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PDHPE: Core 2 - Factors Affecting Performance > FQ4: How does the acquisition of skill affect performance? > Flashcards

FQ4: How does the acquisition of skill affect performance? Flashcards

1
Q

What are the stages of skill acquisition?

A
  1. Cognitive
  2. Associative
  3. Autonomous
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2
Q

Describe the cognitive stage of skill acquisition.

A
  • mental processing of information, thinking and understanding
  • fundamental requirement
  • conceptualisation
  • demonstrations
  • errors, awkwardness, disorientation
  • high concentration, high rates of error

e.g. tennis - hit the ball and lift your head

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3
Q

Describe the associative stage of skill acquisition.

A
  • emphasis on practice; connecting or linking ideas
  • repetition to enhance synchronisation of mind and muscles
  • errors smaller and less frequent
  • need feedback
  • sense of fluency develops
  • confidence increases

E.g. tennis forehand - step and leading through while keeping your eyes on the ball and start to swing through = smoothness

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4
Q

Describe the autonomous stage of skill acquisition.

A
  • ability to automatically execute the skill
  • properly sequenced
  • performed instinctively
  • able to attend other cues while giving little thought on how to perform the skill
  • practice at simulating competition/strategy rather than skill

E.g. netball game - pass is autonomous, who to pass + type of pass is not

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5
Q

What are the characteristics in a learner?

A
  1. Personality
  2. Heredity
  3. Confidence
  4. Prior experience
  5. Ability
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6
Q

Describe personality as a characteristic of the learner.

A
  • way of behaving (consistency, reliability, level of motivation, ability to express feelings)
  • cooperative, willing to listen, determined, enthusiastic, intrinsically motivated, willing to take risks, more receptive to feedback
  • positive growth mindset
  • productive learning environment
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7
Q

Describe heredity as a characteristic of the learner.

A
  • unchangeable: limits potential
  • fast:slow twitch muscle fibres
  • somatype (ectomorph = linearity, mesomorph = muscularity, endomorph = roundness)
  • gender
  • height
  • conceptual ability
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8
Q

Describe confidence as a characteristic of the learner.

A
  • firm belief
  • critical in improvement of skill acquisition + performance of everyday tasks
  • achievement is progressive and gradual, within one’s ability = enhances confidence + nurses self-image whilst building foundation for future skill-building
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9
Q

Describe prior experience as a characteristic of the learner.

A
  • an experience linked to the influence of an already learned task on one to be acquired - has the potential to accelerate the learning process
  • Lateral transfer: transfer from one task to another similar task
  • Vertical transfer: mastering a lower order task as a prerequisite for something more difficult within the same activity
  • positive and negative

E.g. cricket - can positively transfer to baseball
E.g. badminton and tennis - can negatively transfer wrist action

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10
Q

Describe ability as a characteristic of the learner.

A
  • way an individual can learn + process + implement new skills
  • sharpness: gathers cues quickly
  • perception
  • reaction time
  • intelligence
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11
Q

What are the different natures of skill? Provide definitions.

A

OPEN SKILL:
Unpredictable environment that is continually changing

CLOSED SKILL:
Environment that is stable and predictable

GROSS MOTOR SKILL:
Require the use of large muscle groups for execution

FINE MOTOR SKILL: Require the use of only small muscle groups to perform the movement

DISCRETE SKILL:
Skills that have a distinct beginning and end that can be identified

SERIAL SKILL:
Involve a sequence of smaller movement that are assembled together to make a total skill

CONTINUOUS SKILL:
Skills that have no distinct beginning or end

SELF-PACED SKILL:
Movement where the performer determines the timing and speed of execution

EXTERNALLY-PACED SKILL:
Movement where an external force controls the timing

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12
Q

What are the performance elements within the learning environment?

A
  1. Decision-making
  2. Strategic and tactical development
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13
Q

Explain how productive decision making is best achieved.

A
  1. Observation
  2. Questioning
  3. Whole, part, whole approach
  4. Creativity

best improved by making decisions in performance-like situations (rules, playing conditions, agreed team strategies, opposition tactics)

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14
Q

What is the tactical skill learning process and strategic development?

A
  1. Understanding
    - knowledge
    - self-confidence
    - familiarity with consequences of error
  2. Enhance decision making ability
    - relevant cues and variations in game-like situations
    - apply tactical options

built on problem solving (error –> learning from it –> developing creative solutions)

strategic development can be enhanced as tactical skills become functional (planning, practice)

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15
Q

What are the practice methods in the learning environment?

A
  1. Massed
  2. Distributed
  3. Whole
  4. Part
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16
Q

Explain the difference between massed and distributed practice.

A

MASSED:
- continuous practice session with rest intervals being shorter than the practice intervals
- works best when highly motivated, fresh, unable to attend a no. of sessions

DISTRIBUTED:
- broken practice sessions with the intervals of rest or alternative activities being longer than the practice intervals
- spreads the periods of intensive work more liberally
- works best when performer lacks interest, difficult task, low motivation, task causes fatigue, excessive work causes discomfort

17
Q

Explain the difference between whole and part practice.

A

WHOLE: applied when a skill is practised in its entirety

PART: skill is broken into smaller components - each discrete subskill (subroutine) is practised separately

WHOLE-PART-WHOLE:
1. Total skill is demonstrated and practised
2. Discrete segments are extracted from the total movement and analysed separately
3. Skill is reassembled, practised and again rehearsed

18
Q

What are the types of feedback?

