Skill Acquisition Flashcards
Using CEMPOD identify the six skill continua
Continuity, Environmental, Muscular Involvement, Pacing, Organisation, Difficulty
Skill Continuum Descriptions
-Muscular Involvement (gross and fine)
Gross- Involves large muscle movements and large muscle groups. There are major body movement skills e.g rugby tackle
Fine- Involves small muscle movements and small muscle groups. There are small bodily movements e.g. a snooker shot
Skill Continuum Descriptions
-Environment (open and closed)
Open- The environment is changing and others affect the skill. It is often externally paced. Movements will require adjustments e.g. netball pass
Closed- Not affected by the environment. The skill is stable and predictable. Often internally/ self-paced e.g. taking a penalty in football
Skill Continuum Descriptions
-Continuity (discrete, serial, continuous)
Discrete- Skill has a definite beginning and end. Usually brief in nature (a single skill). If skill is repeated, you have to start from the beginning e.g. kicking a football
Serial- A number of discrete skills put together to make a sequence or series. The order in which the district elements are in is important. Each movement is both a stimulus and a response e.g. bowling in cricket
Continuous- No clear beginning or end of skill. Activity continues for an unspecified time. Usually performed for a longer period of time e.g. swimming
Skill Continuum Descriptions
-Pacing (self and external)
Self-paced- A performer decides when to perform or start the skill. The performer decides the rate at which the skill is performed. There are more closed skills e.g. javelin throw
Externally-paced- Performance of the action is determined by external sources. It involves the performer in reaction. There are more open skills e.g. a game/pass in football
Skill Continuum Descriptions
-Difficulty (simple and complex)
Simple- Little information or stimuli to process. There are very few decisions and subroutines. There is time to use feedback e.g a pass in netball
Complex- Large amounts of information to process and there is less time to use feedback. There are many subroutines to perform in the correct order at the correct time. The skill can become affected by the environment. e.g. a somersault or floor routine in gymnastics
What is ability?
- The possession of talent, skill or proficiency in a particular area
- E.g. The ability to keep a badminton game going without much practice prior
What is skill?
- Skill is an organised, co-ordinated activity in relation to an object or situation which involves a whole chain of sensory, central and motor mechanisms
- E.g. A tennis serve
Types and methods of practice
-Part practice
- Practice by splitting or breaking down skills into subroutines or sections
- E.g. Tennis serve by doing the toss up
- Discrete and gross
Types of methods of practice
-Whole practice
- Practice by doing the total or complete or entire movement
- Not breaking the skill into subroutines or parts
- E.g. Whole tennis serve or jump shot in basketball
- Complex and discrete
What is a motor programme?
A series of sub-routines stored in the long-term memory
What is a sub-routine?
An individual movement or component of a skill or technique
Describe an Open Skill
The environment is changing & others affect the skill.
Much information to process
- Often externally paced
- Skills will require variations
- Movements will require adjustments
Describe a Closed Skill
- Not affected by the environment
- Stable and predictable
- Internally/Self-Paced
Describe a Gross Skill
- Involves large muscle movements
- Involves large muscle groups
- Major body movement skills
Describe a Fine Skill
- Involve small muscle movements
- Involve small muscle groups
- Small bodily movements
Describe a Discrete Skill
- Skill has a definite beginning and end
- Usually brief in nature – a single skill
- If a skill is repeated, have to start from the beginning
Describe a Serial Skill
- A number of discrete skills put together to make a sequence or series
- The order in which the distinct elements is important
- Each movement is both a stimulus and a response
Describe a Continuous Skill
- No clear beginning or end of skill
- Activity continues for unspecified time
- Usually performed for a longer period of time
Describe a Self-Paced Skill
- A performer decides when to perform or start the skill
- Performer decided the rate at which the skill is performed
- More closed skills e.g. shot put
Describe an Externally-Paced Skill
- Performance of the action is determined by external sources
- Involves the performer in reaction
- More open skill (e.g. white water canoeing)
Describe a Simple Skill
- Little information or stimuli to process
- Few decisions
- Time to use feedback
- Few sub-routines
Describe a Complex Skill
- Large amounts of information to process
- Affected by the environment
- Less time to use feedback
- Many sub-routines to perform in correct order at correct time
Describe a High Organisation Skill
- Skill cannot be split into sub-routines
- Sub-routines have to be practised as part of whole movement
Describe a Low Organisation Skill
- Sub-routines can be easily identified from overall movement
- Sub-routines can be practised in isolation from overall movement
What are the 3 phases of learning?
