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Physical Education 3/4 > PE AOS1 Skill Acquisition > Flashcards

PE AOS1 Skill Acquisition Flashcards

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1
Q

What are the fundamental movement skills (FMS) ?

A

Basic movements traditionally associated with Physical activity

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2
Q

Skill Acquisition

A

the science that underpins movement learning and execution and is more commonly termed motor learning and control

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3
Q

What is a Motor/movement skill?

A

a ‘special’ form of skills that require movement of the body or limbs

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4
Q

What are the 11 Fundamental Motor skills?

A

1- catch
2- kick
3- run
4- vertical leap
5- overhand throw
6- ball bounce
7- leap
8- dodge
9- punt
10- forehand strike
11- two handed strike

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5
Q

Briefly outline the 3 constraint types

A

Individual - physical, Psychological and behavioral factors that are internal to the performer

Environment- Type of environment/ setting and characteristics of where performance takes place

Task- Factors that can be manipulated in training to manipulate performance

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6
Q

4 Types of Internal Sensory Information

A
  • Visual (sight)
    -Auditory (hearing)
  • Touch (pressure)
  • Proprioception (body awareness in time and space )
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7
Q

Benefits of a constraints based approach

A
  • Skills taught in a more open environment
  • random practice
  • tactics and strategy developed
  • skills effectively transferred into games
  • less likely to breakdown under pressure
  • self correction
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8
Q

Disadvantages of a constraints based approach

A
  • skills take longer to master
  • not textbook technique
  • more suited to autonomous learners
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9
Q

Perception action coupling

A

is the working together of the central nervous system (CNS) ad the muscles ~ our body perceives a cue/stimulus via the CNS and then a message is delivered via the muscles to perform the desired action or skill

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10
Q

Sport Specific Skills (SSS)

A

more complex than FMS and are often a sequence of FMS ( overhand throw into sports specific skills)

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11
Q

3 Stages of learning

A

-Cognitive
- Associative
- Autonomous

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12
Q

Cognitive stage of learning

A
  • beginner stage, a learner in the cognitive stage is learning the mechanics of the skills
  • substantial attention is required to understand and perform the skill
    ….
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13
Q

Associative (practice) stage of learning

A
  • movement patterns become more refined
  • learner can begin to use their internal/intrinsic feedback to self correct errors
  • increasing awareness of environment and external cues
  • awareness of tactical info (tactics and strategies)
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14
Q

Autonomous Stage

A
  • automatic stage, learner performs skills almost automatically
  • little attention required to perform skills
  • can make good use of intrinsic feedback
    -focus on developing strategies and tactics
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15
Q

Fine Motor skills

A

The use of small muscle groups to perform skills that require precision (often rely on sight and touch )

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16
Q

Gross motor skills

A

The use of large muscles to perform skills that require strength, power and force

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17
Q

Types of movement

A
  • discrete
    -serial
  • continuous
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18
Q

Discrete Skills

A

involve movements of short duration & the skill has a clear beginning and end

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19
Q

Serial Skills

A

a series of discrete skills linked together to create a more complex skill

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20
Q

Continuous Skills

A

have no clear beginning or end. movement may continue for as long as the performer wishes. repetitive action of the same movement

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21
Q

Predictability of Environment - Closed Skills

A
  • are performed in a predictable environment
    -skills are self paced & the athlete can decide when they start or stop
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22
Q

Predictability of environment - Open Skills

A

Are performed in a changing and unpredictable environment & skills are externally paced

23
Q

Feedback - Internal

A
  • Visual
  • Auditory
  • Proprioception
  • Touch
24
Q

Feedback - Augmented

A
  • Knowledge of Performance
  • Knowledge of Feedback
25
Q

Knowledge of Results

A
  • Refers to the outcome of a Skill
  • Helps with confidence
26
Q

Knowledge of Performance

A

refers to the feedback about the process of performing a skill

27
Q

Internal Feedback

A

is received directly from the performers sensory system (visual, auditory, touch and proprioception

28
Q

Augmented Feedback

A

Refers to information retained from and external source and can be given as either knowledge of results or knowledge of performance

29
Q

Concurrent Feedback

A
30
Q

Terminal Feedback

A
31
Q

Qualitative Feedback

A

descriptive feedback about the performance

32
Q

Quantitative Feedback

A

uses evidence and numerical data to provide feedback

33
Q

What are the 2 instructional approaches ?

A
  • Direct instruction
  • Constraint based Approach
34
Q

Benefits of Direct instruction

A
  • usually blocked practice
  • effective for FMS
  • learner understands skill
  • skills acquired quickly
    -external ques are limited
  • textbook technique acquired
35
Q

Disadvantages of direct instruction

A
  • skills taught in isolation
  • skills don’t transfer effectively into games
    -skills may breakdown under pressure
  • tactics and strategy not developed
36
Q

Family

A
  • role modelling of parents
  • family values regarding activity’s
  • Financial support
  • assistance accessing facilities
    (if the above are positive individual will have greater intrinsic motivation to be active )
37
Q

6 factors of the sociocultural model

A
  • Family
  • Cultural Norms/beliefs
  • Peers
  • Gender
  • Socio-economic status (SES)
  • Local community
38
Q

Cultural Norms & Beliefs

A
  • a strong cultural identity with sport leads to increased participation & therefore greater development of SSS
39
Q

Peers

A
  • Individuals with active friends are more likely to participate in deliberate play. this enable children to self discover skills and modify rules further enhancing motivation and the development of FMS and SSS
40
Q

Peers (social support)

A

individuals with someone to be active with are more likely to take part in physical activity and overcome barrier such as perceived lack of time or poor weather conditions

41
Q

Gender

A

Traditional Girls sports vs traditional boys sports

42
Q

Gender ( barriers to female sports)

A
  • lack of opportunity and role modelling
  • gender specific facilities
  • stereotyping of female activities
  • less funding opportunities at club level
  • less women in administrative roles
  • negative attitude to highly involved females in sport
43
Q

Socio-Economic Status (SES)

A
  • individual with low SES record lower levels of activity and skill
  • can’t access ~ memberships, equipment ,registration uniforms and travel costs
  • individuals with low SES may not be as aware of the risks & benefits of a sedentary lifestyle
44
Q

Local community

A

Skill development can be influenced by the sports prevalent in the local community

45
Q

Practice strategy - Distribution

A

Massed vs Distributed

46
Q

Practice Strategy - Variability

A

Blocked vs Random

47
Q

Practice Strategy - Type

A

Part vs Whole

48
Q

Massed Practice

A

longer duration less frequent practice sessions

49
Q

Distributed Practice

A

more frequent but shorter durations of practice

50
Q

Blocked Practice

A

repetitive practice of the same skill
~ more suitable for the cognitive stage

51
Q

Random Practice

A

Practicing skills out of sequence (random order)
~more suitable for autonomous / associative stage of learning

52
Q

Observational learning

A

Learning via opportunities to watch sport live or on TV. Helps build the culture & tradition of a sport.

53
Q

Deliberate Practice

A
  • involves highly structured practice
  • usually overseen by a coach or teacher
  • deliberate practice is designed to develop specific FMS and SSS in a game setting
  • Performers should have access to augment feedback

Physical Education 3/4 (4 decks)

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