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FAP C.Q.4 Flashcards

1
Q

What are the stages of skill acquisition

A

Cognitive, associative autonomous

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2
Q

Define the cognitive stage of skill acquisition

A

Initial stage, the cognitive stage, means gaining understanding of t task

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3
Q

Explain the cognitive stage of skill acquisition

A

*demos + videos guide learner
*awkwardness, disorientation and error to be expected (magnitude dependant on skill difficulty)
*rates of progress also vary dependant on skill difficulty
*some skills may never be mastered

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4
Q

Define the associative stage of skill acquisition

A

Second or associative stage, less tuition from coach and more practice from athlete

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5
Q

Explain the associative stage of skill acquisition

A

*practice entire movement
*kinaesthesis (sense of movement) improves & confidence increases
*some athletes never get to a level where skill is performed automatically

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6
Q

Define the autonomous stage of skill acquisition

A

Third/autonomous stage, Ability to automatically execute the skill

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7
Q

Explain the autonomous stage of skill acquisition

A

*execution is properly sequenced and performed instinctively
*able to correct skill execution during performance
*able to attend other cues while performing skill

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8
Q

Example of the autonomous stage of skill acquisition

A

Netball game, who to pass and type of pass rather than how to pass

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9
Q

What is the acronym for characteristics of the learner?

A

CHEAP

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10
Q

What does CHEAP stand for? (Characteristics of the learner)

A

Confidence
Hereditary
prior Experience
Ability
Personality

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11
Q

Define Confidence (characteristics of the learner)

A

The belief a person will be successful

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12
Q

Explain Confidence (characteristics of the learner)

A

*athlete with confidence is more likely to succeed than athlete with self doubt
*must believe they can complete the skill autonomously before they actually can

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13
Q

Define Hereditary (characteristics of the learner)

A

Psychological, physical and biological factors passed down from parents

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14
Q

Explain Hereditary (characteristics of the learner)

A

*height, body shape, personality, intellect and game sense are impacted by genetics

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15
Q

Example Hereditary (characteristics of the learner)

A

High jumpers = tall and linear
Basketball = tall and muscular

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16
Q

Define prior Experience (characteristics of the learner)

A

Involves a transfer of learning

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17
Q

Explain prior Experience (characteristics of the learner)

A

*sampled something similar
*physical skills transferable
*prior experience accelerates learning

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18
Q

Example prior Experience (characteristics of the learner)

A

Olympic divers previously gymnasts

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19
Q

Define Ability (characteristics of the learner)

A

The way individuals understand new skills

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20
Q

Explain Ability (characteristics of the learner)

A

*ability/intelligence taken into account by coach
*talented mature young athletes use:
- problem solving
- decision making
- planning
to produce better performance

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21
Q

Example Ability (characteristics of the learner)

A

6 y/o don’t have ability or intellect understand offside defence in soccer

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22
Q

Define Personality (characteristics of the learner)

A

Common characteristics that shape patterns of behaviour

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23
Q

Explain Personality (characteristics of the learner)

A

*personality is developed over a lifetime but common behaviours form individual character
*determines rate at which athletes acquire new skills and how well they apply them

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24
Q

Example Personality (characteristics of the learner)

A

Enthusiastic, reliable and determined athletes are more likely to apply themselves to training than lazy unmotivated athletes

