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PE Paper 2 > Psychological factors affecting performance 2.1 Skill Acquisition. > Flashcards

Psychological factors affecting performance 2.1 Skill Acquisition. Flashcards

1
Q

Name all 6 Skill Classifications.

A

MECDOP:

Muscular movement.

Environmental Influence.

Continuity.

Difficulty.

Organisation.

Pacing.

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2
Q

State the continuum and give a description of Muscular Movement.

A

Continuum: Gross/Fine.

Gross skills are large muscle groups. Not very precise

Fine skills are intricate movements using small muscle groups which tend to be precise and generally involve high levels of hand-eye coordination.

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3
Q

State the continuum and give a description of Environmental Influence.

A

Continuum: Open/Closed.

Open skills are affected by the environment.

Closed skills are not affected by the environmental. Environment is predictable and performer knows what to do and when.

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4
Q

State the continuum and give a description of Continuity.

A

Continuum: Discrete/ Serial/ Continuous.

Discrete skills are brief well defined actions that have a clear beginning and end.

Serial skills are a group of discrete skills strung together to make a new and complex movement.

Continuous skills have no obvious beginning and end. The end of one cycle is the beginning of the next and is repeated.

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5
Q

State the continuum and give a description of Difficulty.

A

Continuum: Simple/ Complex.

Simple skills are straightforward with very few judgements and decisions. They require little concentration and cognitive ability of the performer.

Complex skills involve many decisions and judgements. They are complicated and are practised in training repeatedly.

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6
Q

State the continuum and give a description of Organisation.

A

Continuum: Low/ High.

Low organisation skill is very easy and uncomplicated.
Can be broken down into sub routines.
Moves such as riding a bike.

High organisation skill have many sub routines are closely linked together to make this skill. Can’t be broken down and practiced.

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7
Q

State the continuum and give a description of Pacing.

A

Continuum: Externally and Internally Paced.

Internally Paced or Self-paced skills, performer controls the rate at which the skill is executed. These skills are usually closed.

Externally Paced are when the environment controls the rate of performing the skill. Performer must pay attention to externally events in order to control rate of movement.

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8
Q

Name all 8 types of Practises.

A

Part Practice.

Whole Practice.

Whole-Part-Whole Practice.

Progressive-Part practice.

Massed Practice.

Distributed Practice.

Fixed Practice.

Varied Practice.

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9
Q

Define Part practice.

A

Working on an isolated sub-routine with the aim of perfecting it.

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10
Q

What type of skill should Part practice be used for.

A

Low in organisation easy to break down into sub-routines.
Complex or dangerous skills.

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11
Q

Why use Part practice.

A

Allows performer to make sense of skill and gain confidence.
reduces possibility of overload.

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12
Q

Define Whole practice.

A

Skill is taught as a whole not breaking it down at all.

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13
Q

What type of skill should whole practice be used for.

A

High organisation skills hard to break down.

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14
Q

Why use whole practice.

A

Allows performer to experience feel of the skill- kinesthesis.

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15
Q

Define Whole-part-whole practice.

A

Practicing the whole skill then a sub-routine then the whole skill again.

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16
Q

What type of skill should Whole-part-whole be used for.

A

Serial skills or skills with low organisation.

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17
Q

Why use Whole-part-whole.

A

Recognises strengths and weaknesses of a skill.

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18
Q

Define Progressive-part practice.

A

Skills are broken down into sub-routines and learned one step at a time, learning one then joining it to another and learning that one and so on.

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19
Q

What type of skill should Progressive-part be used for.

A

Complex skills as it reduces information overload.
low organisation skills.
Serial skills.

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20
Q

Why use Progressive-part practice.

A

Allows performers to learn links between sub-routines.

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21
Q

Define Massed practice.

A

Practice sessions involving very short or no rest intervals.

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22
Q

What type of skill should Massed practice be used for.

A

Discrete skills with short duration.
useful for highly motivated performers with good fitness levels.

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23
Q

Why use Massed practise.

A

To groove skills.
to simulate elements of fatigue.

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24
Q

Define Distributed practice.

A

Practice sessions with rest intervals included.

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25
Q

What type of skill should Distributed practice be used for.

A

Continuous skills.
with beginners or those with low fitness levels or motivation.

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26
Q

Why use distributed practice.

A

Rest intervals allow performer to receive feedback.
Helps maintain motivation and makes dangerous skills safer.

