PE Skill Acquisition Flashcards
Muscular movement:
gross/fine
Gross skills:
are large muscle movements using large muscle groups, which aren’t precise e.g. shotput
Fine skills:
are intricate movements using small muscle groups which tend to be precise - involve high levels of hand/eye co-ordination
e.g. snooker shot
Environmental influence:
open/closed
Open skill:
affected by environment, movements have to be continually adapted e.g. pass in hockey game
Closed skill:
not affected by the environment, environment predictable and performer knows what to do and when e.g. free throw in basketball
Continuity:
discrete, serial/continuous
Discrete skill:
are brief, well-defined actions, clear beginning and end e.g. penalty flick in hockey
Serial skill:
are a group of discrete skills strung together to make a new and complex movement e.g. sequence of skills for the triple jump
Continuous skill:
have no obvious beginning or end. End of one cycle of movements is the beginning of the next e.g. swimming, running
Pacing:
externally/ internally paced
Internally paced/self-paced
the performer controls the rate at which the skill is executed, usually closed skills e.g. discus
Externally paced:
environment controls the rate of performing the skill, skills involve reaction, usually open e.g. ball games, performer must time their actions with actions of other players and the ball
Difficulty:
simple/complex
Simple skill:
are straightforward with very few judgements and decisions, little concentration and cognitive ability e.g. sprinting
Complex skill:
involve many decisions and judgements. e.g. somersault
Organisation:
low/high
Low organisation skill:
very easy and uncomplicated. Sub-routines are easy to separate e.g. trampolining sequence.
High organisation skill:
many sub-routines are closely linked together to make this skill. They cannot be broken down and practised. e.g. cartwheel
Part-practice:
working on an isolated sub-routine with the aim of perfecting of it.
used for low organisation skills, if task is complex & dangerous
performer can get sense of the skill and gain confidence.
e.g. practising the backswing only in tennis serve
Whole-practice:
skills being taught without breaking down into sub-routines or parts.
used for skills high in organisation that need to be taught as a whole
allows performer to experience feel of the skill - kineasthesis
e.g. golf swing
whole-part-whole practice:
practising whole skill, then practising a sub-routine in isolation, then practising whole skill again.
used with serial skills or low organisation
used to recognise strengths/weaknesses
e.g. break down of swimming strokes e.g….
progressive-part practice:
skills are broken down into sub-routines known as chaining A+B, C, A+B+C
used for complex skills, gd for serial skills
helpful to allow performer to learn links between sub-routines
e.g. gymnastic floor routine
Massed practice:
practice session involves very short or no rest intervals
gd for discrete skills of short duration
used to groove skills
e.g. basketball players practise their shooting skills by doing drills which involve many shots from diff positions around the ‘key’
Distributed practice:
practice sessions with rest intervals included
used with continuous skills, with beginners
rest intervals allow performer to receive feedback
e.g. swimmer swims a width and then has a rest whilst getting feedback
Fixed practice:
specific movement pattern is practised repeatedly in a stable environment
used with closed skills
allows skills to become habitual and automatic
e.g. discus thrower practises in the discus circle, using same weight implement
Varied practice:
when skill is practised in many environments
used with open skills
develops performer’s perceptual and decision-making skills.
e.g. small-sided game in football, work on passing, tactics etc
Proactive transfer:
previously learned skill affects a skill yet to be learned
Negative transfer:
learning a new skill affects a skill learned previously
Positive transfer:
learning & performance of one skill help the learning & performance of another skill
happens when skills are similar
e.g throwing transferred to arm action of tennis serve
Coaches can aid positive transfer by…
- make sure indiv understands the similarities between two skills
- make sure basics of first skill are well learned so that they transfer more easily into second
Negative transfer:
learning & performance of one skill hinder the learning & performance of another skill
happens when a stimulus common to both skills requires a diff response
Negative transfer:
learning & performance of one skill hinder the learning & performance of another skill
happens when a stimulus common to both skills requires a diff response
e.g. squash player who takes up tennis, diff to learn to not use wrists during shots
Bilateral transfer:
the transfer of learning from one limb to another
Bilateral transfer:
the transfer of learning from one limb to another
refers to capacity of a performer who may be dominantly right-sided to perform a skill with the left side of the body
Bilateral transfer takes place in two ways:
- cognitive aspects
- transfer of the motor programmes
Operant conditioning:
- trial and error learning
- a correct response is rewarded
- this reinforces the correct response
- this behaviour is shaped (changed)
rewarding behaviour strengthens the link
Thorndike’s laws:
Based on strengthening S-R bonds
- law of exercise: rehearsing & repeating actions strengthens reinforcement
- law of effect: if followed by a pleasant reaction, S-R bond strengthened, same the other way
- law of readiness: athlete must be both mentally and physically capable of performing the skill efficiently.
e. g. apply to game of hockey
Cognitive theory of learning:
intervening variables and insight learning
- learning best achieved by premising the whole skill.
- learner must understand and think about the problem as a whole
- thought processes are dependent upon perception
- learner will use intelligence, current knowledge and previous experience to plan or prediction a solution.
Cognitive theory of learning:
intervening variables and insight learning
- learning best achieved by premising the whole skill.
- learner must understand and think about the problem as a whole
- thought processes are dependent upon perception
- learner will use intelligence, current knowledge and previous experience to plan or prediction a solution.
e. g. cricketer learns to swing the ball when bowling by understanding the basic mechanics of movement
SLT/Observational learning
copying behaviour of others
- behav will be copied if the role model is a significant other and of high status
- role models are occupied if they are the same gender as the learner
- form of visual guidance
involves attention, retention, motor reproduction & motivation
e.g. rugby player copy behav of professional player on TV
Craik and Lockharts levels of processing model
seeks to explain what we do with info rather than how it is stored
info recieved by the brain will be transferred to the LTM if it is:
- considered
- understood
- has meaning (is related to past memories)
the deeper the info is processed the longer the memory trace will last
Three levels to processing of verbal info:
- structural level: paying attention to what words look like
- Phonetic level: processing of words and sounds
- Semantic level: considering the actual meaning of words
Adv:
