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13C-PE > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

1
Q

types of coaching styles

A

command

reciprocal

guided discovery

problem solving

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2
Q

command style

A

authoritarian approach

learners follow direct orders

advantage- suit novice performers, suitable for big groups

disadvantage- does not allow performers to express their own ideas

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3
Q

reciprocal

A

performers involved in their own development, whilst still being instructed by the teacher/ coach

advantage- helps intrinsic feedback, improves communication

disadvantage- coach must insure correct info is being learnt, have to monitor progress, can take longer

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4
Q

problem-solving

A

a problem scenario set by the coach, learners solve this without any advice

advantages- more suited for advanced learners, helps develop long term memory

disadvantages- no right or wrong method, only suitable for advanced performers

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5
Q

guided discovery

A

allows the coach to guide the performer to explore the correct tactics

advantages- promotes creativity, improves motivation and cohesion

disadvantages- time-consuming and not effective for large groups

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6
Q

strategy

A

the general approaches that a team have towards a competitive situation

e.g- minimise wide opportunities in rugby

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7
Q

tactic

A

adaptations that enable max performance against the opposition - can change on the day/ at the moment

e.g- deploy players in an umbrella style of defence in rugby

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8
Q

dissection of a skill

A

preparation

execution

recovery

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9
Q

classification of skill

A

gross/fine

internally paced/ externally paced

discrete/ serial/ continuous

open/ closed

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10
Q

gross/ fine skills

A

distinguished based on the size of muscle groups involved

gross- larger muscle groups, less precision: long jump, athletics

fine- smaller muscle groups, precision: darts

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11
Q

internally/ externally paced

A

internally paced- instigated by the performer as they control the timing

externally paced- timing is determined by outside factors

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12
Q

discrete/ serial/ continuous

A

discrete- one distinct movement w/ clear beginning and end e.g penalty shoot

serial- several discrete movements together e.g gymnastics routine

continuous- repetitive movements no clear start/ end e.g running

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13
Q

open/closed skill

A

open- directly affected by the environment, need to be adaptive

closed- performed in a predictable environment

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14
Q

transfer of skills

A

positive

negative

bilateral

zero

retroactive

proactive

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15
Q

positive transfer

A

learning of one skill is enhanced by the learning and development of another

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16
Q

negative transfer

A

learning of one skill hinders the development of another

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17
Q

zero transfer

A

learning of one skill has no impact on the learning of another

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18
Q

bilateral transfer

A

learning of a skill on one limb effects the development of that skill on the other limb

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19
Q

retroactive transfer

A

learning of a new skill has an effect on the previously learnt skill

can be positive or negative

20
Q

positive transfer

A

learning of an old skill has an effect on one skill that is yet to be learnt

21
Q

the associative theories

A

classical conditioning

operant conditioning

22
Q

classical conditioning

A

proposed by pavlov

situation consequence behaviour

then… with repetition

situation behaviour

23
Q

operant conditioning

A

proposed by skinner

with reinforcement/ punishment behaviour repeats

24
Q

thorndikes laws

A

law of exercise

law of readiness

law of effect

25
Q

law of exercise

A

repetition of practice strengths SR bonds

26
Q

law of readiness

A

learning can only occur if the performer is physically and mentally ready

27
Q

law of effect

A

the use of reinforcement helps strengthen SR bonds

28
Q

fitts and posners stages of learning

A

cognitive

associative

autonomous

29
Q

cognitive stage

A

early phase

novice level

need a lot of visual guidance

command and reciprocal

30
Q

associative stage

A

intermediate level of learning

may need to revisit the cognitive stage

develop kinaesthetic feel

need to focus to reduce error

visual/ verbal guidance

31
Q

autonomous stage

A

little or no conscious thought

advanced level

problem solving teaching style

32
Q

types of practice

A

progressive / part

part practice

whole-part-whole

whole

33
Q

progressive practice

A

effective for serial skills

broken down into sub routines

linked to sequence

A B C D > AB > ABC > ABCD

34
Q

whole part whole

A

exposure to whole rotuine before breaking it down and putting back together

ABCD > A B C D > ABCD

35
Q

part practice

A

learn individual subroutines

A B C D > ABCD

36
Q

whole practice

A

skill taught without breaking it down at all

ABCD > ABCD

37
Q

practice structures

A

massed- long duration, no breaks

variable- a variety of activities to mimic the competitive scenario

fixed- repetition of an activity to ensure ‘overlearning’

distributed- break down into different sections to focus on separate areas

38
Q

types of guidance

A

visual

verbal

mechanical

manual

39
Q

types of feedback

A

positive- constructive feedback

negative- suppress aspect of performance

intrinsic- internal

extrinsic- from coach

concurrent- during activity

terminal- end of the activity

knowledge of results- the outcome of performance

knowledge of performance- understand their own performance

40
Q

open and closed loop control

A

open- skills performed subconsciously, linked to autonomous stage, self-paced

closed- pay more attention to the task, consciously creating movements

41
Q

information processing

A

input > stimulus identification > response selection > response programming > output

42
Q

welfords model

A

sense organs > perception > stm > decision making > long term store back to start or… > effector control > effectors

43
Q

whitings model

A

input data> receptor signals > translatory mechanisms > selective attention > effector mechanism > muscular system > output data > feedback data

44
Q

memory systems

A

short-term sensory store

short term memory

long term memory

45
Q

schema theory

A

enables performer to build motor programmes top increase sport recognition of skill

13C-PE (5 decks)

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