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1
Q

part practice

A

breaking the skill into smaller sub routines and practicing them indiviudally

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2
Q

whole practice

A

practising the entire skill, as an entire skill

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3
Q

the amount of practice

A

how much practice can the athlete complete before they fatigue to a point where practice is no longer positive.

Also how much they can complete before the likelihood of an overuse injury becomes to great

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4
Q

massed practice

A

having longer but less frequent training sessions

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5
Q

practice distribution

A

massed practice
distributed practice

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6
Q

distributed practice

A

having shorter but more frequent training sessions

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7
Q

blocked

A

spending significant periods of time focussing on the development of a particular skill.

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8
Q

random

A

only working on the development of a particular skill for a short period of time, before having a rest break, or moving to the development of a different skill.

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9
Q

practice distributed
Distributed vs massed

A

distributed refers to having shorter but more frequent training sessions whereas massed refers to having longer but less frequent training sessions

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10
Q

practice variability
blocked vs random

A

blocked is spending significant period of time focussing on the development of a particular skill whereas random refers to only working on the development of a particular skill for a short period of time, before having a rest break or moving to the development of a different skill.

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11
Q

what is feedback

A

the info that an athlete receives about the task that they have performed and how it can have a critical effect on skill development.

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12
Q

what can feedback be classified as?

A

Intristic (internal)
Augumented (external)

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13
Q

What does inartistic feedback include

A

-Visual (through what you see)

-Auditory (through what you hear)

-Propiroception (through internal receptors, such as how the muscles are stretching)

-touch (through skill receptors)

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14
Q

what does Augumented feedback include

A

-knowledge of results (refers to a specific outcome of the performance- success or failure)

-knowledge of performance (refers to the characteristics of the performance- the reasons of the failure)

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15
Q

what are the 3 recognised purposes of external feedback?

A

-fixing errors as a result of either knowledge of results and knowledge of performance

-motivation through feedback that shows progress

-reinforcement through positive feedback

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16
Q

about feedback

A

feedback is mostly verbal and should be clear, precise and limited. To ensure they aren’t overloaded with info.

Also important that learner sees it as genuine and meaningful

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17
Q

what are the two distinct of teaching/coaching

A

-direct based
-constraints based

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18
Q

direct based coaching

A

this may be the style of coaching that you are most familiar with.

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19
Q

what decisions does direct coaching require a coach to make

A

-task selection
-task sequencing
-structure of how tasks are performed
-timing of when the tasks will be performed
-duration of time spent on practice tasks
-how tasks will be modified and progresses to make them easier or harder as required
-how techniques will be refined and implemented

20
Q

disadvantages with a direct based approach

A

Athlete never has to make any decisions for themselves

21
Q

Constraints based approach

A

this means they are using boundaries or placing restrictions on the learner

-shape the athletes self-organising movement patterns
-decision making process

22
Q

what are the three stages of learning

A

-cognitive
-associative
-autonomous

23
Q

what are the categories of learners

A

-beginner
-practice
-expert

24
Q

what is the cognitive stage

A

this is the initial stage of learning of a motor skill where the emphasis is on conscious understanding of the task requirements

25
Q

what are the characteristics of the cognitive stage

A

-a learner in the cognitive stage needs to dedicate a large amount of mental attention to understand what the tasks requires them to do

-this means they have a little attention spare on decision making and tactics

-at this stage the learner will make many errors, and even if they know that they’re making heaps they may not know how to correct this problem.

-this stage is usually what the learner spends the most time in, as progress and development is rapid at this stage

26
Q

needs of the learner in the cognitive stage

A

-coach must minimise the instruction to only one or two key points at a time to focus on

-to help develop a physical picture for the skill, they need feedback alerting them to when they get elements of the skill, this helps the learner develop a feel for the skill.

-complex skills need to be broken into smaller, simpler parts,

-an environment that enhances motivation and enthusiasm.

27
Q

associative stage

A

this describes a performer who is in the practice stage of learning.

28
Q

characteristics of the associative stage

A

-learner has considered to have progressed from the cognitive stage to the associative stage, once they are performing the basic mechanics of the skill with a few mistakes.

-in this stage the learner developes an understanding of what the skill requires and then adopts strategies to correct their errors, through regular practice.

-the learner requires less attention to complete the skill and this allows them to attend to other aspects of successful performance such as decision making and tactics.

29
Q

needs of learner in the associative stage

A

-regular feedback to allow their skill development and prevent poor or incorrect elements developing

-oppurtunities to practice the skill in a more open environment-increasing variability

30
Q

autonomous stage

A

this is the stage where the performer is described to be in an expert phase of their learning

31
Q

characteristics of the autonomous stage

A

-makes very few mistakes

-don’t need as much attention therefore enables them to focus more on the decision making, game styles, and tactics to a greater degree in the other stages of learning.

32
Q

needs of the learner in the autonomous stage

A

-practice should focus on game situations to allow them to develop appropriate decision making and tactical knowledge

-practice should offer large amount of variable it should be open develop the learners to higher order thinking and problem solving.

33
Q

skill learning continuum

A

a continuum is similar to running in a race. there is a begginning and end but there is also a step in between.

34
Q

stages of learning continuum

A

stages of skill learning are the same, there is a beginning (cognitive,) a middle (associative) and end (autonomous).

The learner will progress not just from stage to stage but Also through each stage.

35
Q

sociocultural factors that affect skill learning

A

cultural factors
-education
-politics
-technology
-values
-race
-climate
-housing

social factors
-family structure
time
-available resources
-self motivation
-discrimmination

36
Q

who and why is qualitative analysis used by

A

used by all types of teachers/coaches to improve performance of those students/athletes in their care.

37
Q

what are the four principles of qualitative movement analysis

A

-preparation
-observations
-evaluation (diagnosis)
-error detection (intervention)

38
Q

preparation stage

A

in this stage coach/teacher needs to determine.
-what is being analyses
-why is it being analysed
-how is it being analysed

39
Q

observation process

A

this is the process of looking at the performance of the subjects.
-observations can be performed live or recorded and then reviewed

40
Q

evaluation

A

generally refers to judgement of quality. The teacher/coach will do the following during an evaluation.

-decide what the problem is
-decide what is causing the problem
-describe how the problem can be addressed

41
Q

evaluation process

A

when we complete qualitative analysis we need to use a measure that is

-valid
-the measure measures what it is intended to measure
-reliable
-results that the measure achieves will be the same every time
-to ensure this need to complete following
-procedures
-conditions’
-equipment
-environment
-testers

42
Q

error correction

A

through analysis weakness is identified and strategies to develop these weaknesses are put into place.

these strategies will either be direct or constraints based.

43
Q

what is intervetion

A

type of intervention is put into place dependant on what stage the performer is in

the intervention is put into place in the following ways
-in game
-in training

44
Q

what can technology be used for in biomechanics

A

Technology can be used in biomechanics to measure aspects such as joint angles, velocity and
force.

45
Q

vid analysis can be qualitative or quantitative

A
46
Q
A

pe aos 1 (1 decks)

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