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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
Q

Massed practice

A

Continuous with no rest intervals for example basketball player with free throw

26
Q

Distributed practice

A

Involves rest intervals between sessions for example swimmer practising stroke technique

27
Q

Varied practice

A

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
Q

Mental practice

A

Goes through performance through mind without movement for example on trampoline going over routine before

29
Q

Cognitive stage of learning

A

Learn what is needed or a skill, frequent errors , perform the skill slowly

30
Q

Associative stage

A

Reduced number of errors, performer gradually gets more successful and fluent, begin to pay attention to concurrent feedback

31
Q

Autonomous stage

A

Automatic, high levels of smoothness, efficiency and accuracy without stress

32
Q

Feedback

A

Information that a performer receives

33
Q

Positive feedback

A

Informs the performer what was successful about the movement

34
Q

Negative feedback

A

Informs the performer what was unsuccessful about the movement

35
Q

Extrinsic feedback

A

Comes from outside of a performer e.g a coach

36
Q

Intrinsic feedback

A

Feedback from within the performer

37
Q

Learning plateau

A

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
Q

How could a coach resolve lack of motivation

A

Increase rewards for performer

39
Q

How could a coach resolve fatigue

A

Allow time for recovery and don’t make all task full intensity. rest breaks

40
Q

How could a coach resolve poor coaching

A

Try a variety of coaching methods

41
Q

How could a coach resolve limited ability of performer

A

Allow performer to compete against similar level

42
Q

How could a coach resolve targets being too low / easy

A

Task could be extended to test the performers level

43
Q

How could a coach resolve boredom

A

More variety in the tasks to stop repetitiveness

44
Q

Possible causes of learning plateau

A

Lack of motivation, fatigue, poor coaching, limited ability of performer, targets are too low / easy, boredom

45
Q

What is insight learning

A

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
Q

4 stages of insight learning

A

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
Q

Advantages of insight learning

A

1) The learner learns new skills through experiencing the whole task
2) part learning is not effective

48
Q

Describe what insight is

A

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
Q

Operant conditioning

A

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
Q

3 features of operant conditioning

A

Trial and error
Environment manipulated by the coach shapes behaviour
It is based on the stimulus bonds

51
Q

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

A - Negative
B - Punishment
C - Positive

52
Q

Positive reinforcement

A

Rewarding performer when doing something good. Praise or physical reward

53
Q

Negative reinforcement

A

Removing criticism when using right behaviour

54
Q

Punishment

A

Facing consequences for doing wrong for example a red card for bad tackle

55
Q

Observational learning

A

Bandura suggests that learning takes place by watching the behaviour of others and trying to copy it

56
Q

Come up with ways coaches can use use observational learning to their advantage ( 2 marks )

A

Attention - Show performer demonstration they are interested in
Motivation - Learner needs to have the drive to match skill

57
Q

Four processes for observational learning

ARMM

A

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
Q

Social development theory constructivism : vygotsky

A

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
Q

Inter psychological learning

A

happens before development. performer learns from people they interact with

60
Q

Intra psychological learning

A

Learning takes place within the learner. Performer thinks about what they can do on their own and what they have learnt from others

61
Q

More knowledgeable other (MKO)

A

Person who has greater understanding of the skill / task than you and can offer technical advice and feedback

62
Q

Zone of proximal development

A

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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