Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PE igsce > PE chapter 8 > Flashcards

PE chapter 8 Flashcards

1
Q

Ability

A

The qualities and characteristics a person is born with such as speed, agility, coordination, flexibility, balance, reaction time, that allow a person to learn or acquire skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

how many hours does it take to become an expert according to anders ericsson

A

10 000 hours

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

Skill

A

A learned and practiced ability that brings about the result that you want to achieve with maximum certainty and efficiency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

What are the eight key factors that can affect the variation of skill level within a perfomer

A

Age and maturity
Arousal conditions
Facilities
Environment
Teaching and coaching
Anxiety
Motivation
Culture

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

Age and maturity

A

How young a person is can affect how good they become. Starting younger provides more time to become expert.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

Arousal conditions

A

Someone who is calm and enjoys low arousal may perform well in shooting and archery, which requires fine motor skills. People with high arousal levels may prefer football or boxing, which require more gross motor skills.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

Facilities

A

The kinds of facilities that are available and accessible will impact on the sports that are offered.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

Environment

A

Where you live will affect your choices. If you live where the weather is colder and there is more snow, you are more likely to ski than if you lived in a tropical country

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

Teaching and coaching

A

The quality and provision of coaching available will affect the skill level. For example andy murray left the uk to go to spain for tennis

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

Anxiety

A

If you see the skill as difficult, for example, it may stop you from improving. The coach must break the skill down to help motivate you.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

Motivation

A

This will influence the skills you choose and how well you master them. A desire to succeed will encourage you to practice and seek new challenges.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

Culture

A

Background can impact upon the skills you learn. A person with the ability to play striking sports is likely to play baseball in usa but cricket in india

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

What can influence sports popularity

A

The sports that are offered in school can influence the popularity.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

What is the difference between skill and ability

A

The ability is a quality that your born with and a skill is a learned and practiced ability

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

Examples of ability

A

Speed
Agility
Coordination
Flexibility
Balance
Reaction time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

Accurate

A

Achieving precise reliable movements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

Consistent

A

Performing to a high level every time with control and quality

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

Fluent

A

Using movements that are quick, smooth and flowing, without hesitation or stumbling

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

Coordinated

A

Moving different parts of the body together with efficiency and control

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

Goal directed

A

Focusing performing on a specific target and being determined to achieve that target

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Aesthetically pleasing

A

A display that looks good to the eye of the spectator, judge or coach

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q
A
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

How can you be a good sports person

A

You must use your abilities and train them

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

What is a skilled performance

A

Is one that demonstrates accurate , consistent fluent coordinated and aesthetically pleasing

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

Example of accurate

A

Darts snooker archery
Shooting in netball or basketball

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

Examples of consistent

A

Shooting in basketball, bagging in cricket, golf

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

Examples of fluent

A

Gymnastics combining movements during a routine
Footballer produced quick movements

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

Examples of coordination

A

Essential for most activities and skills
Racquet sports and team games

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

How is volleyball serve an example of coordination

A

Serving in volleyball legs to generate momentum and the arms to serve the ball

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
30
Q

Aesthetically pleasing examples

A

Gymnastics figure skating diving
Straight knees and pointed feet

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
31
Q

Examples of goal directed

A

Being determined to achieve the target
Scoring a goal

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
32
Q

Badminton example accurate

A

Keeping the shuttle low to the net when performing drop shots and short serves

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
33
Q

Consistent badminton.

A

Players must maintain quality through as they need to win three sets to win a match

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
34
Q

Fluent and coordinated and goal directed and aesthetically pleasing in badminton

A

Players must move quickly and smoothing around the court to reach shots and maintain a good court position

Players use their legs arms and eyes to move maintain balance and achieve a clean contact with the shuttle

Fluent player will link shots and movements together smoothly

Focused on winning each point and use tactics / select shots that help achieve this

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
35
Q

Basic skills

A

Simple skills that require lower levels of concentration and coordination
Need to be mastered before more complex skills are attempted

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
36
Q

Examples of basic skills

A

Throwing catching jumping or running

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
37
Q

Complex skills

A

More difficult skills that require a high level of coordination and concentration
Complex skills take far longer to master and they often include multiple sub routines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
38
Q

Complex skills

A

More difficult skills that require a high level of coordination and concentration
Complex skills take far longer to master and they often include multiple sub routines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
39
Q

Examples of complex skills

A

Synchronized diving, gymnastics vault , basketball lay up

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
40
Q

Open skills

A

Affected by outside or environmental factors such as weather pitch conditions and the actions of opponents and teammates
Skills are performed differently each time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
41
Q

Ex of open skills

A

Team sports ( football , netball , hockey or rugby

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
42
Q

Closed skills

A

Skills that are unaffected by the environment or the performers in it
Decision making is unnecessary and skills can be performed in the same way each time

