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Enige iets > Enige iets PE > Flashcards

Enige iets PE Flashcards

1
Q

Characteristics of motor skills include

A
  • Skills require a relatively complex sequence of movements.
  • They are learned and require practice to improve performance.
  • They have pre – determined goals and objectives.
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2
Q

A skilled performer will;

A
  • Produce the correct response to a given situation
  • Achieve desired outcome consistently
  • Have greater accuracy
  • Be quicker to respond
  • Be well coordinated with fluency of movement
  • Analyse information and make decisions faster
  • Be physiologically economic – movement is fluent
  • Focus only on relevant cues
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3
Q

Motor Skills can be put into different continuums based on

A
  1. The size of the muscle groups involved
  2. The impact of the environment on the skill
  3. The degree of continuity of the skill
  4. The difficulty / complexity of the skill
  5. The performer’s control over the timing of the skill
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4
Q

Gross Motor Skills

A

• Involve movement of major muscle groups resulting
in large body part movement.
• Includes fundamental movement patterns eg walking,
running, balance, coordination, jumping

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5
Q

Fine Motor Skills

A

• Involve movement of smaller muscle groups resulting in more precise movement.
• Includes activities such as writing, typing on a keyboard, playing a guitar
• Often involves coordination between the hands and eyes.
The Open and Closed Continuum

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6
Q

Open Skills

A
  • Open skills involve performing in an environment where critical information is constantly changing and the production of the skill must adapt to these changes.
  • Performers use experience, perceptual skills and knowledge to analyse a given situation during the course of the performance before adapting a suitable skill in response.
  • Games such as rugby, soccer, netball are open skills as the performer must take into account the movement of team mates and opposition when performing a skill.
  • Decision making is made during the course of the performance.
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7
Q

Closed Skills

A
  • Take place in a stable, predictable environment where critical information does not change during the performance of the skill.
  • The skill is pre – learned, rehearsed movement pattern, that the performer tries to reproduce the same way every time eg diving, floor routine in gymnastics, shot putt.
  • The environment has little influence on the performer.
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8
Q

The Discrete, Serial and Continuous Continuum

A

This continuum is influenced by how well defined the beginning and end of the performance is.

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9
Q

Discrete skills

A

Have clear beginnings and endings.
• a drive in golf
• a dive from the tower
• a shot at goal

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10
Q

Serial skills

A

Made up of a number of discrete skills which are put together in a certain order eg changing gear on a manual car involves the production, in the correct sequential order, of several discrete skills

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11
Q

The Task Complexity Continuum
This continuum is based on how difficult the skill is to perform. The difficulty or complexity of a task is affected by;

A
  • The number of relevant cues that require attention
  • The amount information that needs to be analysed
  • The number of available responses to select from
  • Time available to analyse information and select response
  • Task requirements – degree of speed and accuracy needed
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12
Q

The Pacing Continuum is based on:

A

How much control the performer has over the timing of when the skill will occur.

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13
Q

Internally - paced or self – paced skills occur when:

A

The performer determines when to start the skill eg a golf shot, diving off the board.

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14
Q

Externally paced skills occur when:

A

The performer produces a skill at a time determined by an external source eg a sprint start, a block in volleyball.

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15
Q

Fitts and Posner Model consist of which 3 stages

A

First Stage of Learning: The Cognitive Phase

2nd Stage Of Learning – The Associative Stage

3rd Stage of Motor Learning – The Autonomous Stage

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16
Q

First Stage of Learning: The Cognitive Phase

A
  1. Performer learns the nature and demands of the task.
  2. Performance level is inconsistent with frequent large errors – trial and error is common.
  3. Athletes more concerned with what to do rather than how to do it.
  4. Learner begins to develop the basic motor patterns for the task.
  5. Movements consciously controlled.
  6. Little, if any, cue recognition
  7. Demonstration of the skill prior to performance and immediate feedback to correct errors is vital .
  8. All instructions, explanations and feedback must be kept simple
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17
Q

2nd Stage Of Learning – The Associative Stage

A
  1. Also referred to as the practice or intermediate stage
  2. Characterised by plenty of practice to develop and consolidate motor programs
  3. Parts of the skill become automatically controlled
  4. Consistency improves
  5. Size and frequency of errors decreases
  6. External feedback is important but learner begins to understand and use internal feedback to change performance
  7. Feedback contains more specific information
  8. Selective attention improves
  9. The length of time in this phase varies depending on;
    o Task complexity
    o Level of ability
    o Amount of practice
    o Amount and quality of feedback
    • Time in this phase can last from minutes to hours based on above points
    • Some learners never move beyond this stage often due to a lack of motivation.
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18
Q

2nd Stage Of Learning – The Associative Stage

What changes with practice?