Cognitive, Associative, Autonomous
Describe a learner in the cognitive phase
- The learner is trying to create a ‘mental picture’ of the skill
- Lots of trial and error
- Essential that success reinforced by performer experiencing success or being told by the coach/ teacher
Describe a learner in the associative phase
- Performer practices the skills and compares or associated movements with the mental mage
- Feedback occurs (intrinsic and extrinsic)
- Beginners start to eliminate mistakes, and refine skills
- Motor programmes aren’t grooved
Describe a learner in the autonomous phase
- Movements becoming automatic or subconscious
- Distractions ignored (selective attention)
- Focus on tactical strategies
- Motor programmes fully grooved and stored in LTM.
Identify 4 types of guidance
Visual, Verbal, Manual, Mechanical
What is the difference between manual & mechanical guidance?
Manual - Physical support and movement from the teacher/coach.
Mechanical - Using equipment to support motor development
Identify 8 methods of practice
- Whole
- Part
- Whole Part Whole
- Progressive Part
- Massed
- Distributed
- Varied
- Fixed
Types of methods of practice
-Whole part practice
-Practice the complete skill, then split it into subroutines, and then practice complete skill again
Types of methods of practice
-Progressive part practice
Practice in stages that are linked or chained
What is massed practice?
No or very few rest intervals
What is distributed practice?
Regular breaks built into practice
What is varied practice?
When the practice situation/environment changes
What is fixed practice?
When the practice situation/environment stays the same
What are the main two categories of feedback?
Knowledge of Results & Knowledge of Performance
In addition to KR and KP, identify 6 other types of feedback
Positive, negative, concurrent, terminal, intrinsic, extrinsic
What is knowledge of results feedback?
Based upon the outcome or result
What is knowledge of performance feedback?
Based upon the technique and the quality of the movement
What is intrinsic feedback?
Direct feedback from proprioceptors, known as kinesthesis
What is concurrent feedback?
Feedback during performance
What is terminal feedback?
Feedback at the end of performance
Identify 6 types of transfer
Positive, Negative, Bilateral, Zero, Proactive, Retroactive
What is positive transfer?
One skill helps or enhances the learning and performance of another skill
What is negative transfer?
One skill hinders the learning and performance of another skill
What is bilateral transfer?
This is the transfer which takes place from one limb to another, sometimes called lateralisation
What is proactive transfer?
A skill already learned or performed INFLUENCES the learning or performing of a new skill
What is retroactive transfer?
Learning or performing a new skill INFLUENCES the learning or performing of an OLD skill
Name three learning theories
Operant, Observational & Cognitive Learning Theories
What is operant conditioning?
- Learning by conditioning through response to a stimulus
- Strengthening the stimulus-response (SR) bond
- Using reinforcement & punishment
What is negative reinforcement?
When reinforcement is taken away
Name Thorndike’s Laws
- Law of Exercise
- Law of Readiness
- Law of Effect
Thorndike’s Law
-Law of exercise
- Repetition/rehearsal will strengthen the S-R bond
- If the desired response is produced then it must be reinforced
- Practice makes permanent
Thorndike’s Law
-Law of readiness
-A leaner must be physically and mentally ready to perform a skill or complete the task
Thorndike’s Law
-Law of effect
- Any action that is positively reinforced will tend to be repeated
- If the response is followed by a satisfier, then the S-R bond will be strengthened
What is observational learning (social learning) theory?
When behaviour is learned through observing or copying another
What are the 6 stages of Bandura’s model of observational learning?
Demonstration - Attention, Retention, Motor Reproduction, Motivation - Performance
What is the acronym to remember cognitive learning theory?
PIGWIP
What are the 6 ways of describing cognitive learning theory (PIGWIP)?
Perception, Intervening Variables, Gestalt, Whole Problem, Insight, Past Experiences
Skill Continuum Description
-Organisation (low and high)
Low=An easy and uncomplicated skill. The phases that make up the skill are usually discrete but there are lots of sub-routines e.g. the long jump
High= A skill that has a complex number of phases that cannot be broken down and practices separately. They require a large amount of attention e.g. riding a bike
