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Physical Education Mrs Rex > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

1
Q

LACE FACE

A

Learned
Aesthetically pleasing
Consistent
Efficient

Fluent
Accurate
Controlled
Economical

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2
Q

Skill

A

A skill in physical activity is a specific and defined task that can be learned and practised

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3
Q

Continuum

A

A line with a classification extreme at each end

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4
Q

Closed skills

A

A skill performed in a predictable environment for example a javelin thrower

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5
Q

Open skills

A

A skill performed in a unpredictable environment where the performer has to react and adjust to the changing nature of the situation for example a rugby tackle

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6
Q

Gross skill

A

Performed using large muscle groups less precision for example rugby tackle

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7
Q

Fine

A

Performed using small muscle groups to control the skill for example darts

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8
Q

Self paced

A

Performer controls the speed of the skill for example high jumper

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9
Q

Externally paced

A

Performed has no control over when the skill starts for example tennis player receiving the serve

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10
Q

Discrete skill

A

Skill that can be repeated for example a free throw

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11
Q

Continuous skill

A

Discrete skill being repeated over and over for example running

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12
Q

Serial skill

A

Several discrete skills that are linked together to complete a task for example a punching combination in boxing

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13
Q

Low organisation skill

A

Can be split into sub routines easily and each routine can be practised separately for example front crawl as it has sub routines

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14
Q

High organisation skills

A

Whole actions. They have to be practised in their entirety for example a golf swing as it can not be broken down into sub routines

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15
Q

Skills of taking a penalty kick

A

Closed, self paced, simple and discrete

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16
Q

Skills of dive at the start of a race

A

Closed, externally paced, simple and discrete

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17
Q

Explain using a suitable practice example for each, the terms simple skill and complex skill
(4 marks)

A

Simple skill, a skill that requires few decisions when being performed, for example dribbling in a straight line in football unopposed.

Complex skill, a skill that requires decision making using lots of information when performed, for example a volley in football

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18
Q

Positive transfer

A

The learning of one skill helps another. Passing in basketball helps with netball passing

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19
Q

Negative learning

A

The learning of one skill hinders another. Conversion in rugby disrupts a free kick in football

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20
Q

Zero learning

A

Learning of one skill has no affect on another. Swimming stroke has no affect on rock climbing

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21
Q

Bilateral transfer

A

Learning of one skill is transferred across the body. Right footed footballer encouraged to use left foot when required

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22
Q

Whole practice

A

Practising the skill in its entirety for example a golf swing

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23
Q

Whole part whole practise

A

Assessing the skill, identifying a weakness to practise, then putting the skill back together for example when practising a netball return a weaknesses could be practised

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24
Q

Progressive part practice

A

Practicing the first part of the skill then adding parts gradually. Good when learning dance routines

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25
Massed practice
Continuous with no rest intervals for example basketball player with free throw
26
Distributed practice
Involves rest intervals between sessions for example swimmer practising stroke technique
27
Varied practice
training schedule that includes frequent changes of task for example sequence of ten mid-range jump shots, followed by ten layups, followed by ten free throws, followed by ten three-pointers, with the entire cycle repeating ten times.
28
Mental practice
Goes through performance through mind without movement for example on trampoline going over routine before
29
Cognitive stage of learning
Learn what is needed or a skill, frequent errors , perform the skill slowly
30
Associative stage
Reduced number of errors, performer gradually gets more successful and fluent, begin to pay attention to concurrent feedback
31
Autonomous stage
Automatic, high levels of smoothness, efficiency and accuracy without stress
32
Feedback
Information that a performer receives
33
Positive feedback
Informs the performer what was successful about the movement
34
Negative feedback
Informs the performer what was unsuccessful about the movement
35
Extrinsic feedback
Comes from outside of a performer e.g a coach
36
Intrinsic feedback
Feedback from within the performer
37
Learning plateau
A period during performance when there are no signs of improvement, the performer does not appear to be getting any better at the task
38
How could a coach resolve lack of motivation
Increase rewards for performer
39
How could a coach resolve fatigue
Allow time for recovery and don’t make all task full intensity. rest breaks
40
How could a coach resolve poor coaching
Try a variety of coaching methods
41
How could a coach resolve limited ability of performer
Allow performer to compete against similar level
42
How could a coach resolve targets being too low / easy
Task could be extended to test the performers level
43
How could a coach resolve boredom
More variety in the tasks to stop repetitiveness
44
Possible causes of learning plateau
Lack of motivation, fatigue, poor coaching, limited ability of performer, targets are too low / easy, boredom
45
What is insight learning
Type of learning that occurs all of sudden through understanding of relationships of various parts of a problem rather than through trial and error. Known as the “aha moment, the epiphany moment
46
4 stages of insight learning
1: preparation - can’t solve the problem initially 2: incubation - problem put on hold 3: Insight - suddenly there is a mental representation of solution 4: Verification - solution checked
47
Advantages of insight learning
1) The learner learns new skills through experiencing the whole task 2) part learning is not effective
48
Describe what insight is
Insight learning was a theory suggested by Gestalt, it is when the performer uses existing knowledge to form an idea of how to deal with problematic sporting situations
49
Operant conditioning
Work done by skinner showed that if behaviour is reinforced (rewarded) it is likely to be repeated and if behaviour is punished it will occur less frequently
50
3 features of operant conditioning
Trial and error Environment manipulated by the coach shapes behaviour It is based on the stimulus bonds
51
state wether the following examples are positive reinforcement, negative reinforcement or punishment: A) A coach stops shouting at a player when they make a good tackle B) A coach brings in the team for extra training after a heavy defeat C) A coach gives the goal keeper the player of the match award
A - Negative B - Punishment C - Positive
52
Positive reinforcement
Rewarding performer when doing something good. Praise or physical reward
53
Negative reinforcement
Removing criticism when using right behaviour
54
Punishment
Facing consequences for doing wrong for example a red card for bad tackle
55
Observational learning
Bandura suggests that learning takes place by watching the behaviour of others and trying to copy it
56
Come up with ways coaches can use use observational learning to their advantage ( 2 marks )
Attention - Show performer demonstration they are interested in Motivation - Learner needs to have the drive to match skill
57
Four processes for observational learning | ARMM
A - Attention: watch demonstration R - Retention: chance to practice M - Motor production: must be physically and psychologically capable M - Motivation: internal and external motivators ( have fun, praise good technique )
58
Social development theory constructivism : vygotsky
Vygotsky says, social interaction plays a key role in an individuals development. You build on what you know already, and you can learn from others who are more experienced and skilled
59
Inter psychological learning
happens before development. performer learns from people they interact with
60
Intra psychological learning
Learning takes place within the learner. Performer thinks about what they can do on their own and what they have learnt from others
61
More knowledgeable other (MKO)
Person who has greater understanding of the skill / task than you and can offer technical advice and feedback
62
Zone of proximal development
Stage 1) What can i do on my own Stage 2) What can i do with the help of a MKO Stage 3) What i can i not do yet

Physical Education Mrs Rex (5 decks)

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