mr tweedale-chapter 2.1 Flashcards
what are the qualities of a skill
ACE FACE
-aesthetically pleasing
-consistent
-efficient
-fluent
-accurate
-controlled
-economical
what is a skill
leaned ability to bring about predetermined results with the minimum outlay of time, energy or both
open skill
-performed in unpredictable environment
-consistently changing
-unpredictable environment includes pitch, team mates
closed skill
-performed in an predictable environment
-performer can repeat actions consistently
-few decisions to make
e.g. throwing in shot putt where conditions unlikely to change
gross skill
skill performed by large muscle groups
e.g. shoulders used to initiate rugby tackle
fine skill
skill performed by small muscle groups
require more control
e.g in eyes and fingers
self paced
performer controls the speed
has control over when to start it
e.g. penalty
performer decides how hard they are going to kick the ball and when to commence the run up
externally paced
performer has no control over when to start the skill
or how fast it is to be performed
e.g sprint start at the sound of the pistol
discrete skill
has clear beginning and end
one short, sharp action
e.g. tennis serve
service action is clearly identified
continuous skill
no clear beginning and end
often one end of sub routine is start of the next part
e.g. cycling
(sub routine is action that is part of the whole movement)
serial skill
where several discrete skills linked up together in specific order to form continuous movement
e.g. dance and gymnastic routines
pike, somersault can be practiced individually, put it together and it makes a routine, serial skill
low organised skill
skill that can be easily broken down into parts/sub routines
e.g swim stroke
can break down both arm and leg actions easily/ can be practiced individually easily
high organised skill
skill that is much harder to break down into parts
e.g a sharp, quick action such as a serve in volleyball
this is where subroutine merge together so hard to break apart
simple skill
skill that doesnt involve much decision making
perfomer doesnt have to think much when perofming it
e.g running or forward roll in gynmastics
complex skill
skill that has much more decision making
performer needs more info to perform skill
e.g. dribble in hockey
have to think about controlling ball but also positioning of performers on the pitch
what are all the transfers of learning
positive
negative
zero
bilateral
positive transfer
when learning of one skill helps/aids learning of another
often happens when two skills are similar in shape and form to make them aid one another
e.g. similar actions of a netball and basketball pass
negative transfer
action of one skill hinders learning of another
e.g. two skills may have familiarity creating performer to be confused
e.g action of serves in both badminton and tennis
zero transfer
when learning of one skill has no effect on the learning of another skill
have no similarities
no confusion takes place or effect
e.g. swimming action and rock climbing have no effect on one another
bilateral transfer
when learning of one skill is passed across the body from limb to limb
learning of one skill transferred across body
e.g. practising on left foot as well as right foot when shooting to get equally as good on both sides
how can a coach assure there performer is having positive transfer
make sure training is realistic-use of cones/ rugby bags are replaced by real people
-coach can assure one skill is learnt well before moving onto learning another
-should reward and reinforcement behaviour that shows positive transfer
whole practice
performing skill in its entirety rather then being broken down into sub-routines
when may a coach decide whole practice is most beneficial
sharp, discrete movement-hard to break down
feel of kinesthesis feeling of whole skill
performer is advanced, can cope with demands of whole task
advantages of whole practise
creates fluency
more realistic to game scenarios
helps make skill consistent so they can do it almost automatically
disadvantages of whole practice
not good for new beginners, may not be able to cope with demands of the task
whole part whole practice
perfomer does whole skill to get feel for movement
specific wekanesses highlighted so each part is practiced individually then put back togetehr into whole skill
can be used for beginners who need to focus on one weakness to then progress
advantages of whole part whole practice
increase motivation
coorects specific weaknesses
fluency can be maintained whilst specific errors are being corrected
disadvantages of whole part whole practice
time consuming to break up into parts
sometimes unnecessary to break into parts and could cause longer process
progressive part practice
sometimes called chaining
first part of skill learnt
then rest added in sequence
used for serial skills
first part taught, second part taught and added on until sequence is completed
makes links
useful when skill is low orgainsed meaning can be easily broken down
advantages of progressive part practice
perfomer wont get as fatigued as can rest in betweeen
builds up confidence gradually and correct specific weaknesses
disadvantages of progressive part practice
can be time consuming
may be risk of negative transfer if one part not learnt as well as another
massed practice
continious/no rests or intervals during practice session
adv of massed practice
promotes fitness
motor programmes can be stored more easily for future
gets the job done quicky, efficient method
dis of massed practice
must need high motivation
can be demotivated if repeating same things
fatiguing
cant get feedback until end of session
distributed practice
involves intervals/rests during practice sessions
continious skill where perfromer may need a break
adv of distributed practice
time for rests gives chnace for feedback/advice for progress player can go through skill in their mind during rests (mental practice)
allowsfor rests so less chance of overworkig and injury
may motivate player if coach gives positivity thoughout rests
dis of distributed practice
time consuming
should not be used when quick progress needs to be made
may not push them enough if breaks are too often
varied practice
changing the practice types and the practice drills
should be used then skill is open meaning unpredictable enviormennt then the changed sessions repliacte these conditions
adv of varied practice
increases motivation as not repeating the same drills constantly
reduces boredom
dis of varied practice
time consuming
danger of fatigue and might place unnecessary demands on players
mental practice
athlete goes over the skill in their mind without movement
either before major event or part of training programme between periods of practice
greatest results when combined with physical practice
player might use as part of warm up in preparation for task ahead
adv of mental practice
improves confidence
lowers anxiety
can be done when player is injured, increases memory of skill
dis of mental practice
environment must be calm
must be correct
coaching mental practice
beginners-making them do mental practice inbetweeen rests/ intervals (distributed practice) e.g grip of the ball
experts-should automatically do it
observational theory
bandura
learn by watching and copying others
uses demonstrations
Attention
Retention
Motor reproduction
Motivation
attention
notice certain
highlight key areas of skill
coach points out cues in demonstration
model should be accurate
retention
performer able to remember info
demonstrations should be repeated
clear mental image should be created through visual toon or mental rehearsal
motor reproduction
psychically capable and mentally capable of performing skill
motivation
having drive to do task
having drive to copy and learn skill
coach could generate this by offering rewards/praise
social development theory
vygotsky
learning occurs through
association with others
suggests social learning comes from development
zone of proximal development
teaching by keeping in zone where feel achieving stuff but it’s not too optermistic so can’t belive can’t do it and not too easy causes boredom
insight learning
believe we learn skills through experiencing whole skill rather then isolated parts/subroutines
learning from past experiences
kinatehesis
feel for movement
advantages of insight learning
kinatehies and flow of skill are maintained
uses cognitive process-performer uses past experience prior to knowledge help with situation in hand
operant conditioning
learning through consequences e.g reward ie reinforcement and punishment
reinforcement increases kikelhidood of beheavipur being repeated
punishment decreases reinforcement of behaviour being repeated
SR bonds-stimulus and response
formed due to conditioning
formed by using reinforcement
positive reinforcement
neagivt reinforcement
punishment
poteive reinforcement
strengthens S-R bond
e.g using pray or rewards
negative reinforcement
e.g stop shouting at a player who has stopped poor technique