A
  • Accuracy increases
  • Number of errors decrease
  • Size of errors decrease
  • Consistency improves
  • Cue recognition improves
  • Increased understanding of internal feedback
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19
Q

3rd Stage of Motor Learning – The Autonomous Stage

A
  1. Performer’s movements are fluent, well coordinated and seemingly effortless
  2. Increased speed and accuracy of response to a given situation
  3. Attends to relevant cues only – selective attention is high.
  4. Little variability in day to day performance
  5. Able to detect and self – correct errors
  6. Skills are automated
  7. Little attention given to technique allows more attention to be given to decision making
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20
Q

Types of Cues Used To Improve Performance

A 
Cues can be internal or external to the performer.
Three main types of cues are used;
•	Visual
•	Verbal
•	Proprioceptive
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21
Q

Describe visual cues

A
  • An external cue
  • Demonstration is the most effective method of introducing a performer to a new skill and is critical in the cognitive stage of learning..
  • Learners are shown how to perform the skill with a 3 or 4 key points verbalised.
  • Coaches of more advanced players can use visual cues to show players a new grip on the ball or how to adjust their grip on the bat.
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22
Q

Describe verbal ques

A
  • Instruction and feedback provide information to the performer about what is being done correctly and incorrectly.
  • Verbal cues can increase in complexity and specificity as the performer becomes more experienced.
  • Coaches and players can use verbal cues immediately prior to performance to focus on key points.
  • Positive verbal cues can motivate performers.
23
Q

Describe proprioceptive cues

A
  • Proprioception is internal feedback which comes from sensory receptors – called “proprioceptors” - found in joints, tendons and muscles.
  • Proprioceptors send information to the central nervous system detailing position, posture, equilibrium, and internal conditions of the body.
  • Equilibrium relates to the balance and positioning of the body. A performer uses this information to detect and correct errors and to adjust their body position if required eg a gymnast on a balance beam can feel a loss of balance and re – distributes her body weight to correct the error.
  • Proprioceptive cues help the central nervous system to control
  • the force, speed and position of the body. Players can use this
  • information to change their next performance if required.
24
Q

What is Kinaesthetic information

A

information from within the body about how the movement felt and can be used by experienced performers to change their next performance eg a golfer who can feel her wrists rolling open during the downswing resulting in a sliced shot will make changes to the next shot.
• Kinaesthetic awareness develops with practice and increasing experience.
• Kinaesthetic information is a form of knowledge of performance.

25
Q

Information processing describes how performers

A
  • Take in large amounts of information from the environment
  • Analyse and interpret the information
  • Make decisions about what response to make
26
Q

Information processing - Stage 1

A 
Information is received from the environment via;
•	Sight
•	Sound
•	Touch
•	Proprioception 
•	Equilibrium
  • Gathered from both internal and external sources.
  • Much of the information received is irrelevant.
  • Relevant information is sent to the brain.
27
Q

Information processing - Stage 2

A

The brain processes all the data received from the sensory system.

  1. Perceptual mechanism / stimulus detection
  2. Decision making mechanism
  3. Effector Mechanism /response selection
28
Q

The brain processes all data received from the sensory system.
This stage involves 3 sequential processes:

A
  1. Perceptual mechanism / stimulus detection
  2. Decision making mechanism
  3. Effector Mechanism /response selection
29
Q

The perceptual mechanism analyses and interprets the data received from the sensory mechanism and is influenced by.

A

The ability of the sense organs

The strength of the cue

Noise

Length of the cue

Level of Arousal

Experience

30
Q

Decision Making Mechanism

A
  • After all relevant data has been interpreted and analysed, the performer then makes a decision as to what response to make.
  • The response selected is influenced by past experiences, knowledge and skill level of the performer.
  • A skilful player has more responses to select from, and the decision-making process takes longer as the number of responses increases.
31
Q

Effector Mechanism / response selection

A
  • The effector mechanism and central nervous system prepare to produce the response selected as a result of the decision making process. The requisite motor program is retrieved from long-term memory.
  • Messages are sent via the neuromuscular system to the muscles and nerves, which then create the specific movements required to produce the selected response.
32
Q

Stage 3 involves the neuromuscular system producing the movements required to produce the selected response. This stage is the production of the action selected by the decision making process and is the “movement time ” component of the total response time.