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27
Q

Define Fixed practice.

A

A specific movement pattern is practiced repeatedly in a stable environment.

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28
Q

What type skills should Fixed practice be used for.

A

Closed skills requiring movement pattern to become overlearned.

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29
Q

Why use Fixed practice.

A

Skills will become habitual and automatic.

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30
Q

Define Varied practice.

A

When a skill is practiced in many environments.

31
Q

What type of skills should Varied practice be used for.

A

Open skills practices must be as realistic as possible.

32
Q

Why us Varied practice.

A

Allows development of long term memory.
Develops performers decision making.

33
Q

Describe Proactive transfer.

A

When a skill learned previously affects skill yet to be learned.

34
Q

Describe Retroactive transfer.

A

When learning a new skill affects a skill learned previously.

35
Q

Describe Positive transfer.

A

When the learning of one skill helps the learning of another skill.

36
Q

Describe Negative transfer.

A

When the learning of one skill hinders the learning of another skill.

37
Q

Describe Bilateral transfer.

A

The transfer of learning from one limb to another.

38
Q

How to Optimising positive transfer and limiting negative transfer.

A

make performers aware of transferable elements between skills, give clear and concise demonstrations.

39
Q

Describe Operant conditioning.

A

Trial and error learning.

If behaviour is desired a reward should be given to reinforce this behaviour.

40
Q

Describe the cognitive theory of learning.

A

Learner is told the whole skill, they must understand and think about the problem as a whole, learner will use intelligence current knowledge and previous experiences to plan or predict a solution.

41
Q

Describe the observational theory of learning.

A

Behaviour is observed and if the performer is a role model actions may be copied.

Process involves:
Attention.
Retention.
Motor reproduction.
Motivation.

42
Q

Name the three stages of learning in order.

A

Stages of learning:

Cognitive.

Associative.

Autonomous.

43
Q

Describe the Cognitive stage of learning.

A

Stage for beginners.
learner is forming a mental picture of the skill.
demonstrations should be used not to give to much info and confuse leaner.
Performance is inconsistent and lack co-ordination.
feedback is needed from coaches to fix errors.

44
Q

Describe the Associative stage of learning.

A

Stage for intermediates.
Errors occur less often and are smaller.
big improvements to performance are made.
skill becomes more fluent and co-ordinated.
learner starts to use intrinsic feedback.

45
Q

Describe the Autonomous stage of learning.

A

Stage for experts.
learner requires little cognitive attention to perform skill meaning they can focus on other things like other players.
less need for external feedback.

46
Q

Name the four types of Guidance.

A

Verbal.

Visual.

Manual.

Mechanical.

47
Q

Advantages and disadvantages of Verbal guidance.

A

Advantages:
Can reinforce good movements and identify errors to be corrected.
Holds attention of the performer and help motivate.

Disadvantages:
Can lead to information overload.
if inaccurate skill will be hindered.

48
Q

Advantages and disadvantages of visual guidance.

A

Advantages:
Easy to create the mental image.
Skills can be seen at different angles.
Encourages observational learning.

Disadvantages:
If demonstration is incorrect bad habits will form.
coach may be unable to demonstrate the skill correctly.
visual representation may be unclear or too quick.

49
Q

Advantages and disadvantages of manual and mechanical guidance.

A

Advantages:
Helps with confidence and safety.
can be use to isolate a skill action like a kick in swimming with a float.

Disadvantages:
Can be over-restrictive
May lead to false kinesthesis.

50
Q

Name the six types of feedback.

A

Intrinsic.
Extrinsic.
Positive.
Negative.
Knowledge of results.
Knowledge of performance.

51
Q

Describe intrinsic feedback.

A

Feedback coming from inside you it’s how the movement feels.

52
Q

Describe Extrinsic feedback.

A

Feedback that comes from an external source like a coach.

53
Q

Describe PosItive feedback.

A

Reinforces the skill gives an idea of a successful outcome.

54
Q

Describe Negative feedback.

A

Information about an unsuccessful outcome used to build more successful strategies.

55
Q

Describe knowledge of results.

A

Feedback that gives the performer information about the end result of the response.

56
Q

Describe Knowledge of performance.

A

information about how well the movement is performed not about the end outcome of the game.

57
Q

Advantages and disadvantages of Intrinsic feedback.

