Brainscape's Knowledge GenomeTM


Top Flashcards (Certified)
All Flashcards

IB Sports, Exercise and Health Science > Skill > Flashcards

Skill Flashcards

1
Q

What is skill?

A

Used to describe a specific action or level of performance of an individual

Infers that the movement has been learned and has a predetermined outcome/goal

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

Main characteristics of skill?

A

-Goal orientated
-Maximum certainty
-Minimum outlay of energy
-Learned through practice

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

Motor skill

A

Emphasizes movement and does not require much thinking

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

Cognitive skill

A

Requires lots of thinking

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

Perceptual skill

A

Using perceptual senses (visions, hearing, touch)

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

Perceptual Motor skill

A

The interpretation of environmental stimuli and the motor response to sensory information

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

Discrete skills

A

clear start to finish, brief and well defined

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

serial skills

A

linking together of skill to form a longer, more complex movement

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

continuous skills

A

the end of one cycle of movement is the beginning of another.

Repetitive, rhythmical, take place over long period of time

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

open skill

A

skills that are significantly affected by environmental conditions, to the extent that the conditions dictate the pace of the movement.

environment is variable and unpredictable

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

closed skills

A

performed in a stable, predictable environment

follow set movement patterns and are performed the same way each time

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

gross motor skill

A

movements that involve large muscle groups

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

fine motor skill

A

smaller muscle group, fine movement

intricate, precise, often requires hand eye coordination

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

individual skill

A

performed in isolation, one person involved

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

coactive skill

A

performed with someone, but NO direct confrontation

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

interactive skill

A

other people are directly involved, confrontation, active opposition that influences skill

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

What is ability

A

Traits that we are born with

Gives capacity to perform skill

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

Perceptual motor ability

A

enable individual to process information about how and when to move

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

motor abilities

A

abilities relating to actual movement

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

Fleishman’s taxonomy of ability

A

Examples of perceptual motor abilities
Examples of physical proficiency abilities

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

How are skill, ability and technique related

A

skill = ability + technique

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

Difference between skilled and novice performers

A

Consistent, accurate, control, learned, efficiency, certainty, goal directed, fluency

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

Black Box Model of Information Processing

A

Input -> CNS -> output -> Feedback -> Input…

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

Welford’s model of information processing

A

Input -> Sensation -> Perception (compared in short term and long term memory) -> Decision (LTM influences decision) -> efferent organization -> output -> feedback to LTM -> input…

perceptual: interpret information
translatory: makes decision
effector: transfers decision to muscles for movement response

