Skill acquisition Flashcards
Learning
Permanent change in behaviour that occurs as a result of practice
Performance
temporary occurrence influenced by other factors
stages of learning
- cognitive stage
- associative stage
- autonomous stage
Cognitive stage
- Thinking stage
- frequent errors
- motor programme not developed- trial & error
- Extrinsic feedback required
- high attentional demands whilst doing skill
best way to learn in cognitive stage
- skill demonstrated
- allow time for practice and multiple demonstrations
- dont overload the learner with information
Associative stage
- longer duration than the cognitive stage
- stage of rapid improvement
- refining accuracy and consistency of skill
- physical practice repeated
- feedback becomes more internal
- errors may still occur but are less often
- Modelling- copying others
- movements become smoother and more coordinated
best way to learn in associative stage
- stage of rapid improvement
- skilled actions get smoother, more accurate, better timed & more efficient
- more complex and detailed cues
- learner performs and practises the skill under a variety of situations
- practice in competition like environment
Autonomous stage
- Expert stage - reached through years of effective practice
- actions are fluent, efficient & automatic
- over learnt skills
- concentrates on finer details
- fully developed motor programme
- can now analyse their own performance
Feedback
Information received to amend performance
Types of feedback
- Positive
- negative
- extrinsic
- intrinsic
- knowledge of results
- knowledge of performance
positive feedback
telling the performer what was good, offers motivation to maintain effort. may be combined with praise.
negative feedback
what went wrong. player can gain experience from this, gives clarity on which aspects need improving.
extrinsic feedback
derived from outside sources (coach)
intrinsic feedback
derived from within, internal feel to know they have done correct movements
knowledge of results
concerns the outcome, whether skills has been successful
knowledge of performance
why the skill was (not) successful- about technique
Types of Guidance
- Visual
- Verbal
- Manual
- Mechanical
Visual guidance
demonstrates movement of the skill - creates mental image
Advantages of visual guidance
- Draws attention to key points (gives cues)
- Better for less complex skills where less information needs to be given.
- Can highlight weaknesses of learner.
- shows what result should look like.
Disadvantages of visual guidance
- Can demotivate learner if it’s a highly complex skill
- Can overload beginners with info
- Needs to be accurate and clear otherwise skill is learnt incorrectly/ build an incorrect mental image
- Learner may not be physically capable of replicating demo
Verbal guidance
Skill is explained to the learner
Advantages of verbal guidance
- tactics can be explained
- gives technical info/ key points and highlights cues
- feedback can be given and immediately
- when used with visual can form mental image
Disadvantage of verbal guidance
- overload beginners with info
- learner may lose concentration
- language too complex for beginners - can cause confusion
Manual guidance
Learner is supported while doing the skill
Advantages of manual guidance
- Helps eliminate danger
- builds confidence of the performer
- fear and anxiety may be reduced with dangerous/ difficult skills
disadvantages of manual guidance
- learner becomes dependent on support
- proximity of coach may be upsetting
- incorrect feel/intrinsic feedback results in bad habits
- demotivated if learners feel not doing it themselves
Mechanical guidance
Learner supported by a piece of equipment to help them practice/ perform skills
Advantages of mechanical guidance
- Builds confidence & motivation
- Eliminates danger
- gives a feel of whole skill
- can be used for those recovering from injury
Disadvantage of mechanical guidance
- can interfere with feel of skill
- performer might become dependent on whole skill feel
- could lose motivation if performer feels they cant do it independently
Observational learning
Bandura 1977- Behaviour can be learned through watching and copying other people (role models)
Banduras mediational processes
- Attention
- Retention
- Motor reproduction
- Motivation
Operant conditioning in PE
B.F skinner 1953
Positive & negative reinforcement
punishment
- Trial and error learning
- manipulated Environment
- shaping behaviour by using positive reinforcement
Positive Reinforcement
pleasant stimulus given (praise/ reward)
Negative reinforcement
unpleasant stimulus taken away
Punishment
Unpleasant stimuli to prevent incorrect actions
3 Stages of proximal development
- what can I do alone?
- what can I do with help?
- what can I not do at all?
Gestaltist theory
Theory suggests performer uses existing knowledge to form an idea of how to deal with problematic sporting situation.
Methods of presenting practice
- whole
- progressive part
- whole-part-whole
Whole practice
skills is learned in its complete form without being broken down
whole-part-whole
learner tries whole skill - teacher identifies a weakness which are practised in isolation - once weak part is perfected, whole skill is tried again
Progressive part practice
chaining
learning skills in isolation and then practicing them in parts of the sequence
Types of practice
- massed practice
- distributed practice
- variable practice
- mental practice
Massed practice
learners continuously practice a skill without breaks or rest intervals
Distributed practice
practice sessions have rest intervals included which allows time to recover
Variable practice
a skill is practiced in many different environments that are as realistic as possible
Mental practice
the performer goes through the movement in their head without movement
Skill
a learned ability to bring about pre-determined results with the minimum outlay of time, energy or both
ACEFACE
- aesthetically pleasing
- consistent
- efficient
- fluent
- accuracy
- controlled
- economical
Ability
an inherited trait that supports various kinds of skills
Open vs Closed skill
environmental influence - how environmental conditions (team mates, opponents, weather) affect the skill
Self paced vs Externally paced
control and rate of execution - level of control over timing of skill
Gross vs Fine
extent of muscles used - precision of movement
Discrete vs Serial vs Continuous
continuity - how clearly defined the beginning and end of a skill is
Low vs High
organisation- how closely linked the sub routines of the skill are
Simple vs Complex
degree of difficulty - how complex the skill is
4 types of transfer
- positive transfer
- negative transfer
- Zero transfer
- Bi-lateral transfer
Positive transfer
one skill helps the learning and performance of another skill
Negative transfer
when one skill hinders the learning and performance of another skill
Zero transfer
when one skill has no impact of the learning of another skill
Bi-lateral transfer
capacity of the performer to perform a skill with both sides of the body
Proactive transfer
when learning of a previous skill helps the performance or learning of a new skill
Retroactive transfer
when learning of a new skill effects the learning of or performance of a previously learned skill
