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PE Studies 2021 > Motor Learning and Coaching > Flashcards

Motor Learning and Coaching Flashcards

1
Q

What is motor learning?

A

> a discipline concerned with the learning of skilled movements through biophysical knowledge about neural, muscular and sensory systems, practice and feedback
- focused on motor programs and motor skills

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2
Q

What is a motor program?

A

> organised set of individual motor skills that result in the correct execution of a specified skill

  • stored in performers memory
  • performer combines a serious of smaller tasks to perform a larger movement
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3
Q

What are the 3 categories of skills?

A

Cognitive, perceptual and motor

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4
Q

What is a cognitive skill?

A

involving primarily the brain

eg. reading, analysing a problem

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5
Q

What is a perceptual skill?

A 
involving how an individual
interprets stimuli 
eg. two players receive the 
same information from the environment but 
interpret it differently. performance.
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6
Q

What is a motor skill?

A

involving physical movement

eg. catching, throwing, running

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7
Q

What is a motor skill?

A

> activities that involve voluntary muscular movement to complete a predetermined task
- classified according to skill characteristics
can be classified under the continuum’s
1. movement precision
2. type of movement
3. predictability of the environment

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8
Q

Characteristics of motor skills?

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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9
Q

What will a skilled performer be able to do?

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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10
Q

What is the classification of motor skills?

A 
>Movement precision
- fine
- gross
>Type of movement
- discrete
- serial
- continuous
>Predictability of the environment
- closed
- open
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11
Q

What is a gross motor skill?

A
  • Involve movement of major muscle groups resulting in large body part movement
  • Includes fundamental movement patterns
    e. g. walking, running, balance, coordination, jumping
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12
Q

What is a fine motor skill?

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
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13
Q

What is a discrete skill?

A
  • Have clear beginnings and endings

E.g. a drive in golf, shot at goal, dive from the platform

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14
Q

What is a serial skill?

A
  • Made up of a number of discrete skills which are put together in a certain order
    E.g. a floor routine in gymnastics where the performer joins together many discrete skills to make up the routine
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15
Q

What is a continuous skill?

A
  • Do not have a clear beginning or ending and it is impossible to define exactly where the skill starts and where it stops
    E.g. cycling, jogging
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16
Q

What is a closed skill?

A
  • Where the performer has the control over their performance environment (weather, playing surface, opponent) and require repetition of a successful movement pattern
    e. g. gymnastics
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17
Q

What is an open skill?

A
  • Where the performer is required to have flexibility and adaptation in the execution of a skill under a constantly changing environment or time pressure
    e. g. kayaking
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18
Q

Explain the complexity of the task?

A

The difficulty or complexity of a task is affected by:

  • 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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19
Q

What is a simple skill?

A
  • Quickly learned
  • No time pressure
  • One cue only
  • No opposition players
  • Speed not important
  • Accuracy important
    e. g. hitting a baseball off a tee
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20
Q

What is a complex skill?

A
  • Require a longer learning and practice time
  • Time pressure
  • Many cues
  • Many available responses
  • Speed important
  • Accuracy important
    e. g. hitting a baseball that has been thrown by a pitcher
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21
Q

What are the 3 stages of the fits and Posner model?

A
  1. Cognitive stage
  2. Associative stage
  3. Autonomous stage
22
Q

Explain the cognitive stage?

A

> The initial phase in the learning of a motor skill where the emphasis is on conscious understanding of the task requirements

  • performance level is inconsistent with frequent large errors
  • more concerned with what to do rather than how to do it
  • performer learns the nature and demands of the task
  • time spent is relatively short
23
Q

Explain the associative stage?

A

> The second phase in the learning of a new skill in which movement patterns become more refined and consistent through practice.

  • plenty of practise to develop motor patterns
  • consistency improves
  • size and frequency of errors decreases
  • time can last from minutes to hours
24
Q

Explain the autonomous stage?

A

> The final phase in the learning of a new skill in which the control of movement appears to be almost automatic and free of the need for constant attention.