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Exteroceptors
Provide information outside of body (vision, auditory, touch, taste, smell)
26
proprioceptors
Sense body movement and position, maintain posture (vestibular apparatus [balance], joint receptors, muscle spindles, Golgi tendon organs [limb position])
27
Signal detection theory
The probability of detecting any given signal depends on the intensity of the signal compared to the intensity of background noise
28
What is memory
the capacity that permits organisms to benefit from past experiences
29
Sensory information store
all incoming is held for a brief time lost within 0.5 seconds only retained and passes to short term memory if attended to and rehearsed
30
Short term memory
90% of all information entering STM is loss within 10 SECONDS retention and passage to LTM depend on physical and mental rehearsal Capacity: 7 plus or minus 2 bits of information
31
Long term memory
no capacity limitation, can be difficult to retrieve memories
32
Selective Attention
Focusing on relevant information while ignoring irrelevant information overcomes limited capacity past experience or similar situations allow to search environment for relevant information
33
Response time
time from the introduction of the stimulus to the completion of the action
34
Movement time
Time ti takes to carry out motor aspects of performance
35
relationship between reaction time, response time, movement time
Reaction time + movement time = response time
36
Factors determining response time?
Age Fitness *Number of choices
37
Hick's Law
As you double the number of stimulus response coupling, reaction time increases Reaction time increases logarithmically with number of choices
38
Psychological refractory period
When two stimuli are presented close together the reaction time to the second stimulus is slower than normal reaction time Distraction Jump before kicking a soccer goal
39
What is motor programme
Set of muscle commands that allow movements to be performed without any peripheral feedback
40
Open loop
the performance of a skill without recourse of feedback. Fast movements Too fast to use feedback to alter movement once it has begun
41
Closed loop
Movement can be altered during execution
42
Perceptual trace
Memory for the feel of successful past movements controls an ongoing movement
43
memory trace
the selection and initiation of movement
44
what is schema
Set of generalized rules rules that are generic to a group of movements
45
recall schema
memory with regard to the choice and initiation of action
46
recognition schema
memory for the feel of a movement allows to make appropriate changes to action
47
response specifications
comparing what is held in STM to present situation to decide specifics of movement
48
what is feedback
information resulting from an action or response
49
intrinsic feedback
available to performers without outside help can see results without anyone telling them
50
extrinsic feedbakc
information that is provided by someone or something else can be concurrent or terminal
51
knowledge of results
post response information concerning the outcome of the action visual, can see the end product of the action terminal
52
knowledge of performance
consist of post response information concerning nature of the movement knowledge of sensory consequence concurrent or terminal
53
Positive feedback
telling athletes they've done well
54
negative feedback
concentrates on errors ineffective to beginners
55
Performance
temporary occurrence, fluctuating over time
56
learning
relatively permanent change in performance resulting from practice or past experience
57
Stages of learning
Cognitive: tries to make sense of instructions, using thinking, uncoordinated motor components Associative: Practice to develop knowledge, consistency, and coordination Autonomous: the individual can perform consistently without over cognitive ability
58
Linear learning curve
easy to perform skill
59
positively accelerated curve
progress is slow at first but then performance improves quickly
60
negatively accelerated curve
Learn quickly at first then slow down
61
plateau effect
learning is positive, period of no improvement, breakthrough with more learning
62
Positive transfer
practice of one task has a facilitating effect on the learning and performance of another
63
Negative transfer
practice of one task has inhibiting affect on another
64
Skill to skill transfer
One skill to the next ex: throwing ball to throwing javelin
65
Practice to performance
Training to game situation ex: batting in baseball against a pitching machine
66
Abilities to skill
How natural abilities inform the acquisition of skill ex: improving dynamic strength in order to start races better
67
Bilateral
From one limb to another R2L L2R ex: a soccer player learning to kick with his or her weaker foot
68
Stage to stage
Cognitive, associative, autonomous From 3-3 basketball to full game
69
Principles to skills
theory to performance Learning that long levers aide throwing to throwing javelin
70
Massed practice
Little to no gaps in practice having breaks that are shorter than the time to complete a full trial
71
Distributed practice
Practice is interspersed with rest or a different activity Having intervals between trials that are greater than one complete trial often lead to better performances because reduces fatigue and boredom
72
Blocked practice
one movement is repeated over and over again can lead to quick improvement, but can be false
73
Random practice
practice of one movement is randomly interspersed with practice of other movements more effective than blocked practice
74
serial practice
different movements are practiced, but structured in consistent order
75
When should whole tasks be presented?
When components are performed simultaneously highly integrated/interdependent meaningless on their own
76
When should tasks/skills be broken down
When component parts of the skill are performed consecutively (one after the other) Highly dependent made of individual skills
77
Command style (style A)
mentor in charge useful in large groups, when activity involves danger useful when teaching technical skills, closed skills, when accuracy is important have to have homogenous skilled group
78
Reciprocal style (style c)
mentor sets agenda learners provide feedback to eachother learners have to know task well and want to help each other can progress at own rate and work on specifics of own performance
79
Divergent style
Mentor sets problem/task, learner works out solution allow increase in independence and self esteem more likely to implement in game mentors have to set realistic problems and explain situation well learner needs lots of experience
80
interoceptors
information form internal organs, passed to central mechanism of brain via body's sensory nervous system heartbeat, blood pressure, blood pH
81
Signal detection
Detection: registering the stimulus Comparison: referring the stimulus to memory Recognition: Finding a corresponding stimuli in memory
82
Rehearsal
information is processed mentally or physically
83
coding
labelling sets of information to make it easier to access
84
rity
keeping learning/teaching simple
85
chunking
learners retain more if the information is chunked
86
organization
organize
87
association
new learning is linked to what players already know
88
practice
establishes memory trace

IB Sports, Exercise and Health Science (3 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2025 Bold Learning Solutions. Terms and Conditions