Skill Acquisition

Question 1

types of coaching styles

Answer 1

command

reciprocal

guided discovery

problem solving

Question 2

command style

Answer 2

authoritarian approach

learners follow direct orders

advantage- suit novice performers, suitable for big groups

disadvantage- does not allow performers to express their own ideas

Question 3

reciprocal

Answer 3

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

Question 4

problem-solving

Answer 4

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

Question 5

guided discovery

Answer 5

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

Question 6

strategy

Answer 6

the general approaches that a team have towards a competitive situation

e.g- minimise wide opportunities in rugby

Question 7

tactic

Answer 7

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

Question 8

dissection of a skill

Answer 8

preparation

execution

recovery

Question 9

classification of skill

Answer 9

gross/fine

internally paced/ externally paced

discrete/ serial/ continuous

open/ closed

Question 10

gross/ fine skills

Answer 10

distinguished based on the size of muscle groups involved

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

fine- smaller muscle groups, precision: darts

Question 11

internally/ externally paced

Answer 11

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

externally paced- timing is determined by outside factors

Question 12

discrete/ serial/ continuous

Answer 12

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

Question 13

open/closed skill

Answer 13

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

closed- performed in a predictable environment

Question 14

transfer of skills

Answer 14

positive

negative

bilateral

zero

retroactive

proactive

Question 15

positive transfer

Answer 15

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

Question 16

negative transfer

Answer 16

learning of one skill hinders the development of another

Question 17

zero transfer

Answer 17

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

Question 18

bilateral transfer

Answer 18

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

Question 19

retroactive transfer

Answer 19

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

can be positive or negative

Question 20

positive transfer

Answer 20

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

Question 21

the associative theories

Answer 21

classical conditioning

operant conditioning

Question 22

classical conditioning

Answer 22

proposed by pavlov

situation consequence behaviour

then… with repetition

situation behaviour

Question 23

operant conditioning

Answer 23

proposed by skinner

with reinforcement/ punishment behaviour repeats

Question 24

thorndikes laws

Answer 24

law of exercise

law of readiness

law of effect

Question 25

law of exercise

Answer 25

repetition of practice strengths SR bonds

Question 26

law of readiness

Answer 26

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

Question 27

law of effect

Answer 27

the use of reinforcement helps strengthen SR bonds

Question 28

fitts and posners stages of learning

Answer 28

cognitive associative autonomous

Question 29

cognitive stage

Answer 29

early phase novice level need a lot of visual guidance command and reciprocal

Question 30

associative stage

Answer 30

intermediate level of learning may need to revisit the cognitive stage develop kinaesthetic feel need to focus to reduce error visual/ verbal guidance

Question 31

autonomous stage

Answer 31

little or no conscious thought advanced level problem solving teaching style

Question 32

types of practice

Answer 32

progressive / part part practice whole-part-whole whole

Question 33

progressive practice

Answer 33

effective for serial skills broken down into sub routines linked to sequence A B C D > AB > ABC > ABCD

Question 34

whole part whole

Answer 34

exposure to whole rotuine before breaking it down and putting back together ABCD > A B C D > ABCD

Question 35

part practice

Answer 35

learn individual subroutines A B C D > ABCD

Question 36

whole practice

Answer 36

skill taught without breaking it down at all ABCD > ABCD

Question 37

practice structures

Answer 37

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

Question 38

types of guidance

Answer 38

visual verbal mechanical manual

Question 39

types of feedback

Answer 39

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

Question 40

open and closed loop control

Answer 40

open- skills performed subconsciously, linked to autonomous stage, self-paced closed- pay more attention to the task, consciously creating movements

Question 41

information processing

Answer 41

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

Question 42

welfords model

Answer 42

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

Question 43

whitings model

Answer 43

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

Question 44

memory systems

Answer 44

short-term sensory store short term memory long term memory

Question 45

schema theory

Answer 45

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