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Skill Acquisition Year 1 > Skill Acq Year 1 Cards > Flashcards

Skill Acq Year 1 Cards Flashcards

1
Q

Give Guthrie’s definition of skill

A

The ability to bring about predetermined results, with maximum certainty and minimum outlay of time or energy

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2
Q

Give three continuums

A
  1. Gross-fine
  2. Open-closed
  3. Discrete-serial-continuous
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3
Q

Give an example of a closed skill

A

Taking a penalty shot in netball in the D

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4
Q

Define coordination

A

The ability to use different parts of your body together efficiently relative to the task and environment

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5
Q

How can coordination be measured? (check exam questions)

A
  1. Quantitively

2. Qualitively

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6
Q

Define degrees of freedom

A

The individual elements and components of a system and the number of ways each component can act

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7
Q

How many joints are in the body?

A

100

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8
Q

How many muscles are in the body?

A

10,000

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9
Q

How many cells are in the body?

A

10 (14)

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10
Q

What does it mean to have lots of degrees of freedom?

A

The body has more movements and components that what is needed for any specific task. As a result there is a redundant amount of degrees of freedom, in that many won’t be used

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11
Q

What does Bernstein say?

A

He says that the body has too many degrees of freedom and that this must be controlled because so many are just left redundant

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12
Q

Do cognitive learners or young people have few or lots of degrees of freedom?

A

The performer is stiff and rigid because they have only a few degrees of freedom rather than using lots of elements in the body for movement

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13
Q

What is freezing?

A

This is when the performer or coach limits their movements to concentrate on a particular element of a skill

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14
Q

Give an example of freezing and who would use it

A

A cognitive learner, young person would use freezing. It could be when learning to dive sitting at the edge of the pool and only practicing the head and arm movements without the lower part of their body.

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15
Q

What is freeing/unfreezing?

A

This is when the performer begins experimenting with more movements, and so freeing some movements. This means the movements aren’t as rigid

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16
Q

Give an example of freeing/unfreezing and who would use it

A

Freeing/unfreezing would be used by an associative learner

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17
Q

What is exploitation?

A

This is when an athlete uses the environment to their advantage. This occurs when athletes have fully learned the movement and what works best

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18
Q

Give an example of exploitation and who would use it

A

Exploitation would be used by an autonomous learner. An example is using the springboard in gymnastics for a somersault or hitting the sweet spot on a golf club in golf to get more power

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19
Q

What is an open loop skill

A

This is when a movement happens so quickly, you can’t change the skill you just have to carry it out

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20
Q

Give an example of an open loop skill

A

A smash in badminton

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21
Q

What is a closed loop skill?

A

This is when you have time to adjust a skill depending on the situation and feedback

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22
Q

Give an example of a closed loop skill

A

Dribbling in hockey you have time to take into account where the opposition is, where your players are etc

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23
Q

What is the top down approach?

A

This is when the brain is the only thing that controls and imposes movements

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24
Q

Give two problems with the top down approach?

A
  1. Who controls what the brain controls and commands- something must control the brain
  2. Storage issue- the brain and body can only remember a certain amount of things and it does not have the capacity to remember every single movement the body can carry out
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25
Q

What are the three stages of the movement control centre?

A
  1. Stimulus Identification- when you see, smell or feel what is happening- like seeing the ball coming towards you
  2. Response selection- when you decide what you are going to do with a stimulus- deciding whether you will catch a ball or get someone else to catch it
  3. Response programming- this is sending a signal to actually carry out the movement- sending impulses to get the muscle ready
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26
Q

Define reaction time

A

The time taken from the onset of stimulus to the onset of movement

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27
Q

Define movement time

A

The time taken from the beginning of movement to the end of movement

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28
Q

Define response time

A

The time taken from the onset of stimulus to the end of movement

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29
Q

Define simple reaction

A

When the athlete has only one response to the stimulus

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30
Q

Give an example of simple reaction time

A

Reacting to the gun going off at the beginning of a race

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31
Q

Define choice reaction time

A

This is when there are multiple different options and responses to a stimuli and so the athlete has to make a decision on what to do

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32
Q

Give an example of choice reaction time

A

Dribbling in hockey

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33
Q

What helps to decrease reaction time?

