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RSFC A Level PE > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

1
Q

A skill is…

A

Learnt

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2
Q

An ability is…

A

Inherited

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3
Q

Define a perceptual skill.

A

The detection of a stimuli from the environment

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4
Q

Define a cognitive skill

A

A thinking skill that involves decision making

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5
Q

Define a motor skill

A

The contraction of large muscle groups to produce a movement

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6
Q

Define a psycho-motor skill

A

A thinking skill that involves decision making, followed by contractions of the muscles to produce a movement

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7
Q

An open skill is…

A

Where the environment is unstable and changing

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8
Q

A closed skill is….

A

Where the environment is unchanging and stable

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9
Q

Is dribbling in open play in basketball an open or closed skill?

A

Open skill

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10
Q

Is a serve in tennis an example of an open skill or a closed skill?

A

Closed skill

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11
Q

A self-paced skill is…

A

Where the performer decides the start and speed of the movement

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12
Q

An externally-paced skill is…

A

Where the environment dictates the start and speed of the movement

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13
Q

Is a corner kick in football a self-paced or externally paced skill?

A

Self-paced

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14
Q

A fine skill involves….

A

Small muscle groups

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15
Q

A gross skill involves…

A

Large muscles groups

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16
Q

A golf putt and archery are the only examples of what type of skill?

A

Fine skills

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17
Q

A simple skill….

A

Involves few decisions being made

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18
Q

A complex skill….

A

Involves many decisions being made

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19
Q

Define a low organisation skill

A

The movement can be easily broken down into sub-routines

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20
Q

Define a high organisation skill

A

The movement can NOT be easily broken down into sub-routines

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21
Q

Define a discrete skill

A

There is a clear beginning and end

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22
Q

Define a serial skill

A

A series of linked discrete skills

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23
Q

Define a continuous skill

A

The end of one cycle is the beginning of the next

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24
Q

Positive transfer is when…

A

The learning of one skill benefits the learning of another skill

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25
Q

Negative transfer is when…

A

The learning of one skill hinders the learning of another skill

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26
Q

Zero transfer is when…

A

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

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27
Q

Bi-lateral transfer is when…

A

The learning of a skill on one side of the body benefits the learning of a skill on the other side of the body

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28
Q

Pro-active transfer is when…

A

The learning of a skill has an impact on the learning of a future skill

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29
Q

Retroactive transfer is when…

A

The learning of a skill has an impact on a previously learned skill

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30
Q

How many pieces of information can the short-term sensory store hold?

A

Unlimited

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31
Q

How long can the short-term sensory store hold information for?

A

1 second

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32
Q

What does the short-term sensory store recieve?

A

Stimuli from the environment

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33
Q

What process takes place in the short-term sensory store?

A

Selective attention

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34
Q

What is selective attention?

A

Blocking out irrelevant information and focusing on relevant information

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35
Q

What is the benefit of selective attention?

A

It speeds up decision making and prevents information overload

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36
Q

Give 3 ways a coach can improve selective attention…

A
  1. Increase the intensity of the stimuli
  2. Slow down the stimuli to give more time to react
  3. Speed the stimuli back up to make it more realistic
  4. Use key cues
  5. Practice with distractions
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37
Q

DCR stands for…

A

Detection, comparison, recognition

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38
Q

How much information can the short-term memory hold?

A

5-9 pieces

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39
Q

How long can the short-term memory hold information for?

A

Up to 30 seconds

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40
Q

The short-term memory is also known as…

A

The working memory

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41
Q

What does the short-term memory receive from the STSS?

A

Relevant information from the short-term sensory store

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42
Q

Which process takes place in the short-term memory?

A

Decision making

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43
Q

What does decision making mean?

A

Choosing a relevant motor programmes

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44
Q

What does the short-term memory receive from the long-term memory?

A

Relevant motor programmes

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45
Q

What does the short-term memory do with motor programmes

A

Initiates them

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46
Q

What does initiating a motor programme mean?

A

Sending nerve impulses to the relevant muscles

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47
Q

How much information can the long-term memory hold?

A

Unlimited

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48
Q

How long can the long-term memory hold information from

A

An unlimited amount of time

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49
Q

What 2 things does the long-term memory store?

A
  1. Relevant information
  2. Motor programmes
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50
Q

Where does the long-term memory send motor programmes?

A

Back to the short-term memory

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51
Q

Give 3 ways that the retention of newly learnt information can be improved.

A
  1. Making information relevant by using key cues
  2. Chunk and chain information
  3. Practice frequently
  4. Use appropriate guidance
  5. Make training fun and enjoyable
  6. Positive reinforcement
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52
Q

What can positive reinforcement help to strengthen?

A

The SR bond

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53
Q

What are the 3 stages of Welford’s Model?

A

Input, decision making, output

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54
Q

What process takes place in the input stage of the Welford’s Model?

A

DCR

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55
Q

What are the 3 central mechanisms of Whiting’s Model of Information Processing?