  • performers movements are fluid
  • attends to relevant cues only
  • skills are almost automated
25
Q

What is the information processing model?

A
  • based on the central nervous system that controls the body.
  • This model describes separate cognitive stages involving perception, decision-making and response execution to enable a performer’s decision-making to occur prior to any action­.
26
Q

What are the 4 stages of process in the information processing model

A
  1. Input
  2. Processing
  3. Output
  4. Feedback
27
Q

What is input/ identification of stimuli? Stage 1

A

> Information is received from the environment via;
- Sight
- Sound
- Touch
- Proprioception
- Equilibrium
information is from both internal and external sources.
information received is irrelevant to the performer and discarded.
Relevant information is sent to the brain for further analysis

28
Q

What is decision/ response identification? Stage 2

A
  1. Perceptual mechanism/ stimulus detection
    - analyses the data received from the sensory mechanism
    >Ability of the sense organs
    >Strength of the cue
    >Noise
    >Length of the cue
    >Level of arousal
    >Experience
  2. Decision making mechanism
    - the performer analyses cues to what response to make
    - response selected is influenced by past experiences
    - a skilful player has more responses to select from
  3. Effector mechanism/ response selection
    - The effector mechanism and central nervous system prepare to produce the response selected as a result of the decision making process
    - Messages are sent via the neuromuscular system to the muscles and nerves which then create the specific movements
29
Q

What is hicks law?

A
  • states the greater number of possibilities available to a performer, the longer it takes for them to react
    1 choice = fast reaction time
    2 choices = slower reaction time
    3 choices = slightly slower reaction time than 2 choices
    4 choices = slightly slower reaction time than 3 choices
30
Q

What is output/ response? Stage 3

A

> involves the neuromuscular system producing the movements required to produce the selected response.
Response time- the time taken from the presentation of a stimulus to the completion of the movement
Reaction time- It is the time the information processing system takes to interpret the situation, formulate a motor program and transmit the information to the Muscular System.
Movement time- It is the time the performer takes to physically complete the movement when the muscular system has received the message from the brain via the effector system.

31
Q

What is feedback? Stage 4

A

-athlete receives feedback about the performance of the selected response.

32
Q

How the information processing model relating to golf?

A
  • gathers information from the environment and sends it to the brain
  • examines the environment
    eg. wind speed, slopes, bunkers
33
Q

Types of cues?

A

Visual
Verbal
Proprioceptive

34
Q

What is a visual cue?

A
  • Give the learner an opportunity to watch the desired skill or use visual aids
  • provided as a demonstration.
  • most effective method of introducing a performer to a new skill
  • learners are shown how to perform the skill with 3 or 4 key points verbalised.
    > Visual cues are provided as an external cue
35
Q

What is a veral cue?

A
  • directs a performers attention to task relevant stimuli
  • 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
  • use verbal cues immediately prior to performance to focus on key points.
    E.g. ‘through the ball’ to focus their movements when kicking
36
Q

What is a proprioceptive cue?

A
  • internal feedback which comes from “proprioceptors” (found in joints, tendons and muscles)
  • Proprioceptors send information to the central nervous system
  • A performer uses this information to detect and correct errors and to adjust their body position if required
  • help the central nervous system to control the force, speed and position of the body.
    e. g. a gymnast on a balance beam can feel a loss of balance and re-distributes her body weight to correct the error.
37
Q

Explain feedback?

A
  • the information a performer receives about their performance of a skill. It can be given prior to, during, or after performance.
  • essential to improvement as it allows the performer to compare their current performance with desired performance
38
Q

What is the purpose of feedback?

A

> To motivate the performer
- A coach can provide feedback which motivates the performer to continue to strive for improvement or to re-assure that progress is happening
To reinforce learning and provide information
-used to reinforce learning or performance which increases the chances of the behaviour being repeated
-can also be given to the performer aimed at changing aspects of their performance

39
Q

Explain intrinsic and extrinsic feedback?