A

Anticipation

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34
Q

Define anticipation

A

Pre-empting what is going to happen because of past experiences

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35
Q

Give 4 factors affecting reaction time

A
  1. Alertness
  2. Attention
  3. Pre-performance routines
  4. Training
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36
Q

What does the bottom up approach look at?

A

This looks at the effects of things outside of the body and the effects they have on movement and the athlete

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37
Q

What are the 3 main constraints the bottom up approach considers?

A
  1. Organismic constraints
  2. Environmental constraints
  3. Task constraints
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38
Q

What are organismic constraints?

A

Your own individual characteristics and features

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39
Q

What are the two sub categories of organismic constraints and give examples

A
  1. Functional- characteristics that can be changed- power, training, motivational, attention
  2. Structural constraints- cant be changed- height, limb length, body proportions
40
Q

What are environmental constraints?

A

These consider the environment and stimulus around you

41
Q

Give examples of environmental constraints

A
  1. Ice
  2. Grass
  3. Ground
  4. Light
  5. Gravity
42
Q

What are task constraints?

A

This looks at the activity/skill you have to do and what you use to complete it

43
Q

Give examples of task constraints

A
  1. Equipment
  2. Rules
  3. The goal of activity
44
Q

Which constraint is most important to teachers?

A

Task constraint as it is what you can change the most

45
Q

What must happen for movement to occur?

A

The constraints must interact together

46
Q

Give 3 roles of a teacher/coach

A
  1. Facilitate the development of a skill
  2. Create a learning environment that produces the best performance
  3. Encourage determination and motivation
47
Q

Define performance

A

A ‘one off’ observable behaviour- could do it right one day but wrong the next

48
Q

Define learning

A

A permanent improvement and acquisition of a skill

49
Q

Give three methods a teacher could use to improve learning

A
  1. Feedback
  2. Demonstrations
  3. Practice environments
50
Q

What does Schmidt say about learning experiences?

A

Without doubt one of the most important learning processes concerns the use of feedback

51
Q

Define feedback

A

Information given to the learner about the proficiency and success of movement; during and after the movement has been performed

52
Q

Give some examples of intrinsic feedback

A

vision, touch, smell, hearing, proprioception

53
Q

Give two types of extrinsic feedback

A
  1. Knowledge of performance (the movement patterns itself)

2. Knowledge of results (the outcome of the performance with scores and timings)

54
Q

Give the 5 stages of feedback

A
  1. Learner performs the skill
  2. They are given feedback
  3. They process the feedback
  4. They understand and interpret the feedback
  5. Athlete then makes connections with the feedback to previous performances and then future performances
55
Q

Give 5 different types of feedback

A
  1. Concurrent feedback
  2. Terminal feedback
  3. Summary feedback
  4. Bandwidth feedback
  5. Faded feedback
56
Q

What is concurrent feedback? Give an example

A

Feedback that is given during performance. Like knowing if you are in time with a gymnastics routine or dance with the musci

57
Q

What is terminal feedback? Give an example

A

Feedback given after performance. Like a coach telling you, you did well

58
Q

What is summary feedback? Give an example

A

This is feedback that comes after a period of performances and is more general and summarised. For example looking at your shots on target over a month rather than one game

59
Q

What is bandwidth feedback? Give an example

A

This is feedback that allows you to make mistakes to a certain degree without immediately giving negative feedback. However, feedback will come with errors that won’t correct themselves or are extreme

60
Q

What is faded feedback?

A

This is when you gradually reduce the amount of feedback you give to a learner which encourages them to make their own feedback

61
Q

What is it known as when feedback is given during performance?

