PE Skill Acquisition

Question 1

Muscular movement:

Answer 1

gross/fine

Question 2

Gross skills:

Answer 2

are large muscle movements using large muscle groups, which aren’t precise e.g. shotput

Question 3

Fine skills:

Answer 3

are intricate movements using small muscle groups which tend to be precise - involve high levels of hand/eye co-ordination
e.g. snooker shot

Question 4

Environmental influence:

Answer 4

open/closed

Question 5

Open skill:

Answer 5

affected by environment, movements have to be continually adapted e.g. pass in hockey game

Question 6

Closed skill:

Answer 6

not affected by the environment, environment predictable and performer knows what to do and when e.g. free throw in basketball

Question 7

Continuity:

Answer 7

discrete, serial/continuous

Question 8

Discrete skill:

Answer 8

are brief, well-defined actions, clear beginning and end e.g. penalty flick in hockey

Question 9

Serial skill:

Answer 9

are a group of discrete skills strung together to make a new and complex movement e.g. sequence of skills for the triple jump

Question 10

Continuous skill:

Answer 10

have no obvious beginning or end. End of one cycle of movements is the beginning of the next e.g. swimming, running

Question 11

Pacing:

Answer 11

externally/ internally paced

Question 12

Internally paced/self-paced

Answer 12

the performer controls the rate at which the skill is executed, usually closed skills e.g. discus

Question 13

Externally paced:

Answer 13

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

Question 14

Difficulty:

Answer 14

simple/complex

Question 15

Simple skill:

Answer 15

are straightforward with very few judgements and decisions, little concentration and cognitive ability e.g. sprinting

Question 16

Complex skill:

Answer 16

involve many decisions and judgements. e.g. somersault

Question 17

Organisation:

Answer 17

low/high

Question 18

Low organisation skill:

Answer 18

very easy and uncomplicated. Sub-routines are easy to separate e.g. trampolining sequence.

Question 19

High organisation skill:

Answer 19

many sub-routines are closely linked together to make this skill. They cannot be broken down and practised. e.g. cartwheel

Question 20

Part-practice:

Answer 20

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

Question 21

Whole-practice:

Answer 21

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

Question 22

whole-part-whole practice:

Answer 22

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….

Question 23

progressive-part practice:

Answer 23

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

Question 24

Massed practice:

Answer 24

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’

Question 25

Distributed practice:

Answer 25

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

Question 26

Fixed practice:

Answer 26

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

Question 27

Varied practice:

Answer 27

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

Question 28

Proactive transfer:

Answer 28

previously learned skill affects a skill yet to be learned

Question 29

Negative transfer:

Answer 29

learning a new skill affects a skill learned previously

Question 30

Positive transfer:

Answer 30

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

Question 31

Coaches can aid positive transfer by…

Answer 31

• 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

Question 32

Negative transfer:

Answer 32

learning & performance of one skill hinder the learning & performance of another skill
happens when a stimulus common to both skills requires a diff response

Question 33

Negative transfer:

Answer 33

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

Question 34

Bilateral transfer:

Answer 34

the transfer of learning from one limb to another

Question 35

Bilateral transfer:

Answer 35

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

Question 36

Bilateral transfer takes place in two ways:

Answer 36

• cognitive aspects

- transfer of the motor programmes

Question 37

Operant conditioning:

Answer 37

• trial and error learning
• a correct response is rewarded
• this reinforces the correct response
• this behaviour is shaped (changed)

rewarding behaviour strengthens the link

Question 38

Thorndike’s laws:

Answer 38

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

Question 39

Cognitive theory of learning:

Answer 39

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.

Question 40

Cognitive theory of learning:

Answer 40

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

Question 41

SLT/Observational learning

Answer 41

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

Question 42

Craik and Lockharts levels of processing model

Answer 42

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

Question 43

Three levels to processing of verbal info:

Answer 43

• 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: