Paper 2 - Skill Acquistion Flashcards
Open skill
A skill performed in an unpredictable environment, decision making has rapid adjustments e.g. skiing
Closed skills
A skill not affected by environment, few decisions to make e.g. dive in swimming
Gross skill
A skill that uses large muscle groups, e.g. shot put
Fine skill
A skill that uses small muscle groups, for fine control e.g. darts
Self paced skill
Control start and speed of the skill e.g. badminton serve
Externally paced skill
No control over the rate of the skill e.g. receive a serve in tennis
Discrete skill
Skill with a clear beginning, clear end e.g. tennis serve
Serial skill
Many discrete skills put together e.g. triple jump
Continuous skill
A skill with No clear beginning and no clear end e.g. cycling
Low org skill
A skill easily broken into sub routines, clear and seperate phases, e.g. swimming strokes
High org skill
A skill that is not easily broken into parts e.g. golf swing
Simple skill
Requires few decision making, little to think about e.g. Throw and catch in cricket
Complex skill
Requires lots of decision making, large info to process e.g. Gymnastics
Positive transfer
When the learning of one skill supports the learning of another skill, typically when they have similar form e.g. overarm volleyball serve and a tennis serve
Negative transfer
When the learning of one skill hinders the learning of another Familiarity can cause confusion e.g. loose wrist in badminton serve compromising a firm wrist in tennis serve
Proactive transfer
When a skill learned previously, affects a skill yet to be learned e.g. learning an overarm throw must be taught before learning a tennis serve
Retroactive transfer
The influence of a newly learned skill has upon a skill previously learned e.g. the acquisition of a successful tennis serve may influence the previously learned overarm throw used in cricket
Bilateral transfer
When the learning of one skill is passed across the body from limb to limb
Cognitive - Understanding what is required, thinking
Motor programmes - automatically transferred
Whole practice
Practicing a skill in its entirety e.g. Golf swing
Whole practice advantages and disadvantages
Ad - Performer gets kinaesthetic feeling, positive transfer into game situations, execute skill fluently
Disadvantages - Not useful for beginners
Part practice
Broken down into sub routines e.g. back stroke, tennis serve
Part practice advantages and disadvantages
Adv- Good for beginners, prevents learner becoming fatigued, useful for dangerous skills
Dis - Not for high org skills = time consuming
Whole-part-whole
Attempting the skill, identify weakness them practice sub routines
Whole-part-whole adv and dis
Adv - good for beginners, improves weaknesses
Dis - Time consuming
Progressive-part
Referred as “chaining”, serial skill broken into sub routines, learn one line then a second then combining e.g. breast stroke
Massed practice
Continuous practice with no rest between sessions e.g. hitting golf ball
Massed practice adv and disadvantages
Adv - efficient use of training time, good for experienced individual, can be easily recalled in future
Disadv - become fatigued easy, boring
Distributed practice
Rest intervals between practice sessions e.g. swimming
Distributed practice adv and disadvantages
Adv - good for beginners, increase motivation if praised during rest, takes pressure off performer
Disadv - Time consuming, not useful for experts
Fixed practice
Skill repeatedly practiced, always same drill s.g. Badminton flick serve
Fixed practice adv and disadvantages
Adv - Good for confidence, kinaesthetic feel
Disadv - If taught poor technique = won’t be good at the skill
Varied practice
Use same skill in various situations, stored in LTM, resemble real life scenario, e.g. backhand badminton
Verbal guidance
Learner told what to do by spoken instruction
2 strengths of verbal guidance
Reinforce good movements, identify errors throug detailed explanation
Motivates learner to learn, good for autonomous (expert)
2 weaknesses of verbal
Leads to confusion if given too much information
Get negative feelings if your given too much negative feedback
Visual guidance
Learner watches a model to form mental image e.g. demonstration, video, picture
Beneficial for cognitive learners (beginners)
2 weaknesses of visual guidance
Not effective if demonstration is incorrect
May need to be supported to make it more clear
Manual guidance
Given physical support by coach, uses hands to guide performer to gain kinaesthetic feel
2 strengths of manual
Good for dangerous skills, develops confidence and corrects errors
Allows learner to gain kinaesthetic feel
2 weaknesses of manual
Learner must trust the coach, may feel uncomfortable
Performer may be reliant on manual guidance
Mechanical guidance
Uses equipment to help performers e.g. harnass
2 strengths of mechanical
Good for dangerous skills, develops confidence
Helps performer gain insight to movement
3 stages of learning
- Cognitive (beginner)
- Associative
- Autonomous (expert)
Cognitive learning
A basic understanding of movement or skill
Frequent errors
Still thinking of and learning the movement
Extrinsic feedback needed
Asoociative learning
Automatically has technique
Can recognise and feel errors themselves
No longer major
Combo of intrinsic and extrinsic feedback
Autonomous learning
Movements are automatic
Doesn’t think about technique anymore
Nearly exclusively intrinsic feedback
Operant conditioning
Trial and error learning
Based on SR Bonds
Strengthening an SR bond
Positive reinforcement: Praise / reward
Negative reinforcement: removal of criticism
Weakening an SR bond
Punishment: Drop from team ,fine, substitute etc