A
  1. Internal
  2. External
  3. Concurrent
  4. Delayed
  5. Knowledge of results
  6. Knowledge of performance
19
Q

Explain the relationships between feedback and performance.

A
  1. Action is highly unsuccessful → feedback should suggest learner substitute or replace action
  2. Action is unsuccessful → feedback should suggest learner modify the action
  3. Action is successful → feedback should suggest learner repeat the action
20
Q

Explain the difference between intrinsic and extrinsic feedback.

A

INTRINSIC:
feedback experienced during execution of the skill; received through body’s proprioceptive mechanisms (senses)
- Proprioception → neuromuscular system sending messages to brain about how the movement is being performed
- More motivating than extrinsic/more sustainable in the long-term

EXTRINSIC:
feedback derived from outside sources during performance of a skill; all feedback other than that at which occurs as a normal consequence of performance
- Augmented feedback → supplementary/additional information that is not given immediately while the skill is performed, but is used later to illustrate a point

21
Q

Explain the difference between concurrent and delayed feedback.

A

Concurrent feedback → received during the performance of a skill; occurs simultaneously with skill execution
- Relayed throughout the body by the proprioceptive mechanism

delayed/terminal feedback → feedback received at a later stage

22
Q

Explain the difference between knowledge of results and knowledge of performance.

A

Knowledge of results → information about the outcome of a movement
- Suggests how successfully skills as performed
- always external

Knowledge of performance → information about the pattern of the movement during execution
- More specific to the way skill is performed
- Gives feedback on the quality of execution of skill
- Generated from internal or external sources

23
Q

How can skill and performance be assessed?

A
  1. Characteristics of skilled performers
  2. Objective and subjective performance measures
  3. Validity and reliability of tests
  4. Personal vs judging criteria
24
Q

What are the characteristics of skilled performers?

A
  1. Kinaesthetic sense
  2. Anticipation
  3. Consistency
  4. Technique
25
Q

Describe each characteristic of skilled performers. Provide an example of each.

A

KINAESTHETIC SENSE:
- system of sensitivity that exists in the muscles and their attachments = ‘muscle memory’
- regular practice improves kinaesthesis
- Brain injury can destroy kinaesthetic function → precise movements difficult or impossible

E.g. tennis - return serves where ball speeds regularly reach 200 km/h + → limbs respond reflexively + with control - muscular + neurological system sync to meet the ball in the centre of the strings and adjust to topspin/backspin → what action + force applied = autonomic response (feel, touch sensation conditioned by practice yet has effortless control)

ANTICIPATION:
- Skilled performers able to predict what may happen in specific situations
- added time to respond + more attention
- articularly important in externally paced activities - where fast movement + decision making are necessary
- Needs to be developed regularly

CONSISTENCY:
- Skilled performers more consistent → able to perform desired movement repeatedly
- Sense of trust in one’s emotional control + ability to execute action/plan is necessary (committment)
- Psychological skills (imagery, concentration, confidence, self-talk, arousal control) → underlying factors in gaining greater consistency
- Improved by exposure to pressure situations, knowledge of what to do, trust in self, control of situational anxiety

E.g. tennis - more consistent in rallies, clear the net, keep the ball in court more regularly

TECHNIQUE:
- procedure/practical method applied to a particular task
- advantages: efficient, skillful, aesthetically pleasing, better chance of success, better chance of sustaining under pressure, less change of injury
- Developed through drills + game-related activities

E.g. elite tennis players - serve at high speeds + apply bounce + topspin + rallies for extended periods of time

26
Q

Explain the difference between objective and subjective performance measures.

A

Subjective observation → refers to a judgement of performance quality based on feelings, impressions or opinions
Use of instruments makes data more credible by eliminating guesswork → increases degree of objectivity
- less accurate

Objective observation → when judges or testers apply the same criteria to measure a performance and do not need to interpret information
- use of instruments
- lies on continuum

27
Q

Explain the difference between validity and reliability of tests.

A

VALIDITY → honesty of a test; degree to which it measures what it is supposed to measure
- Judgements about the test items - known good performers score better than known poor performers
- Using already validated but similar tests as an indicator - relationship between validated and new test is close
- Accuracy in prediction - reliable indicator of future performance
- Ensuring test items contain the component being validated

RELIABILITY → degree of consistency of a test; ability of test and tester to produce the same results on successive occasions
- Similar procedures
- Similar conditions
- Similar equipment

28
Q

Explain the difference between personal and prescribed judging criteria.

A

PERSONAL CRITERIA → preconceived ideas or expectations that an individual brings to judge a performance
- disadvantages: more suited to appreciation rather than comparing 2 performances
- preconceived attitudes, expectations, opinions and possible bias may contribute to judgements that others may believe to be incorrect or unjustified

PRESCRIBED CRITERIA → established by sports organisation or body and form the basis of assessment for competitions in that sport or activity
- Seeks to absorb elements of subjectivity into a more objective framework
- Convert appraisal into meaningful measurements
- During competition - judge matches the performance to the criteria to rate standard of performance

PDHPE: Core 2 - Factors Affecting Performance (4 decks)

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