Skill Acquisition

Question 1

Skill

Answer 1

This is a specific and defined task that can be learned and practiced

Question 2

Closed skills

Answer 2

A skill performed in a predictable enviroment

Question 3

Open skill

Answer 3

A skill performed in an unpredictable environment, where the performer has to react and adjust to the changing nature of the situation

Question 4

Characteristics of a skill

Answer 4

LACE FACE

Learned,
aesthetically pleasing
Consistent
Efficient

Fluent
Accurate
Controlled
Economical

Question 5

Gross skill

Answer 5

A skill performed using large muscle groups

Question 6

Fine skill

Answer 6

A skill that uses smaller more intricate muscle groups

Question 7

Self paced/externally paced

Answer 7

When the performer controls/has no control the start and speed of the skill

Question 8

What’s a discrete skill

Answer 8

One where it has a clear start and end

Question 9

Continuous skill

Answer 9

Brings together discrete skills in a repetitive movement

Question 10

Serial skill

Answer 10

Contains several discrete skills in order to make a more integrated movement

Question 11

Simple/ complex skill

Answer 11

A skill that requires few decisions to be made when being performed

A skill that requires many decisions to be made when performed

Question 12

Transfer learning definition

Answer 12

The effect of the learning and performance of one skill on the learning and performance of another

Question 13

What are the four types of transfer learning

Answer 13

Positive - When the learning of one skill helps another

Negative - When the learning of one skill hinders another

Zero - When the learning of one skill has no impact on the learning of another

Bilateral - When the learning of one skill is passed across the body from limb to limb

Question 14

How to maximise positive transfer

Answer 14

Highlight the similarities - uses similar muscles, actions and timing

Make sure the skill is well learned and is autonomous

Plan progressions and make sure that practice situation are realistic

Confident and motivated players

Question 15

How can you prevent negative transfer

Answer 15

Highlight the differences and eliminate bad habits

Identify elements that might hinder transfer

Misunderstanding movements

Question 16

Whole practise

Answer 16

Practising the skill in it’s entirety

Should be used when the skill is fast, closed, self paced and simple

Gives fluency a feel of the skill

Not for beginners, too much info, can fatigue, lose motivation

Question 17

Whole part whole practise

Answer 17

Assessing the skill, identifying a weakness to practise, then putting the skill back together

To be used when the skill is complex, fast, difficult to isolate parts of the skill

Shows weakness, corrects it

However time consuming, if the first part is incorrect all is lost, negative transfer

Question 18

Progressive parts

Answer 18

Practising the first part of the skill then adding parts gradually.

Should be used when skill is complex, serial, and externally paced

Keeps links between stages , reduces danger, reduces demand, focuses on weaknesses

However time consuming, if the first part is incorrect all is lost, negative transfer

Question 19

Learning

Answer 19

A permanent change in behaviour as a result of practise

Question 20

Performance

Answer 20

A temporary occurrence that can change from time to time because of many extra and internal influences

Question 21

What are the 3 stages of learning

Answer 21

Cognitive, associative and autonomous stage

Question 22

What is the cognitive stage

Answer 22

You learn what is needed to complete the skill

Frequent errors occur

Attention to desicions and step by step procedures

Lots of thinking

Perform skill slowly

Requires feedback

Question 23

What is the associative stage

Answer 23

A period of consolidation of correct or nearly correct movement responses

Learner begins to make use of intrinsic and kinaesthetic feedback

Begins to compare the performance to mental model

Begins to pay attention to concurrent feedback
Begin to use more complex and detailed cues

Learned performs the skill under various situations

Question 24

What is the best way to learn the cognitive stage

Answer 24

Have skill demonstrated - ensure visual aid and mental picture

Allow time for practise and by re demonstrating the skill

Don’t overload learner with info

Question 25

What happens in the autonomous stage

Answer 25

Sequencing and timing of subroutines is automatic, less conscious attention

Process large chunks of information that occurs without their attention

Performer analysing own performance and adjust own actions

High levels of smoothness efficiency accuracy and performed without stress

Question 26

Causes of plateau

Answer 26

Loss of motivation

Poor coaching

Limits of the ability of the performer are reached

Goals/targets are set too low

Fatigue both mentally and physically

Question 27

What is the features insight learning (Gestalt)

Answer 27

1.) preparation - Can’t solve the problem initially, data gathering

2.) Incubation - problem put on hold, problem worked on unconsciously

3.) Insight - Suddenly there is a mental representation of solution

4.) Verification - solution checked

Question 28

What is the features insight learning (Gestalt)

Answer 28

1.) preparation - Can’t solve the problem initially, data gathering

2.) Incubation - problem put on hold, problem worked on unconsciously

3.) Insight - Suddenly there is a mental representation of solution

4.) Verification - solution checked

Question 29

Advantages to insight learning

Answer 29

The learner learns new skills through experiencing the whole task

2. Part learning is not effective
3. Kinaesthesis and the flow of the task are maintained
4. There is a greater understanding of the skill as the athlete has to use their own cognitive processes to solve the problem – this means there is a greater understanding and therefore retention of the skill. Implications for coaches – pose questions to the athlete don’t just tell them what to do.
5. They use their insight and adapt to sporting situations.
6. Allows the athlete to be creative and develop their own strategies and tactics.

Question 30

What is insight learning - social

Answer 30

This is the learning or problem solving that happens all of a sudden through understanding the relationships of various parts of a problem rather than through trial and error

Question 31

What is operant conditioning skinner

Answer 31

This is also known as trial and error learning, it shapes behaviour and the environment is manipulated to promote a certain behaviour. And behaviour is shaped by reinforcement .

Operant conditioning based on Skinner’s work is the use of reinforcement to ensure the correct responses are repeated.

Characterised by 3 principles

Trial and error learning
The coach might manipulate the environment
Behaviour shaped by reinforcement S-R bond

Question 32

What four processes must a coach use to copy a model demonstration (Bandura observational learning)

Answer 32

Bandura suggests that the performer needs to

ARMM

Attention - watch demonstration

Retention - chance to practice

M - Motor production - must be physically and psychologically capable

Motivation - Internal and external motivators

Question 33

What is the social development theory (vygotski) about

Answer 33

According to Vygotsky, social interaction plays a key role in an individual’s development. You build on what you know already, (hence constructivism = build), and you can learn from others who are more experienced and skilled

Question 34

What is the role of social interaction

Answer 34

Inter-psychological learning – happens before development. The performer learns from people they interact with.

• Intra-psychological learning – Learning takes place within the learner.
• the performer thinks about what they can do on their own and what they have learnt from others.

• More knowledgeable other (MKO) – a person who has a greater understanding of the skill/task than you do and can offer technical advice and feedback.

• Zone of proximal development -
Stage 1 – what can I do on my own (independently)? Stage 2 – what can I do with the help of a MKO?
Stage 3 – What can I not do yet?