A

Perceptual mechanism, translatory mechanism, effector mechanism

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56
Q

Which key process occurs in the perceptual mechanism?

A

Selective attention

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57
Q

Which key process takes place in the translatory mechanism?

A

Decision making

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58
Q

Which key process takes place in the effector mechanism?

A

Initiation of motor programmes

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59
Q

Define the term reaction time

A

The time taken from the start of the stimulus to the start of the movement

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60
Q

Give an example of reaction time for a 100m runner.

A

From the start of the gunshot to the start of pushing off the blocks

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61
Q

Define the term movement time

A

From the start of the movement to the end of the movement

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62
Q

Give an example of movement time for a 100m runner

A

From the start of pushing off the blocks to the end of the race

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63
Q

Define the term response time

A

From the start of the stimulus to the end of the movement

64
Q

Give an example of response time for a 100m runner

A

From the start of the gunshot to the end of the race

65
Q

Outline the relationship between reaction time, movement time and response time

A

Reaction time + movement time = response time

66
Q

What does Hick’s Law state?

A

As the number of possible responses increases, response time becomes slower

67
Q

According to the single channel hypothesis, how many stimuli can be processed at a time?

A

One

68
Q

The time delay caused by the single channel hypothesis is known as…

A

The psychological refractory period

69
Q

The psychological refractory period causes…

A

A delayed/slower response time

70
Q

Define spatial anticipation

A

Predicting what is going to happen

71
Q

Define temporal anticipation

A

Predicting when something is going to happen

72
Q

Name the factors that can afect response time

A

Selective attention
Hick’s Law
Age
Anticipation
Arousal
Psychological refractory period

73
Q

Define whole practice

A

The movement is practised as a whole with no breaks

74
Q

What stage of learning is whole practice suitable for?

A

Autnomous

75
Q

What level of fitness is whole practice suitable for?

A

High levels

76
Q

Define part practice

A

The skill is broken down into sub-routines and each sub-routine is practised seperately

77
Q

Define progressive part practice

A

The skill is broken down into sub-routines and each sub-routine is then chained together

78
Q

Part and Progressive part practice is suitable for what stage of learning?

A

Cognitive

79
Q

Why is part practice suitable for cognitive learners?

A

Allows time for feedback

80
Q

Define massed practice

A

The skill is practised with no breaks

81
Q

What stage of learning is massed practice suitable for?

A

Autonomous

82
Q

Define distributed practice

A

A skill is practised with rest breaks introduced

83
Q

What stage of learning is distributed practice suitable for?

A

Cognitive

84
Q

Define fixed practice

A

The same skill is practised throughout the session

85
Q

Define varied practice

A

A session with different skill introduced throughout

86
Q

Define positive feedback

A

Praise about the success of a skill or movement

87
Q

Define negative fEedback

A

Critical comments about a movement and how to improve it

88
Q

Define intrinsic feedback

A

Feedback from within through the performer’s proprioceptors

89
Q

Outline 4 types of sensory information

A
  1. Sight
  2. Sound
  3. Touch
  4. Propriception
90
Q

Define extrinsic feedback

A

Feedback from an external source e.g. a coach

91
Q

Define immediate feedback

A

Feedback given straight after performance

92
Q

Define delayed feedback

A

Feedback given some time after performance

93
Q

Define knowledge of performance

A

Feedback about the success of motor programmes, regardless of the outcome

94
Q

Define knowledge of results

A

Feedback about the outcome of a movement

95
Q

Define concurrent feedback

A

Feedback given during performance

96
Q

Define terminal feedback

A

Feedback given after the performance

97
Q

Outline 3 characteristics of a cognitive performer

A
  1. Inconsistent performance
  2. Requires conscious thought
  3. A lot of gross errors
  4. Requires external feedback
  5. Poor kinaesthetic awareness
  6. Poor selective attention
98
Q

Outline 3 characteristics of an autonomous performer

A
  1. Consistent performance
  2. Requires no conscious thought
  3. Few errors
  4. Able to self-evaluate
  5. Good selective attention
  6. Fully developed kinaesthetic awareness
99
Q

Which stage of learning requires more positive feedback?

A

Cognitive

100
Q

Which stage of learning requires more extrinsic feedback?

A

Cognitive

101
Q

Which stage of learning can use delayed feedback?

A

Autonomous

102
Q

Which stage of learning use knowledge of performance?

A

Autonomous

103
Q

Which stage of learning use concurrent feedback?

A

Autonomous

104
Q

Define a learning plateau

A

A period of time with no change in performance

105
Q

Identify 3 causes of a learning plateau.

A
  1. Fatigue/injury
  2. Demotivation
  3. Poor quality coaching
  4. Goals are too challenging/too easy
  5. Ability limits skill
106
Q

Define visual guidance

A

The performer observes a deomnstration

107
Q

Define visual guidance

A

The performer observes a demonstration

108
Q

Define verbal guidance

A

The coach highlights key cues

109
Q

Define manual guidance

A

The coach physically assists a performer through a movement

110
Q

Define mechanical guidance

A

Use of an artificial aid to assist a performer through a movement

111
Q

For cognitive performers, visual guidance should be used alongside 1.__________ because 2.__________

A
  1. Verbal guidance
  2. It can help to create a perfect image and prevent information overload
112
Q

Verbal guidance may be used alone with….

