Mahoney Flashcards
open and closed
unpredictable environment - performer must make decisions as skill is in progress
closed skill performed in a predictable environment
gross and fine skills
gross skill is a large muscle group
fine skill is using smaller more intricate muscle groups
Self paced and externally paced
the perfromer controls the speed at which the skill performed
Externamlly paced skill the performer has no control of when to start the skill
discrete skill and continuous and serial
discrete has a clear beginning and end - one short sharp action
continuous has no clear beggining and end
serial skill - has several discrete skills joined together
High and low organised skill
low organised is a skill thay can be easily broken down into subroutines
high organised skill is not easily broken down into parts
simple and complex skill
limited decisions to be processed
many decisions to be processed
stages of learning
cognitive - performers have to carefully think about there actions may use extrinsic feedback - slow and uncoordinated
associative - longer durations than cognitive practise must take place - more internal feedback - movements smoother and more complicated
autonomous stage - actions are fluent and affective - motor programme is fully developed
Hicks law
Number of choices and response time is summed up by hicks law - as number of choices increases so does the reaction time - gives players advantage
but as pllayers get used to their environment the amount of choices they have decreases
Information processing
The environment - contains info needed
The display - info in the environment picked up by the player
Receptor systems - performer uses the senses
Perceptual mechanism - player detects info picked up by receptors and decides what is important and not important by process of selective attention
Translatory mechanism - player compares relevant info through dcr selectes shot based on memory
Effector mechanism now sends the coded impulse to the muscles
muscles pick up the impulse and contract
output the response begins
During and after their response feedback is available in various forms to the player
Schema theory
Recall - initiates movement
Initial conditions - info must be recognised before the schema can be used
response specifications - info from the environment is used to assess the available options for the performer
recognition - controls movement happens during the action
sensory consequences - the use of the senses to help control and apply the movement to the situation
Response outcome - motor programme can be updated by getting knowledge of the result of the action
Insight learning
the theory aims to develop a
performer’s learning by understanding the relationship between the sub-routines or different factors
that may influence the whole problem rather than learning specific movement patterns.
g practices will involve
the use of techniques designed to allow the performer to think about their response and modify
their actions based on previous experience and the situation at the time. For example, a games
player will evaluate the situation and decide on a specific pass depending on the position of team
mates, the opposition etc. rather than simply complete a pass because they have been conditioned
or trained to do so
g it is effective because the performer is able to modify their actions without the need for specific
input from the coach because it allows performers to develop their own tactics/strategies rather
than rely on the coach.
It can be considered ineffective because the performers/team may not have the ability to think for
themselves to develop a solution or because it may be too time consuming when developing skills.
concentrates on the whole task therefore is good for realistic situations gives a sense of self satisfaction
by working out problems performer learns to use cognitive process
Feedback
Knowledge of types of feedback with an explanation of each term, eg intrinsic/kinaesthetic
feedback comes from within, information from the proprioception allowing the performer to evaluate
their own actions. Other forms of feedback include extrinsic, concurrent, terminal, positive, negative,
knowledge of results (KR) and knowledge of performance (KP).
Feedback application
KP can be used to help group correct skilled actions.
KR can help build confidence if the result was successful, therefore can provide motivation. Positive
feedback can provide reinforcement of correct action. Extrinsic feedback can help with correction of
movement errors.
Analysis of feedback
Information processing relies on feedback as part of a self-correcting or improvement system. In order
for information processing to be efficient the feedback given needs to be appropriate to the skills level
of the performer otherwise they would be unable to detect errors or adjust their movement, eg those
at the cognitive stage would be less likely to attend to relevant cues from the display and would rely
more heavily on extrinsic feedback than intrinsic therefore the coach/teacher would need to select the
most appropriate form of feedback for the individuals to bring about the required improvement so that
the correct movement could be reinforced when the skills were practised again the correct decision
can be made by the individual.