Response time includes;

A
  • Reaction time - the time between the presentation of a stimulus and the initiation of the response.
  • Movement time – the time taken from the initiation of the movement to the completion of the movement.
33
Q

Stage 4: The athlete receives feedback about the performance of the selected response, name the response types:

A

Internal Feedback: Feedback received from sensory receptors inside muscles, joints and tendons which provide information to the performer about their execution.

External Feedback:
Information received from outside the body. It is received by the sensory system and is seen, felt or heard.

34
Q

External feedback can be:

A

• Intrinsic:
A direct consequence of the performer’s actions.

• Augmented:
Additional feedback provided by an external source.

• Concurrent
During the performance either internally or through the coach.

• Terminal
After the movement has been completed by external source.

• Non – verbal
Gestures, body language, posture, facial expression, hand signals.

• Verbal
Spoken augmented feedback.

• Positive
Recognises what was done well during a performance.

• Negative
Highlights negative aspects of the performance

35
Q

What are the 2 main forms of feedback:

A
  1. Knowledge of Performance
    Subjective feedback that a performer receives regarding the quality of their movement or technique
  2. Knowledge of Results
    Objective feedback which provides the performer with information regarding the success of their performance in achieving a desired outcome.
36
Q

What are the 3 main functions of feedback:

A
  1. To motivate the performer
  2. To change performance
  3. To reinforce learning
37
Q

Effective Feedback: Describe 5 benefits to feedback:

A
  1. Specific, not general.
  2. Constructive, not destructive.
  3. Directed at behaviour which is changeable, not unchangeable.
  4. Provided as soon as possible.
  5. Clear and concise.
38
Q

Explain front loading:

A

Before an activity / session to focus his players attention on one or more key aspects of the upcoming session.

make the de – briefing session at the conclusion of training more meaningful if the expectations were clearly set at the start.

39
Q

Explain debriefing:

A
  • Conducted after the performance - allows the coach and players to provide feedback about their perception of the performance.
  • An important part of the psychological recovery from the physical activity.
40
Q

Opportunities provided by debriefing:

A
  • Obtain feedback about the quality of the session
  • Note any problems that require solution for the next session
  • Used to focus players attention on upcoming events
  • Discuss areas of focus outlined in the front loading at the start of the session.
  • Can include questions, analysis of performance.
41
Q

3 key factors affect motor learning;

A
  1. Individual differences which relate to the characteristics of the learner.
  2. Task factors which relate to the complexity and demands of the task.
  3. The learning environment which is affected by the quality of coaching,
42
Q

Factors affecting learning include;

A
  1. Level of physical fitness
  2. Age / Physical maturity
  3. Motivation
  4. Attention / Concentration
  5. Knowledge / Memory
  6. Perceptual ability
  7. Goals
  8. Gender
  9. Skill level / level of competition
  10. Injury
  11. Disability
43
Q

How does level of physical fitness affect learning

A

Fitter performers are able to practice for longer and at a higher level than less fit performers. This increases their skill learning capability.

44
Q

How does age & physical maturity affect learning

A

The ability of a learner to take in and process information increases as they get older along with their ability to practice for longer.

45
Q

How does motivation affect learning

A

Motivation relates to the initiation, continuation and intensity of behaviour. High levels of motivation are essential to successful performance. This results in a faster rate of learning by the motivated performer.

46
Q

How does attention / concentration affect learning

A

The ability to concentrate and focus plays a large role in acquiring new skills.
Older children learn faster than younger children because of a longer attention and concentration span.

47
Q

How does knowledge / memory affect learning

A

The use of skills from one sport to improve performance in a different sport is called positive transfer of learning. When skills learnt in one sport impede the learning of skills in a different sport, it is referred to as negative transfer of learning.

48
Q

How does perceptual ability affect learning

A

The ability of the performer to interpret and analyse incoming information and then select an appropriate response affects the quality of performance.

49
Q

How does goals affect learning

A

Athletes with clearly defined, time phased goals are more likely to improve compared with a performer who has not set any goals .

50
Q

How does gender affect learning

A

When coaching a mixed sex group, of key differences between the males and females within the group

Female athletes can become self – conscious and lose interest

Adolescent females tend to prefer passive socialisation compared to males who prefer active socialisation

51
Q

How does skill level affect learning

A

A coach who plans training sessions which are too complex or too simple will not achieve the optimum level of skill development with the group

52
Q

How does injury affect learning

A

Injured athletes need to modify their training program or risk further damage to the injured area. This may affect the performer’s skill development.

53
Q

How does disability affect learning

A

Encouraged to participate in sport as much as their disability will allow.

  • Physical
  • Intellectual

Maintain an encouraging, supportive and enthusiastic approach at all times

Enige iets (1 decks)

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