Paper 2 Flashcards

1
Q

Whats a simple skill and give example

A

-Require minimal decisions

E.g Swimming start, where performer hear the gun and has no decision to make, other than to dive forward.

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2
Q

Whats a complex skill and give example

A
  • Need many decisions and judgements.

E.g A pass by a midfielder in a football match. The player would need to make many decisions before passing.

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3
Q

What’s an open skill with example

A

An open skill is performed in an environment with changing factors

e.g. passing to a team mate in hockey.

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4
Q

What’s a closed skill with example

A

A closed skill is one in which external factors do not
change

e.g. Free throw in Basketball.

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5
Q

What is a self-paced skill. Example?

A

Self paced skills are under the control of the performer.

E.g. throwing a javelin.

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6
Q

What is an externally paced skill. Example?

A

Externally paced skills are dictated to by the surrounding environment.

E.g. timing a rugby tackle correctly to hit a moving opponent.

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7
Q

What is a gross skill

A

Gross skills involve big movements such as the leg and arm movements found in running.

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8
Q

What is a fine skill

A

Fine skills involve precise, usually smaller movements
such as the fine adjustments of the wrist when aiming a putt in golf.

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9
Q

What’s a discrete skill

A

Discrete skills have a definite beginning and a definite end e.g. a handstand. Start balanced on feet, end balanced on hands.

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10
Q

What’s a serial skill

A

Serial skills are discrete skills linked together e.g. a triple jump links a hop, a step and a jump.

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11
Q

What’s a continuous skill

A

Continuous skills cannot be easily broken down into discrete skills as they must be performed continually e.g. pedalling a bike.

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12
Q

What’s a low organisation skill

A

Low organisation: If a skill is split up into sub-routines that are easily separate movements
E.g Triple jump / Tennis serve

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13
Q

What’s a high organisation skill

A

High organisation: If the skill has elements that are difficult to separate.
E.g. Dribbling in Basketball.

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14
Q

3 arousal theories

A

Drive, inverted U, catastrophe theories.

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15
Q

What does optimum arousal level depend on?

A

The optimum level of arousal depends upon the ability of the performer and the sport in question.

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16
Q

4 stages of group development

A

Forming-Storming-Norming-Performing

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17
Q

Forming stage

A

-High dependence on the leader for guidance and direction.
-Group members are getting to know each other.
-Very little agreement on team aims, other than received from the leader.
-Each team member’s individual roles are unclear.
-Leader must be prepared to give strong direction.

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18
Q

Storming stage

A

-Group decisions are difficult.
-Team members jostle for positions / leadership in the team.
-There is now a clearer focus for the team (still many uncertainties).
-Cliques form at this stage and there may be power struggles.

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19
Q

Norming stage

A

-Much more agreement and consensus of opinion in the team.
-Roles and responsibilities are clearer and generally accepted.
-Important decisions are increasingly made through group agreement.
-Less important decisions are delegated to individuals or small teams.
-There is now a much stronger sense of commitment and unity.
-The team is much more social / friendly at this stage.
-There is general respect for the leader.
-Leadership is more likely to be shared.

20
Q

Performing stage

A

-The team has more strategies and has a clear vision and clear aims.
-There is no interference or participation from the leader.
-There is a focus on achieving goals.
-Team members trusted to get on with the job with little interference.
-Disagreements occur but are resolved within the team positively.
-The team does not need to be instructed or assisted.
-Team members might ask for assistance from the leader with personal and interpersonal issues.

21
Q

Who made the multi-store model of memory

A

Atkinson and Shiffren

22
Q

3 stages of multi-store model

A

Sensory Store / Memory

Short-Term Memory Store

Long-Term Memory Store

23
Q

What happens in sensory store

A

-Info enters the brain from the
environment.
-Info stored for 0.15 - 1 second
before it is filtered.

Selective attention: Relevant info sent to short term memory and irrelevant info is forgotten.

24
Q

What happens in the STM

A

-Where the info is used to decide
what needs to be done.
-Only limited amounts of info
can be stored (5-9 pieces of
info) for only 30 seconds.
-Chunking: Different pieces of
info can be grouped together
and remembered as one piece.
-If it is important enough and is
rehearsed, it will pass to the
long-term memory.

25
Q

What happens in LTM

A

-Limitless capacity to store
encoded info.
-Motor programmes are stored
here because they have been
rehearsed many times.
-Only stores information that is
important, has meaning and is
rehearsed
-Continued rehearsal can lead to
responses becoming
automatic.

26
Q

What is Craik and Lockhart’s Levels of Processing Model?

A

Information received from the brain will be transferred to the long term memory.

Information is remembered more if it is;
- Considered
- Understood
- Has meaning (relate to
experiences)

27
Q

What are the 3 levels of processing verbal info?

A

Structural Level (what the words look like)
Phonetic Level (the processing of sounds)
Semantic Level (considers the meaning of words)

28
Q

What is intrinsic feedback?

A

-Feedback from propioceptors.
Positives:
-Immediate
-Can be altered
Negatives:
-Can be incorrect
-Sensory effectiveness can differ

29
Q

What’s Extrinsic feedback?

A

-From external sources such as a coach.
Positive:
-Coaching can lead to improvement
Negative:
-Could be given wrong info

30
Q

What is positive feedback?

A

-Reinforces skill learning and gives info on successful outcome.
Positive:
-Correct S-R bond formed if accurate. Good for motivation.
Negative:
-If undeserved it can build inappropriate S-R bond.

31
Q

What’s negative feedback?

A

-Info about unsuccessful outcome, which can build successful strategies.
Positive:
-Can give determination
Negative:
-Demotivating

32
Q

What’s knowledge of results?

A

Form of external FB and important in early stages of skill acquisition.
Success=motivation
No success=demotivation

33
Q

What’s knowledge of performance?

A

Performer knows when performing well.
Pattern of movement.
Success=motivation
No success=demotivation

34
Q

What makes effective feedback?

A

-Limited info
-Immediacy
-Related to individual
-Facilitate intrinsic FB

35
Q

What is an S-R bond?

A

Stimuli and response bond

36
Q

What is Operant conditioning?

A

-Associationist view of learning.
-S-R bond
-Association
-Skinner’s rats
-Reinforcement

37
Q

Positive reinforcement

A

-Rewarded
-Strengthens S-R bond
-Replaces negative reinforcement

38
Q

Negative reinforcement

A

-Not punishment
-Remove stimuli
-New S-R bond

39
Q

Reinforcement through punishment

A

-Break S-R bond
-Introduce adverse stimulus

40
Q

What are Thorndikes laws?

A

Law of effect
Law of exercise
Law of readiness

41
Q

Law of effect

A

-If response is reinforced, then
learning bond is reinforced
-Satisfier is strengthened
-Annoyer is weakened

42
Q

Law of exercise

A

More the response is practised, stronger the S-R bond will be

43
Q

Law of readiness

A

If S-R bond is to be strengthened, learner must be physically and mentally prepared to perform skill.

44
Q

What are intervening variables?

A

Mental processes occurring between stimulus being retrieved and the response

45
Q

What’s insight learning?

A

Problem solving involving memory, previous experiences.

46
Q
A