A

Autonomous performers

113
Q

Operant conditioning involves learning through….

A

Trial and error

114
Q

What does ‘shaping’ mean in operant conditioning?

A

Changing the environment to allow for success and failure

115
Q

What 3 process does operant conditioning involve?

A
  1. Positive reinforcement
  2. Negative reinforcement
  3. Punishment
116
Q

Operant conditioning: What is positive reinforcement?

A

Giving praise when the correct response is given

117
Q

Operant conditioning: What is the purpose of positive reinforcement?

A

To strengthen the SR bond and encourage repitition

118
Q

Operant conditioning: What is the purpose of positive reinforcement?

A

Ton strengthen the SR bon and encourage repetition

119
Q

Operant conditioning: What is negative reinforcment

A

The removal of a negative stimulus once the correct response is given

120
Q

Operant conditioning: What is the purpose of negative reinforcement?

A

To strengthen the SR bond and encourage repetition

121
Q

Operant conditioning: What is punishment

A

Given when the incorrect response is given

122
Q

Operant conditioning: What is the purpose of punishment?

A

To weaken the SR bond and encourage a change in behaviour

123
Q

Outline the 6 stages of Bandura’s Observational Learning Theory

A
  1. Demonstration
  2. Attention
  3. Retention
  4. Motor re-production
  5. Motivation
  6. Matching performance
124
Q

Bandura’s Observational Learning Theory: Define demonstration

A

Performer will observe an image of the movement

125
Q

Bandura’s Observational Learning Theory: How can a demonstration be made more effective?

A

If the demonstration is perfect

126
Q

Bandura’s Observational Learning Theory:
Define attention

A

The performer focuses on key cues

127
Q

Bandura’s Observational Learning Theory:
How can attention be made more effective?

A

If delivered by a role model

128
Q

Bandura’s Observational Learning Theory:
Define retention

A

The performer stores information in the long term memory

129
Q

Bandura’s Observational Learning Theory:
How can retention be made more effective?

A

By using key cues to make information relevant and meaningful

130
Q

Bandura’s Observational Learning Theory:
Define motor re-production

A

Performer having the physical capability to perform a task or action

131
Q

Bandura’s Observational Learning Theory:
How can motor re-production be made more effective?

A

Breaking the skill or movement down into sub-routines

132
Q

Bandura’s Observational Learning Theory:
Define motivation

A

The performer has the drive to complete a task

133
Q

Bandura’s Observational Learning Theory:
How can motivation be made more effective?

A

If the coach gives tangible and intangible rewards

134
Q

Seeing a ball come toward you in tennis is an example of what type of skill?

A

Perceptual

135
Q

Contracting muscles in the arms to return a forehand shot in tennis is an example of what type of skill/ability?

A

Motor skill

136
Q

Deciding who to pass to in hockey is an example of what type of skill?

A

Cognitive skill

137
Q

Deciding where to pass in rugby, followed by contracting the muscles to perform the movement is what kind of skill?

A

Psycho-motor

138
Q

Place a corner kick in football on the Open-Closed continua

A

Closed

139
Q

Place dribbling in hockey on the Open-Closed continua

A

Open

140
Q

Place passing in open play in basketball on the self-paced-externally-paced continua

A

Externally paced

141
Q

Place a conversion in rugby on the self-paced-externally-paced continua

A

Self-paced

142
Q

Place a rugby tackle on the fine-gross continua

A

Gross

143
Q

Place a tennis serve on the simple-complex continua

A

Simple

144
Q

Place a backhand return in a rally on the simple-complex continua

A

Complex

145
Q

Place a triple jump on the low-high organisation continua

A

Low organisation

146
Q

Define a schema

A

A set of motor programmes than can be adapted to produce a new movement

147
Q

Is a recall schema before or after a movement?

A

Before

148
Q

Name the 2 processes of the recall schema

A

Initial conditions and response specification

149
Q

In Schmidt’s schema theory, explain initial conditions

A

Using knowledge of the environment

150
Q

In Schmidt’s schema theory, explain response specification

A

Making a decision based on initial conditions

151
Q

Does a recognition schema take place before or after a movement?

A

After

152
Q

Outline the 2 processes in a recognition schema

A

Sensory consequences and response outcome

153
Q

In Schmidt’s schema theory, explain sensory consequences

A

Involves knowledge of performance, where the performer receives feedback based on the success of the movement

154
Q

In Schmidt’s schema theory, explain response outcome

A

Involves knowledge of results

155
Q

According to Drive Reduction Theory, what happens once a performer reaches a goal?

A

Their level of motivation reduces

156
Q

According to Drive Reduction Theory, what should a coach do if drive is reduced after achieving a goal?

A

Set the performer a more challenging goal

RSFC A Level PE (31 decks)

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