A

Advantages:
Occurs as movement happens so can be changed quickly.
Performer does not have to rely on anyone.

Disadvantages:
If in the cognitive stage performer won’t be able to use intrinsic feedback correctly.

58
Q

Advantages and disadvantages of Extrinsic feedback.

A

Advantages:
Coaching points can lead to improvements, as long as information is correct.

Disadvantages:
Inaccurate feedback can negatively effect performance.
If source is unreliable can lower motivation.
Doesn’t encourage kinaesthetic awareness.

59
Q

Advantages and disadvantages of Positive feedback.

A

Advantages:
Can lead to positive reinforcement, S-R bonds formed.
Helps motivate.
Helps build self esteem and confidence.

Disadvantages:
If undeserved can lead to incorrect S-R bonds forming.
Some performers do not respond to praise and may ignore it.

60
Q

Advantages and disadvantages of Negative feedback.

A

Advantages:
Some are motivated by negative feedback.
Allows performer to understand what needs to be improved.
Best suited for autonomous learners who need skill requirement.

Disadvantages:
Can be demotivating.
Can be detrimental to learning.

61
Q

Advantages and disadvantages of Knowledge of results.

A

Advantages:
Allows performer to see the outcome of their action.
Can motivate performer if they win.

Disadvantages:
May demotivate if performer is unsuccessful.

62
Q

Advantages and disadvantages of Knowledge Of Performance.

A

Advantages:
Allows performance to know what good performance feels like.
Can motivate even if they lose.

Disadvantages:
May demotivate newer performers as they often mess up.

63
Q

Describe how to use Feedback Effectively.

A

Feedback should correspond to the skill level of the performer. Cognitive stage need a coach to use external feedback.
Limiting the amount of feedback given can stop the performer from being overwhelmed by to much info and allows them to use intrinsic eventually.
Feedback should be given ASAP.
Try to facilitate Intrinsic feedback.

64
Q

Name the three components of the Atkinson and Shiffren’s Multi-Store Memory model.

A

Short-term Sensory Store.
Short-term Memory
Long term Memory

65
Q

Describe the Short-term Sensory Store.

A

The STSS has limitless memory for holding for less than 1 second.

All incoming info goes to STSS and using selective attention selecting relevant information which is sent to the Short term memory.

66
Q

Describe Selective attention.

A

Relivent information is filtered through the STSS into the STM and irrelevant info is forgotten.

67
Q

Describe the Short Term memory.

A

Area where information from STSS and LTM come together.

STM has limited capacity for about 7 items. It can hold the info or as long as attention is held.

Information can be held using Chunking for example instead of remembering every players individual movements in a lineout remember it as a number or name.

68
Q

Describe Chunking.

A

Different pieces of information can be grouped together and then remembered as one piece of info.

69
Q

Describe the Long Term Memory.

A

LTM contains well learned, retained coded information that collected over past experiences.

LTM is limitless in capacity and length of retention.

Well-learned movement skills will eventually move from STM to LTM as motor programs.

Info from LTM can be drawn on into the STM to be used.

70
Q

Describe movement skills.

A

AN action or task that has a goal and requires voluntary body or limb movement to achieve they are learned not innate also known as motor skill.

71
Q

Advantages and disadvantages of the Multi-Store Memory Approach.

A

Advantages:
Simplifies the memory process
Explains how people with brain damage may have dysfunctional memory.

72
Q

Describe the Craik and Lockhart’s Levels of Processing Model and give a sporting example.

A

An approach to explaining memory.
According to this model meaning of the information is more relevant than repetition.

Information received is transferred to the long-term memory if it is:
Considered.
Understood.
has meaning (related to past memories)

How much info is considered is called the determines how long the Memory Trace lasts.

There are three levels of processing of verbal info:
Structural level, Paying attention to what words look like.
Phonetic level, Processing the words and sounds.
Semantic level, considering the meaning of the words.

Practical examples:
A gymnastics coach explaining why it is important to tuck in a somersault to ensure there is greater rotation. The performer is more likely to remember as they understand why it’s important.

73
Q

Advantages and disadvantages of the Levels of Processing Model approach.

A

Advantages:
Explains why understanding information helps understand it.
Explains that the longer we consider and analyse information, the more we remember.

Disadvantages:
The longer we take to process information does not always lead to better recall.
It is difficult to know what deep processing involves.
It does not take into account individual differences.

PE Paper 2 (2 decks)

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