are continuous skills ?

A
  • movement skills with no clear beginning or end
  • the end of one cycle of movement is the beginning of the next
  • involves repetition of the same movement to make sense
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18
Q

give an example of a continuous skill

A

road / track cycling

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19
Q

what is a self paced skill ?

A
  • performer controls the rage at which the skill is executed
  • usually proactive (pre - planned)
  • usually closed skills
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20
Q

give an example of a self paced
skill

A

a penalty in football

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21
Q

what is an externally paced skill ?

A
  • the environment confirms the rate at which the skill is performed
  • normally reactive (unplanned)
  • usually an open skill
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22
Q

give an example of an externally paced skill ?

A

dribbling in hockey

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23
Q

what are simple skills ?

A
  • skills which take few decisions to make
  • skills which are usually taught/learned as a whole
  • skills which may be repetitive
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24
Q

give an example of a simple skill ?

A

100 m sprint

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25
Q

what are complex skills ?

A
  • skills which involve
    making many decisions
  • skills which may have to be taught in stages
  • skills where there is a lot of information to process
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26
Q

give an example of a complex
skill

A

a spike in volleyball

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27
Q

what is a high organization skill ?

A
  • skills which aren’t easily broken down (into sub routines)
  • skills where it’s difficult to separate sub routines without disrupting the skills
  • usually practiced as a whole
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28
Q

give an example
of a high organization skill ?

A

a tennis forehand

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29
Q

what is a low organization skill ?

A
  • made up of sub routines which can be easily separated and practiced by themselves
  • having being practiced separately the sub routines can be put back together into the whole skill easily
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30
Q

give an example of a low organization skill

A

a trampolining routine

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31
Q

what is part practice ?

A

each sub routine is practiced in isolation and perfected then the whole skill is put back together

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32
Q

what are the uses for part practice ?

A
  • skill is low in organisation
  • perceptual load is high (complex)
  • the skill is dangerous
  • the performer is a beginner to give early success of basic movements
  • used to increase confidence
  • helps to practice an aspect of the skill that is weak
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33
Q

what are the problems with part practice ?

A
  • not suitable for high organisation skills
  • limits awareness of whole skill
  • limits kinaesthetic development
  • transfer to the whole skill may be difficult
  • can be de- motivating for high ability learners
  • takes time
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34
Q

give sporting examples of where part practice would be used ?

A

triple jump
breast stroke
serve in volleyball
dance/trampolining/gymnastics routine

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35
Q

what is whole practice ?

A

the skill is taught without breaking it down into sub routines

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36
Q

what are the uses for whole practice ?

A
  • gives true kinaesthetic sense for movement of the skill
  • encourages positive transfer from practice to the real situation
  • encouraging an appreciation of the relationship between each part of the skill
  • skill is rapid
  • encourages the establishment of a motor programme ( plan of movement in long term memory )
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37
Q

what are the problems with whole practice ?

A
  • unsuitable for complex skills
  • difficult for low abilities and those at the cognitive stages of learning
  • too fast for some learners
  • can be de-motivating if failure is experienced
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38
Q

give sporting examples of a whole skill ?

A

100 m sprint
shooting in football/netball/basketball/hockey
chest pass in netball

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39
Q

what is progressive part practice ?

A

each subroutine is practiced in isolation
the subroutine is then linked to the previous subroutine
this forms larger parts of the skill eventually becoming the whole skill
(chaining)

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40
Q

what are uses for progressive part practice ?

A

practicing serial skills
practicing low organisation skills
encouraging an understanding of the links between the sub routines

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41
Q

what are problems with progressive part practice ?

A

unsuitable for high organisation skills
can be hard for learners with low ability/motivation
lots of information to process
potential for overload
can be de motivating to return to sub-routines

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42
Q

give examples of progressive part practice

A
  • routines - dance/gymnastics/trampolining
  • layup in basketball
  • triple jump
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43
Q

what is whole part whole practice ?

A

the performer attempts the first skill first then practices the weak elements of the skill in isolation before being put back into the whole skill

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44
Q

what are uses for whole part whole practice ?

A
  • practicing serial skills
  • practicing low organisation skills
  • correcting errors or reinforcing movements within a skill
  • encouraging initial feel/fluency for a skill
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45
Q

what are problems with whole part whole practice ?

A
  • similar to part practice
  • unsuitable for high organisation skills
  • limited awareness for whole skill
  • limited kinaesthetic development
  • transfer to the whole skill may be difficult
  • can be de-motivating for high abilities
  • takes time
46
Q

what is massed practice ?

A

practice which involves very short or no rest intervals within the session. it is a continuous practice period

47
Q

what are the uses for massed practice ?

A
  • learning discrete simple and closed skills which are short in duration
  • performers are autonomous or older or more experienced performers
48
Q

problems with massed practice

A
  • can lead to poor performance
  • can hinder learning due to fatigue
  • demotivaiton
49
Q

examples of massed practice

A

passing in netball / football in a closed environment (no opposition)

batting in cricket in a closed environment

50
Q

what is distributed practice

A

practice which involves relatively long rest intervals between attempts at the skill. Performers may recover, receive feedback and use mental rehearsal during rest

51
Q

what are uses for distributed practice

A
  • learning continuous skills where the performer quickly tries
  • learning complex and dangerous skills where fatigue may cause harm
52
Q

what are problems with distributed practice ?

A

performers must avoid activities
in the rest periods that could lead to negative transfer

53
Q

give examples of distributed practice

A

100 m sprint
swimming
marathon runner
javelin

54
Q

what is fixed practice ?

A

practice which involves a stable and predictable environment with practice conditions which remain unchanged

55
Q

what are uses of fixed practice

A

practicing closed skills to encourage habitual movement

56
Q

what are uses of fixed practice

A

practicing closed skills to encourage habitual movement

57
Q

what are problems with fixed practice

A

can lead to boredom
can lead to overuse injuries

58
Q

give an example of fixed practice

A

gymnastics vault
basketball free throw

59
Q

what is varied practice

A

practice which gives a range of experience where the practice conditions are not constant

60
Q

what are uses for varied practice

A

learning open skills to help develop motor programmed stored in long term memory

gives the performer a range of strategies to draw upon in competitive situations

61
Q

what are problems with varied practice

A

not helpful for closed skills as environment is more stable

nah overwhelm or confuse beginners

basic techniques or skills need to be learned before varied practice is used

62
Q

give examples of varied practice

A

shooting in netball/football

tackling in rugby / football

63
Q

what is transfer ?

A

the influence of the learning and/or performance of one skill on the learning and/or performance of another

64
Q

what is positive transfer ?

A

when the learning and or performance of one skill helps the learning and performance of another skill

65
Q

give an example of positive transfer ?

A

learning to throw a ball can help with the learning technique of throwing a javelin

66
Q

when is positive transfer likely to occur ?

A
  • 2 skills have similar movement patterns
  • practice environment is similar to competition environments
  • information processing requirements in practice are similar to the ones of the actual skill
  • identical elements theory
67
Q

what is the identical elements theory ?

A

the greater the number of components of practice that are relevant to the real situation the greater the chance of positive transfer

68
Q

how could a coach optimise positive transfer ?

A
  • a coach should explain to a performer when a certain practice may help the development of a skill
  • practices should be as true to life as possible so they are as similar as possible
  • progressive practices can help learners by avoiding too many differing movement patterns
  • teaching basic fundamental skills first
  • thoroughly learning a skill
  • teaching similar skills together
  • providing positive feedback when positive transfer has occurred correctly
69
Q

what is negative transfer ?

A

when the learning of one skill hinders the learning and performance of another skill

temporary

70
Q

give an example of negative transfer

A

the technique for a jump shot in basketball may hinder the learning of technique for shooting in netball

71
Q

when is negative transfer likely to occur ?

A
  • performer misunderstands the movement requirements
  • a familiar stimulus requiring a new response
  • skills which seem to be similar but aren’t
  • conflicting skills are taught close together
  • when practice environment is different to competition environment
72
Q

how can a coach minimise the effects of negative transfer ?

A
  • draw the performers attention to the differences in the required response
  • make sure skills are thoroughly learned before moving onto new ones - don’t introduce too many movement patterns at once
  • avoid teaching skills together which are similar and may cause confusion
  • make sure practice sessions are similar to the performance situation
73
Q

what is proactive transfer ?

A

when a previously learnt skill influences a skill currently being learned

this can be a positive or negative influence

74
Q

give an example of proactive transfer

A

a performer has learned how to pass backwards in rugby which may negatively influence passing in any direction in basketball

75
Q

what is retroactive transfer ?

A

when a skill currently being learned influences a skill already learned

this can be positive or negative

76
Q

give an example of retroactive transfer

A

learning how to perform a tennis serve may positively influence the already learned skill of a volleyball serve

77
Q

what is bi-lateral transfer ?

A

when a skill that has been learned on one side of the body is transferred to the other side of the body

this can be a positive or negative influence

78
Q

give an example of bi-lateral transfer ?

A

a dominantly right sided football player learns how to kick the ball with the left foot

79
Q

what are the 2 ways bi-lateral transfer occurs in ?

A
  • cognitive aspect
  • transfer of the motor programme
80
Q

what is the cognitive aspect of bi-lateral transfer ?

A

understanding of what is required

81
Q

what is the transfer of the motor programme aspect of bi-lateral transfer ?

A

pattern of movement is transferred subconsciously from one limb to the other

82
Q

what is operant conditioning ?

A
  • learning through consequence
  • a performer learns to link or connect a stimulus to a set response
83
Q

give an example of operant conditioning

A

a tennis player learns to connect the stimulus of a high tennis ball to a smash shot

84
Q

how does operant conditioning work ?

A
  • a coach will manipulate the environment
  • the performer will respond to the stimulus using trial and error
  • the coach will shape the behaviour of the performer through reinforcement
85
Q

give an example as to how a coach will manipulate the environment ?

A
  • a badminton coach will place hula hoops at the back of the court to aim long serves into
86
Q

give an example as to how the performer will respond using trial and error ?

A
  • the performer experiments with different ways of performing a long serve to try and get the badminton shuttle into the hula hoops placed at the back of the court
87
Q

give an example as to how the coach will shape behaviour through reinforcement ?

A

a badminton coach may praise the correct serve action even if the shuttle doesn’t land in the hoop

88
Q

what are the 2 types of reinforcement ?

A

positive
negative

89
Q

what is positive reinforcement ?

A

a stimulus (reward/satisfier) is given when the desired response occurs

90
Q

what does positive reinforcement encourage performers to do and how does this improve their performance ?

A
  • it makes the performers repeat the same correct response
  • this in turn strengthens the correct S-R bond
91
Q

give an example of positive reinforcement ?

A

a rugby coach praises a performer for tackling with correct technique

92
Q

what is negative reinforcement ?

A
  • an unpleasant stimulus (annoyer) is withdrawn when the desired respone occurs
93
Q

what does negative reinforcement encourage performers to do and how does this improve their performance ?

A
  • it makes the performer repeat the same correct response
  • this strengthens the correct S-R bond
94
Q

give an example of negative reinforcement ?

A

a swimming coach stops criticising a performer when they dive with correct technique

95
Q

how is reinforcement beneficial ?

A
  • coach has influence to encourage correct learning
  • manipulation of environment means correct learning will happen
  • can be used on young performers
  • reinforces correct S-R bond
  • effective for all stages of learning
  • shaping allows stages of success
  • developing S-R bonds leads to automatic responses
  • learning is quick if a reward is given every time
  • it motivates people if trial and error is failing
96
Q

what is punishment ?

A

a coach will add an unpleasant stimulus to decrease undesired behaviour

a coach will take away a pleasant stimulus to decrease undesired behaviour

97
Q

give an example of how a coach could add an unpleasant stimulus (punishment)

A

a netball coach will make the team complete 5 laps of the court for lack of effort in training

98
Q

give an example of how a coach could take away a pleasant stimulus ?

A

a hockey coach will drop a performer from the starting 11 for missing training

99
Q

how does punishment help performers ?

A

it weakens incorrect S-R bonds
it points out where changes to behaviour are needed

100
Q

give an example of how punishments benefit performers

A

when the hockey player is dropped they understand that they need to attend training if they want to be in the starting 11

101
Q

when is reinforcement problematic ?

A
  • reward can become meaningless if overused
  • reward can become more important than enjoyment of activity
  • if used at the wrong time it can strengthen an incorrect S-R bond
  • Ineffective if unspecific
  • if negative can demotivate performers
102
Q

what is the cognitive theory of learning ?

A
  • learning is centered around thinking and understanding
  • learning is best achieved by presenting the whole skill/problem go the learner
103
Q

give an example of the cognitive theory of learning ?

A

a basketball coach explaining the benefits of a bounce pass in the context of a set play

104
Q

how does the cognitive theory of learning work ?

A

1- the coach will present the whole skill to perform in a realistic situation

2- the learner has to think and understand the problem as a whole = insight learning

3- when practicing the learner will consider intervening variables to help them respond to a stimulus

4- the learner will use mental rehearsal of a past experience to help with learning

105
Q

what is insight learning ?

A

the learner has to think about and understand the problem as a whole

106
Q

what are intervening variables ?

A

influences that occur between the presentation of a stimulus and the learners response to it

107
Q

give an example of intervening variables ?

A

the learner perceives the height of the tennis ball and the position of her opposition before executing a lob

108
Q

give an example of using the entire cognitive theory of learning model ?

A
  • a tennis coach explains the benefits of a lob in the context of a set play
    -a tennis coach performs a lob against an active opponent during a rally on a full sized court
  • the learner thinks about the lob in the context of a rally and understands why its used
    -the learner perceives the height of a tennis ball and the position of their opposition before execution
  • the learner recalls a situation where they attempt to a lob and they didn’t lose a point
109
Q

when is the cognitive theory of learning beneficial ?

A
  • performer develops better understanding
  • performer may be able to apply a skill or tactic more effectively
  • performer finds they make quick progress
  • helps the performer when solving or using perception in the future
  • enables performers to adapt in different situations better or to use schema
  • can learn to self correct
  • developing whole skill develops kinaesthetic feel
110
Q

what are the drawbacks to the cognitive theory of learning ?

A
  • performer might find the whole skill or tactic too difficult
  • it can be ineffective for low organization, complex, serial, dangerous skills
  • performer might give up easily (demotivation)
  • learning might be slower if performer doesn’t understand skill or tactic
  • performer may understand what to do but could be physically unable to execute the skill
  • learning may not occur as successfully compared to watching and copying role models
  • might not have past experiences to draw on

a level p.e (16 decks)

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