A

> Intrinsic feedback (inherent)
- received from sensory receptors (propriceptors) inside muscles, joints and tendons which provide information to the performer about their execution of the skill
Extrinsic feedback (augmented)
-received from outside the body by the sensory system and is seen, felt or heard and is delivered by a coach or instructor
eg. coach tells the player they missed the shot at the goal because they had no follow through

40
Q

What is knowledge of performance and knowledge results?

A

Extrinsic feedback can be either knowledge of performance or knowledge of results
> Knowledge of performance
- Subjective feedback that a performer receives regarding the quality of their movement or technique
> Knowledge of results
-Objective feedback which provides the performer with information regarding the success of their performance in achieving a desired outcome

41
Q

What are the different timings of extrinsic feedback?

A

> Concurrent extrinsic feedback
- provided during the performance
- can use information immediately to change performer if needed
E.g. a soccer coach provides verbal feedback to their defensive line during a game to immediately change their position
Terminal extrinsic feedback
-Provided by an external source after the movement has been completed
-The performer can only use this feedback to change future performance.

42
Q

What is non-verbal and verbal extrinsic feedback?

A

> Non-verbal feedback
- communicated to the performer without using words. Gestures, body language, posture, facial expression, hand signals can all convey information to a performer.
Verbal feedback
-spoken augmented feedback provided by a coach or similar E.g. a baseball catcher may say to the pitcher – “your rushing your pitches today and you look off balance when you release the ball – slow down and try and get some rhythm into your throws”.

43
Q

What are the characteristics of effective feedback?

A

> Specific not general
- contains information that the performer did well
Constructive not destructive
- recognises positive parts of athletes behaviour and suggests ways to improve
Directed at behaviour which is changeable
- corrections with specific direction
- “move into position sooner”
Clear and concise
- should be easily understood and relate specifically to the situation at hand.
- should contain one or two points only to avoid overloading the performer

44
Q

What are the 3 factors affecting motor learning?

A
  1. Individual differences- relate to the characteristics of the learner
  2. Task factors- relate to the complexity and demands of the task
  3. The learning environment-affected by the quality of coaching, practice and feedback provided to the learner
45
Q

What are the factors affecting learning?

A
  1. Age
  2. Skill level
  3. Level of physical fitness
  4. Injury
  5. Level of competition
  6. Type of activity
46
Q

Explain how age affects 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
>When coaching children, there should be a focus on the following;
- Delivering enjoyable and engaging sessions
- Maximising participation
- Developing interpersonal skills
> When coaching older people, there should be a focus on the following;
- Increased warm ups and cool downs
- Strict screening prior to engaging in a physical activity program
- Appropriate footwear and clothing
- Careful application of progressive overload principle

47
Q

Explain how skill level affects learning?

A 
-The coach needs to consider the current skill level of individual athletes in the squad before structuring their training program. 
> This will help guide;
- The frequency and type of feedback 
- The type of cues used
- The style of leadership/coaching
- The complexity of drills used
48
Q

Explain how level of physical fitness affects learning?

A
  • Fitter performers are able to practice for longer and at a higher level than less fit performers.
  • Coaches must adjust the intensity, frequency and duration of sessions to cater for the varying fitness levels of individuals
49
Q

Explain how injury affects learning?

A
  • Injured athletes need to modify their training program or risk further damage to the injured area.
  • It is important coaches understand the use of training principles and recovery methods in order to prevent injury to their athletes
50
Q

Explain how level of competiton affects learning?

A

-coach is to ensure their style of leadership meets the needs of their players
> for individuals who play sport for the desire to they need a coach which encourages them to have fun
- for individuals who do sport to be successful they need to ensure their athletes stay motivated

51
Q

Explain how type of activity affects learning?

A
  • The type of training activities implemented by coaches must take into account a number of factors
  • Through the effective implementation of the training principle ‘specificity’, coaches can ensure they are preparing their athletes to meet the demands of their sport
52
Q

What is internal and external feedback?

A

Internal- from within your body

External- from the outside

PE Studies 2021 (3 decks)

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