A

Concurrent

62
Q

What is it known as when feedback comes after performance?

A

Terminal

63
Q

What is it known as when feedback is given after a longer period of performances

A

Summary

64
Q

What is it known as when the amount of feedback is decreased?

A

Faded

65
Q

What is augmented feedback?

A

When the athlete is simply given the feedback directly?

66
Q

What is the negative effect of augmented feedback?

A

It can hinder progression as athletes can become reliant and dependant on the feedback. It also prevents them for thinking for themselves

67
Q

When should augmented feedback not be given?

A

For simple tasks or ones where they will get intrinsic feedback themselves

68
Q

What is a demonstration useful for?

A

It provides a visual image of how the movement should be carried out so the athlete can refer to it in the future

69
Q

Does feedback or demonstrations make athletes more reliant and dependant?

A

Feedback

70
Q

Why are there no dependency effects with a demonstration?

A

Because the athlete has to watch the demonstration, then carry the movement out themselves. This requires cognitive effort as well as requiring thinking in the future to refer back to the demo

71
Q

What are three main factors to consider in a demonstration

A
  1. The athlete should see the demonstration more than once
  2. The athlete should be given the opportunity to simply observe first
  3. Only give the critical information, don’t overload them
72
Q

Why is learning enhanced in random practice?

A

Because it creates contextual interference- the athlete must cognitively process what they are doing in relation to the situation

73
Q

How can learning be tested?

A
  1. Retention tests- test the following day or week

2. Transfer tests- performing a skill in another position or space

74
Q

What does the schema theory say?

A

We have a generalised motor programme with lots of movements and skill stored, which we adapt to what we need currently

75
Q

What are the two parts of schema theory?

A
  1. Recall schema

2. Recognition schema

76
Q

What are the two parts of recall schema?

A
  1. Initial conditions

2. Response specifications

77
Q

Looking at what is around you and the situation you are in is what?

A

Initial conditions

78
Q

What is it called when you look at what the performer actually has to do?

A

Response specification

79
Q

What are the two parts of recognition schema?

A
  1. Sensory consequences

2. Response outcome

80
Q

What is it called when you feel the effects of what you are doing?

A

Sensory consequences

81
Q

What is the overall result called?

A

Response outcome

82
Q

Initial conditions and response specifications are part of which schema?

A

Recall schema

83
Q

Sensory consequences and response outcome are part of which schema?

A

Recognition schema

84
Q

What does an established schema allow for?

A

Athletes to control and modify skills for different situations and scenarios

85
Q

What type of practice is good to build a schema?

A
  1. Varied
86
Q

Give 4 types of practice commonly use in the top-down strategy.

A
  1. Repetitive practice
  2. Whole part whole
  3. Shadow practice
  4. Random/varied practice
87
Q

Give some common bottom up strategies.

A
  1. Experiments and variation
  2. Variation in practice
  3. Conditioned/modified games that are realistic and authentic
88
Q

What is motor development?

A

The sequential, continuous, age-related changes in motor behaviour because of underlying processes

89
Q

Why is it helpful to know about motor development?

A

It alludes to the milestones and ability level children should be at/reaching. This helps to make skills developmentally appropriate

90
Q

Development that works head to toe is…

A

Cephalocaudal

91
Q

Development that works from the centre trunk outwards is…

A

Proximodistal

92
Q

What are phylogenetic skills?

A

Fundamental skills, that you are born able to do. They are hereditary and within your DNA

93
Q

What are ontogenetic skills?

A

These are skills that are acquired through learning and environmental opportunities. These skills need refinement and practice- often being seen in sport

94
Q

What are the skills called that are within your DNA

A

Phylogenetic

95
Q

What are the skills called you have to learn through learning and environmental opportunities?

A

Ontogenetic

Skill Acquisition Year 1 (1 decks)

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