Skill Flashcards
What is skill?
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
Main characteristics of skill?
-Goal orientated
-Maximum certainty
-Minimum outlay of energy
-Learned through practice
Motor skill
Emphasizes movement and does not require much thinking
Cognitive skill
Requires lots of thinking
Perceptual skill
Using perceptual senses (visions, hearing, touch)
Perceptual Motor skill
The interpretation of environmental stimuli and the motor response to sensory information
Discrete skills
clear start to finish, brief and well defined
serial skills
linking together of skill to form a longer, more complex movement
continuous skills
the end of one cycle of movement is the beginning of another.
Repetitive, rhythmical, take place over long period of time
open skill
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
closed skills
performed in a stable, predictable environment
follow set movement patterns and are performed the same way each time
gross motor skill
movements that involve large muscle groups
fine motor skill
smaller muscle group, fine movement
intricate, precise, often requires hand eye coordination
individual skill
performed in isolation, one person involved
coactive skill
performed with someone, but NO direct confrontation
interactive skill
other people are directly involved, confrontation, active opposition that influences skill
What is ability
Traits that we are born with
Gives capacity to perform skill
Perceptual motor ability
enable individual to process information about how and when to move
motor abilities
abilities relating to actual movement
Fleishman’s taxonomy of ability
Examples of perceptual motor abilities
Examples of physical proficiency abilities
How are skill, ability and technique related
skill = ability + technique
Difference between skilled and novice performers
Consistent, accurate, control, learned, efficiency, certainty, goal directed, fluency
Black Box Model of Information Processing
Input -> CNS -> output -> Feedback -> Input…
Welford’s model of information processing
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
Exteroceptors
Provide information outside of body (vision, auditory, touch, taste, smell)
proprioceptors
Sense body movement and position, maintain posture
(vestibular apparatus [balance], joint receptors, muscle spindles, Golgi tendon organs [limb position])
Signal detection theory
The probability of detecting any given signal depends on the intensity of the signal compared to the intensity of background noise
What is memory
the capacity that permits organisms to benefit from past experiences
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
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
Long term memory
no capacity limitation, can be difficult to retrieve memories
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
Response time
time from the introduction of the stimulus to the completion of the action
Movement time
Time ti takes to carry out motor aspects of performance
relationship between reaction time, response time, movement time
Reaction time + movement time = response time
Factors determining response time?
Age
Fitness
*Number of choices
Hick’s Law
As you double the number of stimulus response coupling, reaction time increases
Reaction time increases logarithmically with number of choices
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
What is motor programme
Set of muscle commands that allow movements to be performed without any peripheral feedback
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
Closed loop
Movement can be altered during execution
Perceptual trace
Memory for the feel of successful past movements
controls an ongoing movement
memory trace
the selection and initiation of movement
what is schema
Set of generalized rules
rules that are generic to a group of movements
recall schema
memory with regard to the choice and initiation of action
recognition schema
memory for the feel of a movement
allows to make appropriate changes to action
response specifications
comparing what is held in STM to present situation to decide specifics of movement
what is feedback
information resulting from an action or response
intrinsic feedback
available to performers without outside help
can see results without anyone telling them
extrinsic feedbakc
information that is provided by someone or something else
can be concurrent or terminal
knowledge of results
post response information concerning the outcome of the action
visual, can see the end product of the action
terminal
knowledge of performance
consist of post response information concerning nature of the movement
knowledge of sensory consequence
concurrent or terminal
Positive feedback
telling athletes they’ve done well
negative feedback
concentrates on errors
ineffective to beginners
Performance
temporary occurrence, fluctuating over time
learning
relatively permanent change in performance resulting from practice or past experience
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
Linear learning curve
easy to perform skill
positively accelerated curve
progress is slow at first but then performance improves quickly
negatively accelerated curve
Learn quickly at first then slow down
plateau effect
learning is positive, period of no improvement, breakthrough with more learning
Positive transfer
practice of one task has a facilitating effect on the learning and performance of another
Negative transfer
practice of one task has inhibiting affect on another
Skill to skill transfer
One skill to the next
ex: throwing ball to throwing javelin
Practice to performance
Training to game situation
ex: batting in baseball against a pitching machine
Abilities to skill
How natural abilities inform the acquisition of skill
ex: improving dynamic strength in order to start races better
Bilateral
From one limb to another R2L L2R
ex: a soccer player learning to kick with his or her weaker foot
Stage to stage
Cognitive, associative, autonomous
From 3-3 basketball to full game
Principles to skills
theory to performance
Learning that long levers aide throwing to throwing javelin
Massed practice
Little to no gaps in practice
having breaks that are shorter than the time to complete a full trial
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
Blocked practice
one movement is repeated over and over again
can lead to quick improvement, but can be false
Random practice
practice of one movement is randomly interspersed with practice of other movements
more effective than blocked practice
serial practice
different movements are practiced, but structured in consistent order
When should whole tasks be presented?
When components are
performed simultaneously
highly integrated/interdependent
meaningless on their own
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
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
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
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
interoceptors
information form internal organs, passed to central mechanism of brain via body’s sensory nervous system
heartbeat, blood pressure, blood pH
Signal detection
Detection: registering the stimulus
Comparison: referring the stimulus to memory
Recognition: Finding a corresponding stimuli in memory
Rehearsal
information is processed mentally or physically
coding
labelling sets of information to make it easier to access
rity
keeping learning/teaching simple
chunking
learners retain more if the information is chunked
organization
organize
association
new learning is linked to what players already know
practice
establishes memory trace
