Part 4- Skill acquisition Flashcards
sub-routines
components of a skill
e.g. hop, skip and jump
motor programmes
moement pattern of a skill
proactive transfer
influence on one skill to another skill yet to be performed
retroactive transfer
new skills learnt influence the effect the performance of a perviously learnt skill
positive transfer
learning from one skill helps the learning of another
negative transfer
learning from one skill hinders the learning of another
bilateral transfer
the transfer from learning from one limb to another
how to optimise positive transfer
- transferable elements highlighted
- practice should replicate real game situations
- explanation on how practice will develop another skill
ways to limit negative transfer
- teach movement pattern to avoid confusion
- build the skill up to allow fluidity
- clear demonstrations
fine skills
example
intricate movements, small muscle groups involving lots of hand eye co-ordination
darts, snooker
gross skills
example
large muscle movements, not very precise
rugby tackle, shotput
open skills
example
affected by environments, adapations are needed
pass in football
closed skills
example
not affected by environment, follow a set pattern
free throw in basketball, penalty in football
discrete skills
example
clear begininng and end, can be repeated
penalty in football, shot in netball
serial skills
example
several discrete elements to make up a movement
high jump, lay up in basketball
continuous skills
example
no obvious beginning or end, repeated action
swimming, cycling, running
simple skills
eample
straight forward, little judgment/descions, taught in whole
walking, sprint start in swimming
complex skills
example
many descions made, taught in stages
sailing, high jump, floor routine
low organisational skill
example
sub-routines are easy to separate
tennis serve, spike, triple jump
high organisational skill
example
sub-routines are difficult to separate
dribbling in basketball
self-paced skill
example
performer controls the rate at which the skill is executed
javelin, bowl in cricket
externally paced skill
example
environment controls at which the skill is executed
recieving a serve in volleyball, recieving a pass
part practice
skill & stage of learning ?
spitting the skill into sub-routines
low organisational and cognitive learners
whole practice
skill & stage of learning ?
teaching the entirity of the skill, deeloping the intrisic feel
discrete and autonomous stage
progressive part learnng (chaining)
skill & stage of learning ?
teacing sub-routines in order
serial and cognitive learners
whole-part-whole practice
skill & stage of learning ?
- observing the skill
- breaking down the skill
- performing skill
low organisational skill/serial and associative
massed practice
skill & stage of learning ?
no rest intervals, building up kinethesis
discrete skills (fitness) and autonomous
distributed practice
skill & stage of learning ?
rest intervals include doing something unrealted to the task
simplr and autonomous
fixed practice
skill & stage of learning ?
repeating the skill to develop kineasthetic feel, within a stable environment
closed, self-paced and cognitive learners
varied practice
skill & stage of learning ?
familiarises performer with game-like situations
open, externally paced skills and assosiative, autonomous
what are the three stages of learning
- cognitive
- assosiative
- autonomous
cognitive learner
- demonstartions to create** mental picture**
- lots of trial and error
- relevent ques highlighted to build a mental pictureof the motor programme
- extrinsic feedback
associative learner
- begins to compare mental picture with movement produced
- fewer errors
- motor programmes produced
- extrinsic feedback still used, begins to have kinaethesis (therefore intrinsic feedback)
autonomous learner
- little conscience about mental picture
- consistant, no errors
- motor programme completly formed
- kinaethetic feel and intrinsic feedback used most
visual guidance
- visual demonstrations: correct level of understanding
- creates a mental picture- focus is needed
cognitive learners
positives and negatives of visual guidance
- increase understanding
- correct errors
- motivates learner
BUT - poor demonstrations arent effective
- loose impact if too complicated
- suppourted by verbal guidance
- no feedback= not effective
verbal guidance
talking through a skill
all stages
mainly autonomous because they have the mental picure and motot programmes
manual guidance
physical suppourt from coach
cognitive
positives and negetives of verbal guidance
- suppouts visual guidance
- helps understand detail
- can focus on key aspects
- corrects errors
- motivates learner
BUT - always negetive is not effective
- too much information= not effective
- not useful if incorrect
- some skills are too complex
- confusing at cognitive stage
positives and negatives of mechanical and manual guidance
- corrects errors
- builds confidence
- helps develop kinaethesis
- motivates young athletes
BUT - learner can become reliant on aids
- cause discomfort
- can limit further development
- ineffective if used too much
mechanical guidance
equipment or aids to help performer
cognitive
complete reinforcement
reward after every attempt, quicker speed of learning
partial reinforcement
reward occasionally, learnng is more thorough but takes longer
stimulus- response bond
example
simiuli is closely linked to an appropiate response (visa vera)
stimuli-shuttle high infrot of performer, response- smash shot