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25
What are the four categories of The Learning Environment?
Feedback, Performance Elements, Practice Methods and Nature of the Skill
26
What are the six types of feedback? (The Learning Environment)
Internal, External, Concurrent, Delayed, Knowledge of Results and Knowledge of Performance
27
Define Internal Feedback (The Learning Environment)
Originates within an athlete, info received through profile price mechanisms (touch/sound)
28
Explain Internal Feedback (The Learning Environment)
*neuromuscular system sending messages to the brain about how movement is performed *develops kinaesthetic sense to differentiate between skillful application and error *applicable to athletes in autonomous stage
29
Example Internal Feedback (The Learning Environment)
Knowing a shot will go in upon release
30
Define External Feedback (The Learning Environment)
Originates from external sources
31
Explain External Feedback (The Learning Environment)
*coaches comment, crowd applause or game result *augmented feedback - used later to illustrate a point
32
Example External Feedback (The Learning Environment)
Video replay of performance
33
Define Concurrent Feedback (The Learning Environment)
Received at the time of execution of skill or movement
34
Explain Concurrent Feedback (The Learning Environment)
*provided simultaneously with skill being performed *usually internal
35
Define Delayed Feedback (The Learning Environment)
Received after skill execution
36
Explain Delayed Feedback (The Learning Environment)
*all external feedback is delayed
37
Define Knowledge of Results (The Learning Environment)
How successfully a skill was performed, determined by # or score
38
Explain Knowledge of Results (The Learning Environment)
*info about skill execrution *execute skill differently to achieve different result
39
Define Knowledge of Performance (The Learning Environment)
More specific to how skill is performed and technique
40
Explain Knowledge of Results (The Learning Environment)
*internal or external *feedback on quality of execution
41
What are the three Performance Elements? (The Learning Environment)
Decision Making, Strategic Development and Tactical Development
42
Define Decision Making (The Learning Environment)
Making an informed judgement to maximise chance of effective skill execution
43
Explain Decision Making (The Learning Environment)
*gained through experience
44
Define Strategic Delelopment (The Learning Environment)
Game plan or style of play adopted by athlete/team to ensure successful performance
45
Explain Strategic Delelopment (The Learning Environment)
*informed and rehearsed strategy is pivotal *promotes strengths of individuals to work collaboratively and produce cohesive performance
46
Example Strategic Delelopment (The Learning Environment)
Roosters game plan to create “decision fatigue”
47
Define Tactical Delelopment (The Learning Environment)
Specific Actions to assist in execution of strategy
48
49
Explain Tactical Delelopment (The Learning Environment)
*mini plays/plans *exploit opposition weakness *relies on decision making and responding to cues provided from opposition
50
What are the four Practice Methods? (The Learning Environment)
Massed practice, Distributed practice, Whole practice and Part practice
51
Define Massed practice (The Learning Environment)
Learning one motor skill in a continuous, consistent and repeated practice with no variation until skill is mastered
52
Explain Massed practice (The Learning Environment)
*little to no rest *good for highly motivated or skilled *can lead to boredom of no feedback is received
53
Example Massed practice (The Learning Environment)
Practicing basketball free throw
54
Define Distributed practice (The Learning Environment)
Session broken into smaller parts, interspersed with breaks
55
Explain Distributed practice (The Learning Environment)
*good way to learn complex skills as athlete is free from fatigue and can concentrate *suited to complex skills and high injury risk skills
56
Define Whole practice (The Learning Environment)
Skill is practiced in its entirety
57
Explain Whole practice (The Learning Environment)
*get a sense for the skill *develop kinaesthetic sense *used for discrete and continuous skills *good for skills like running or swimming
58
Define Part practice (The Learning Environment)
Skill is broken into smaller parts, each part practiced before joined together
59
Explain Part practice (The Learning Environment)
*creation of sub-routines *teach serial skills that have smaller skills that make up the larger skill
60
Example Part practice (The Learning Environment)
Basketball Layup
61
What are the nine different Natures of the Skill (The Learning Environment)
Open, Closed, Gross, Fine, Discrete, Serial, Continuous, Self-paced and Externally paced
62
Define Open skills (The Learning Environment)
Environment is constantly changing and unpredictable
63
Example Open skills (The Learning Environment)
Surfing
64
Define Closed skills (The Learning Environment)
Environment is predictable
65
Example Closed skills (The Learning Environment)
Basketball free throw
66
Define Gross motor skills (The Learning Environment)
Large muscle groups and basic locomotor activities
67
Example Gross motor skills (The Learning Environment)
Swimming
68
Define Fine motor skills (The Learning Environment)
Using smaller muscle groups
69
Example Fine motor skills (The Learning Environment)
Darts
70
Define Discrete skills (The Learning Environment)
Definite beginning and end, single skills
71
Example Discrete skills (The Learning Environment)
Serving in tennis
72
Define Serial skills (The Learning Environment)
Skills performed in sequence to achieve set movement
73
Explain Serial skills (The Learning Environment)
Basketball Layup
74
Define Continuous skills (The Learning Environment)
No beginning or end, performed repeatedly
75
Example Continuous skills (The Learning Environment)
Swimming
76
Define Self-paced skills (The Learning Environment)
Athlete controls timing
77
Example Self-paced skills (The Learning Environment)
Long jump
78
Define Externally-paced skills (The Learning Environment)
Timing determined by factors outside athletes control
79
Example Externally-paced skills (The Learning Environment)
Returning tennis serve
80
What are the four categories of Assessment of Skill and Performance
Characteristics of Skilled Performers, Objective and Subjective performance measures, Validity and Reliability of Tests, and Personal v Prescribed Judging Criteria
81
What is the acronym for the Characteristics of Skilled Performers (Assessment of Skill and Performance)
TACK
82
What does TACK stand for (Assessment of Skill and Performance)
Technique Anticipation Consistency Kinaesthetic sense
83
Define Technique (Assessment of Skill and Performance)
Procedure and method of executing skill
84
Explain Technique (Assessment of Skill and Performance)
*superior technique means absolute control over body and how it deliverers desired outcome *technique = movement efficiency, less injury risk, greater chance of performing skill successfully
85
Define Anticipation (Assessment of Skill and Performance)
Ability to predict outcome and act accordingly
86
Explain Anticipation (Assessment of Skill and Performance)
*anticipation = stay ahead of opponent = competitive advantage
87
Example Anticipation (Assessment of Skill and Performance)
Anticipate intercept
88
Define Consistency (Assessment of Skill and Performance)
Perform desired outcome repeatedly with success
89
Explain Consistency (Assessment of Skill and Performance)
*skilled performers show more consistency than unskilled performers making them better athletes
90
Define Kinaesthetic sense (Assessment of Skill and Performance)
Ability to feel and sense movements (part of autonomous performance)
91
Explain Kinaesthetic sense (Assessment of Skill and Performance)
*correct performance mid movement or game *’feel’ what is happening *know what needs to be adjusted to conquer situation
92
Define Validity (Assessment of Skill and Performance)
A test measures what it’s designed to measure
93
Explain Validity (Assessment of Skill and Performance)
*reinforced by comparing measurements with expected values
94
Example Validity (Assessment of Skill and Performance)
Beep test
95
Define Reliability (Assessment of Skill and Performance)
Reproducibility is a measurement using similar conditions, equipment and procedures
96
Explain Reliability (Assessment of Skill and Performance)
*reliable results are approximately the same
97
Define Objective performance measures (Assessment of Skill and Performance)
Can be measured (time by stopwatch or distance by measuring tape)
98
Explain Objective performance measures (Assessment of Skill and Performance)
*facts about performance (not opinions *no avenue for bias *checklist rating scales or criteria
99
Define Subjective performance measures (Assessment of Skill and Performance)
Personal opinions, does not allow comparison of set criteria or numbers
100
Explain Subjective performance measures (Assessment of Skill and Performance)
*simple as coach saying a player appeared everywhere and played well *commentator picking player of the match *not accurate or reliable
101
Define Personal judgement criteria (Assessment of Skill and Performance)
Based on opinions and emotions about performance
102
Explain Personal judgement criteria (Assessment of Skill and Performance)
*subjective form of appraisal
103
Define Prescibed judgement criteria (Assessment of Skill and Performance)
Set checklist from governing body of sport
104
Explain Prescribed judgement criteria (Assessment of Skill and Performance)
*components worth certain amount of points *points deducted for poor execution
105
Example Prescribed judgement criteria (Assessment of Skill and Performance)
Gymnastics routines

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