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
43
Q

Closed skills examples

A

Archery, swimming, free throws basketball and shot put

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
44
Q

Fine skills

A

Involve precise movements that require high levels of accuracy and techinique
Involve small muscle groups, including those that control the wrist and fingers

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
45
Q

Examples of fine skills

A

Snooker , serving (table tennis) , drop shot in badminton

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
46
Q

Gross skills

A

Skills that use large muscle groups to produce large powerful movements
Force production is more important than precision or accuracy

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
47
Q

Ex of gross skills

A

Sprinting , javelin , rugby tackle , goal kick

48
Q

Basic and complex continuum

A

Basic : running
Middle tennis
Complex synchronized swimming

49
Q

Open and closed continuum

A

Open football
Middle tennis
Closed archery

50
Q

Gross and fine continuum

A

Fine table tennis
Gross track running

51
Q

What are the 4 stages of the information processing model

A

Input decision making output and feedback

52
Q

What are the 4 stages of the information processing model

A

Input decision making output and feedback

53
Q

Input

A

Information received via the senses ( sight sound and touch) and from previous experiences
A performer needs to select the most relevant information to act upon

54
Q

Example of input

A

Opponents body position , communication from team mates
crowd

55
Q

Decision making

A

Information is analyzed so the performer can choose the most appropriate response. Information is stored in short term memory at first and the long term memory if rehearsed over time

56
Q

How can decision making be effected

A

Experienced performer have more relevant information stored and can make faster and better decisions

57
Q

Output

A

The decision is made and then acted upon
The brain sends information to the muscles the muscles contract and the action is performed

58
Q

Feedback

A

Information is received about the outcome of the decision whether it’s good or bad
The knowledge can be stored in the memory and used to make future decisions

59
Q

Examples of feedback

A

Can be intrinsic from the feel of the movement or extrinsic from the crowd coach team mates and seeing the outcome

60
Q

What are two types of feedback

A

Intrinsic and extrinsic

61
Q

Apply the model to a penalty kick

A

Input : the performer receives information from their surrounding including the position of the goal keeper and the condition of the pitch

Decision making: the player notices that the keeper is positioned to the left of the goal and decides to shoot right

Output : skill is executed and the player shoots to the right and scores

Feedback; the performer receives feedback from variety of sources telling them that they were succes
This information is stored in the memory and can be used to improve decision making in the future

62
Q

Limited channel capacity

A

Our brains can only process a certain amount of information at once too much information results in overload

63
Q

Examples of limited channel capacity

A

Noice from the crowd instructions from the coach and team mates cameras flashing and a variety of visual cues can make it hard to focus on the important information

64
Q

Single channel hypothesis

A

The theory that the brain can only process one piece of information at a time. Until one stimulus has been dealt with and a decision made another cannot be acted upon

65
Q

Multi channel hypothesis

A

The theory that the brain has several channels each dedicated to a different task
Visual information may be processed through one channel and verbal language instructions through another

66
Q

The three stages of learning

A

Cognitive
Associative
Autonomous

67
Q

Cognitive

A

The preparation stage
Occupied by beginners start to learn a new skill or technique

68
Q

Properties of cognitive

A

A large number of dog mistakes are made
Performers consciously think about the actions needed to perform the skill
Reliant on inout from a teacher or coach
Skills are broken down into sub routines which are practiced individually

69
Q

Stage 2 Associative

A

The practice stage
The skill is practiced repeatedly

70
Q

Associative properties

A

Fewer mistakes are made as consistency improves
Performers may attempt more advanced techniques
May practice in controlled environments eg a reduced sized court

71
Q

Stage 3 autonomous

A

The automatic stage
Performing skills with control accuracy and flair

72
Q

Autonomous examples

A

Mistakes are rare and performers can analyze what went wrong
Skills are performed naturally and without conscious thought
Skills can be used effectively in n full games and matches

73
Q

Autonomous examples

A

Mistakes are rare and performers can analyze what went wrong
Skills are performed naturally and without conscious thought
Skills can be used effectively in n full games and matches

74
Q

Learning to solve in tennis

A

The skills is broken down ball toss racket grip
The skill practiced can be in controlled environments
Experiencing
Mistakes are rare
Able to make adjustments

75
Q

Types of practice

A

Whole
Part
fixed
Variable

76
Q

Whole practice

A

Combining sub-routines and practicing a skill as a whole
Appropriate for autonomous learners
e.g. bowling in cricket, practicing free-kicks in football

77
Q

Part practice

A

Practicing sub-routines of a skill individually
Appropriate for cognitive learners e.g. the ball-toss when serving in volleyball

78
Q

Fixed practice

A

Repeating the skill over and over in one situation Appropriate for associative and cognitive learners

79
Q

Variable

A

Repeating the skill in a range of situations (e.g. in isolation and small-sided games)
Appropriate for autonomous learners

