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A Level OCR PE > Paper 2- Skill Acquisition > Flashcards

Paper 2- Skill Acquisition Flashcards

1
Q

What are the 6 continuums?

A 
Muscular Movement (gross/fine)
Environmental Influence (open/closed) 
Continuity (discrete/serial/continuous)
Pacing (externally paced/internally paced)
Difficulty (simple/complex)
Organisation (low/high)
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2
Q

What is gross and fine?

A

Gross- large muscle movement using large muscle groups

Fine- intricate muscle movement using small muscle groups

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3
Q

What is open and closed?

A

Open- skills affected by environmental factors

Closed- skills that aren’t affected by environmental factors

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4
Q

What is discrete, serial and continuous?

A

Discrete- clear beginning and end
Serial- discrete skills strung together to make a new and complex movement
Continuous- no obvious beginning and end

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5
Q

What is externally paced and internally paced?

A

Externally paced- environment controls the rate of performing the skill
Internally paced- performer controls the rate at which skill is performed

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6
Q

What is simple and complex?

A

Simple- straightforward with very few judgements and requires little concentration and cognitive ability
Complex- involve many decisions and judgement and are complicated

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7
Q

What is low and high?

A

Low- very easy and uncomplicated. Sub-routines are easy to separate
High- many sub-routines are close together and cannot be broken down and practised

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8
Q

Define what a sub-routine is

A

The elements or separate movements that make up a particular skill

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9
Q

What is part practice?

A

Working on an isolated sub-routine with the aim of perfecting it.

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10
Q

When is part practice used?

A

With skills that are low in organisation

Complex and dangerous tasks

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11
Q

Why is part practice used?

A

Allows the performer to make sense of a skill
Performer gains confidence as they learn each element
Reduces the possibility of overload

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12
Q

What is whole practice?

A

Skills being taught without breaking down into sub-routines or parts

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13
Q

When is whole practice used?

A

Skills are high in organisation

Skill needs to be taught as a whole

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14
Q

Why is whole practice used?

A

Allows the performer to experience the feel of the skill (kinaesthesis)

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15
Q

What is whole part whole practice?

A

Practising the skill, then practising a sub-routine in isolation, then practising the whole skill again

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16
Q

When is whole part whole practice used?

A

Serial skills

Skills with low organisation

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17
Q

Why is whole part whole practice used?

A

Recognise strengths and weaknesses then corrects specific skills errors
Allows some feel of the skill

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18
Q

What is progressive part practice?

A

Skills are broken down into sub-routines.

Performer learns one link then a second link and practices these then further links are added (chaining)

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19
Q

When is progressive part practice used?

A

Complex skills (as it reduces info load)
Low organisation skills
Serial skills

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20
Q

Why is progressive part practice used?

A

Helpful to allow performer to learn links between sub-routines and transfer these into the whole skill

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21
Q

What is massed practice?

A

Practice session involves very short or no rests

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22
Q

When is massed practice used?

A

Discrete skills of short duration
Highly motivated performers
Performers with good fitness levels

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23
Q

Why is massed practice used?

A

To groove skills

Stimulate elements of fatigue

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24
Q

What is distributed practice?

A

Practice session with rests

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25
Q

When is distributed practice used?

A

Continuous skills
Beginners
Low level fitness level
Low level motivation

26
Q

Why is distributed practice used?

A

Rest intervals allow performer to receive feedback
Helps maintain motivation
Good for dangerous and complex skills

27
Q

What is fixed practice?

A

A specific movement pattern is practiced repeatedly in a stable environment (drill)

28
Q

When is fixed practice used?

A

Closed skills

When it’s required that specific movement patterns to become overlearned

29
Q

Why is fixed practice used?

A

Allow skills to become habitual and automatic

in events when conditions never change

30
Q

What is varied practice?

A

When a skill is practiced in many environments

31
Q

When is varied practice used?

A

Open skills

Practice conditions must be as realistic as possible

32
Q

Why is varied practice used?

A

Allows development of experiences in LTM

Develops performer’s perceptual and decision making skills

33
Q

Define proactive transfer

A

When a skills previously learned affects a skill yet to be learned

34
Q

Define retroactive transfer

A

When learning a new skill affects a skill learned previously

35
Q

Define positive transfer

A

When the learning and performing of one skill help the learning and performing of another skill

36
Q

Define negative transfer

A

When the learning and performing of one skill hinders the learning and performing of another skill

37
Q

Define bilateral transfer

A

The transfer learning from one to limb to another

38
Q

How can coaches aid positive transfer?

A

Making sure the individual understands the similarities between the 2 skills
Making sure the basics of the first skill are well learned

39
Q

How can coaches avoid negative transfer?

A

Making sure the performer is aware of differences

Making practice sessions similar to match situations

40
Q

What are the 2 ways that bilateral transfer occurs?

A

Cognitive aspects- understand what is required

Transfer of the motor programme- the pattern fo one limb is sub-consciously learned by the other limb

41
Q

How can you optimise positive transfer and limit negative transfer?

A

Allow positive transfer by offering variable practices which imitate game situations
Make performers aware of transferable elements
Give clear and concise demonstrations
Diverse childhood experiences enhance probability of transfer, the performer must learn a wide range of fundamental motor skills

42
Q

What are the 4 learning theories?

A

Operant conditioning
Thorndike’s laws
Cognitive theory of learning
Observational learning/ social learning theory

43
Q

What is operant conditioning?

A 
Associationist view 
Trial and error learning 
Correct response is rewarded 
Reinforces correct response 
Behaviour is shaped (changed) 
\+ reinforcement 
- reinforcement
Punishment
44
Q

What are thorndike’s laws?

A

Strengthening S-R bonds
Law of exercise- repeating actions strengthens reinforcement
Law of effect- followed by pleasant response then S-R bond is strengthened. Followed by unpleasant response then S-R bond is weakened
Law of readiness- athlete must be mentally and physically capable

45
Q

What is cognitive theory of learning?

A

Intervening variables and insight learning
Learning is best achieved by premising the whole skill
Learner must understand and think about the problem as a whole
Thought processes are dependent upon perception
Learner will use intelligence, current knowledge and schema to plan or predict a solution

46
Q

What is social learning theory?

A

Copying behaviour of others
Behaviour will be copied if the role model is a significant other and of high status
Role models are copied if they are the same gender as learner
Form of visual guidance
A demonstration is presented for learner to copy
Attention- retention- motor reproduction- motivation

47
Q

What are the 3 stages of learning?

A

Cognitive
Associative
Autonomous

48
Q

What is a cognitive learner?

A

Beginner
Trying to create mental image of skill
Demonstrations are vital
Shouldn’t be give too much info
Give guidance on important cues (selective attention)
Practice skill with trial and error
Reinforce success with positive feedback
Performances will be inconsistent, lack co-ordination and flow and will be full of errors
Specific feedback is needed to correct errors

49
Q

What is an associative learner?

A 
Practice stage 
Learner attends to relevant cues 
Errors are fewer and smaller 
Big improvements of performance 
Motor programmes are developed 
Skill becomes smoother 
Learner develops the ability to use internal/ kinaesthetic feedback to detect errors 
Detailed verbal feedback is given
50
Q

What is an autonomous learner?

A

Learner can execute the skill with little conscious thought
Concentrate on other factors
Motor programmes are established and stored in LTM and put into action in response to stimuli
Less need for external feedback
If practice isn’t maintained then learner may drop back to associative stage

51
Q

What is verbal guidance?

A

Describes or explains how to perform an activity

52
Q

What are the advantages of verbal guidance?

A

Can reinforce good movements and identify errors to be corrected
Can hold the attention of the performer and be used to motivate

53
Q

What are the disadvantages of verbal guidance?

A

Lead to information overload

If guidance is inaccurate then could lead to skill being hindered

54
Q

What is visual guidance?

A

Images or demonstrations used to help a learner

55
Q

What are advantages of visual guidance?

A

Easy to create a mental picture
Skill can be seen at different stages
Encourages observational learning

56
Q

What are the disadvantages of visual guidance?

A

If demo is incorrect bad habits could form
Coach may not be able to give accurate demonstration
Visual representation may be unclear or too quick

57
Q

What is manual guidance?

A

Performer put physically into correct position

58
Q

What is mechanical guidance?

A

Physical support by equipment is given

59
Q

What are the advantages of manual and mechanical guidance?

A

Helps with confidence
Gives a sense of safety
Can be used to isolate a skill

60
Q

What are the disadvantages of manual and mechanical guidance?

A

Can be over-restrictive
Performer can feel lack of control
Lead to false kinaesthesis

A Level OCR PE (2 decks)

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