80
Q

What is feedback

A

The information a performer receives about their performance
Helps us to assess how well we’ve performed

81
Q

Feedback loop

A

Illustrates the importance of feedback and where it fits into the cycle of creating improved performances

82
Q

feedback is when

A

during or after a performance

83
Q

the processes of the feedback loop

A

the skill is performed and feedback is received

feedback is used to assess the quality of the performance to identify the adjustments that need to be made

Technical adjustments are made and the skills is practiced before the cycle is repeated

84
Q

extrinsic feedback and examples

A

information that comes from an external source. example teachers or coach the reaction of the crowd or your team mates

85
Q

extrinsic feedback is essential for

A

beginners / cognitive learners who dint yet have the knowledge to assess their own performances really on an outsider

86
Q

intrinsic feedback

A

information that comes from within examples the emotions we feel thoughts about our actions and the feel of the movement from our muscles

87
Q

what type of learners use intrinsic feedback

A

Autonomous learners can use intrinsic feedback to make immediate adjustments to their technique

88
Q

knowledge of results

A

knowledge of outcomes your score, time , distance or place in a race

89
Q

knowledge of performance

A

feedback that comes from analysing the quality of movements and techniques regardless of the results

example : whether your landing in gymnastics was clean

90
Q

knowledge of results disadvantage

A

may discourage and demotive cognitive learners as outcomes at this stage are likely to be poor. May not reflect level of skill as results are dependent on quality of your opposition

91
Q

knowledge of performance useful

A

useful for performers at all three stages of learning

92
Q

extrinsic feedback advantages

A

important for cognitive learners who lack knowledge
autonomous learners can combine intrinsic and extrinsic feedback to gain more accurate picture

93
Q

extrinsic feedback disadvantages

A

qualified coaches are required to give the feedback
poor quality coaching could cause performances to decline

94
Q

intrinsic advantages

A

performers don’t need to wait for extrinsic feedback and can make adjustments immediately
suitable for autonomous learners

95
Q

intrinsic disadvantages

A

high level of knowledge required
cognitive learners do not have this knowledge

96
Q

knowledge of results advantages

A

results give a quick objective measure of success can provide a target to work towards can be used to show improvement over time

97
Q

knowledge of performance advantages

A

easily tailored to suit the performers ability level ex simple feedback can be provided to cognitive learners and complex feedback to autonomous learners

98
Q

quality feedback

A

positive feedback should be provided
negative feedback or criticism can affect confidence and motivation

99
Q

quality feedback should be

A

fast focus and factual

100
Q

fast feedback

A

given as soon as after the event as possible

101
Q

focus feedback

A

should be focused upon the key areas of concern or development

102
Q

factual feedback

A

feedback should be factual based on evidence from your performance of what you did well or need to improve

103
Q

guidance

A

help and instruction given to guide learners through movements skills and techniques to help them acquire skills

104
Q

visual guidance

A

guidance that comes in the form of images examples watching videos or demonstrations of a technique

105
Q

verbal guidance

A

instructions given in the form of words. words are used to explain movements and techniques

106
Q

manual guidance

A

hands on guidance that helps performers acquire muscle memory or a feel for the movement

107
Q

mechanical guidance

A

hands on guidance that helps performers to acquire muscle memory or a feel for the movement

108
Q

visual guidance in stages of learning

A

used all three stages
important for cognitive learners who need to see an overall pictureof the skill so that they understand how it should be performed

109
Q

verbal guidance in stages of learning

A

limited relevance for cognitive learners as they lack an understanding of the terms used
useful in the autonomous stage as it allows coaches to provide detailed instructions

110
Q

manual and mechanical stages of learning

A

used at the cognitive stage as they enable beginners to gain a feel for the movement
autonomous learners may use harness to ensure safety and when trying out new techniques

111
Q

advantages of visual guidance

A

enables performers to visualise. a visual picture of correct performance. Demonstration can be repeated if necessary. slow motion video can be used to focus on a specific sub routine

112
Q

Disadvantages of visual guidance

A

Demonstrations need to be accurately performed
Incorrect demonstrations could lead to the wrong technique being learned. poor quality video has limited used

113
Q

advantages of verbal

A

immediate instructions can be acted upon straight away
questions can be used to assess learning can be combined with visual guidance to paint a more accurate picture

114
Q

Disadvantages of verbal

A

long or complicated instructions are hard to process
some movements cannot be accurately explained with words

115
Q

manual and mechanical guidance advantages

A

manual guidance is useful for beginners as it helps learners develop muscle memory. Mechanical guidance provides a safe environment to try new skills. supports can help to reduce feeling of anxiety and fear

116
Q

manual and mechanical disadvantages

A

performers can become dependent on support from a coach or equipment. they may resist having supports removed. Can give an unrealistic feeling of the motion

117
Q
A

PE igsce (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions