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AQA A-Level PE - RSFC > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

1
Q

Define skill

A

a learned ability to bring about predetermined results with the minimum outlay of time, energy or both

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2
Q

Give the meaning of LACE FACE (the characteristics of a skill)

A
  • L learned
  • A aesthetically pleasing
  • C consistent
  • E efficient
  • F fluent
  • A accurate
  • C controlled
  • E economical
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3
Q

What is a continuum

A

A line with a classification extreme at each end

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4
Q

Define a closed skill

A

A skill not affected by the environment because they are predictable

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5
Q

What is an open skill

A

Skills that are affected by the unpredictable and changing environment

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6
Q

Example of a closed skill

A

Javelin - exact timing of the throw is down to the athlete. Javelin is the same weight in a similar environment

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7
Q

Example of an open skill

A

A rugby tackle - influenced by factors e.g. ball carrier, the tacklers teammate and the position on the pitch

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8
Q

Define a gross skill

A

A skill that uses large muscle groups used for large movements

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9
Q

Define fine skill

A

A skill that uses smaller muscle groups for fine movements

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10
Q

Example of gross skill

A

Rugby tackle

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11
Q

Example of fine skill

A

Throwing a dart

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12
Q

Define self paced skill

A

You decide how fast or slow you execute a skill

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13
Q

Define externally paced skill

A

A skill which the rate of execution is dictated by other people in environment

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14
Q

Example of self paced skill

A

Baseball pitcher throwing the baseball

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15
Q

Example of externally paced skill

A

Returning a Serve in tennis

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16
Q

Define discrete skill

A

A skill that has a clear beginning and end

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17
Q

Define a serial skill

A

A skill that contains several discrete skills in order to make a more integrated movement

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18
Q

Define a continuous skill

A

A skill that has no clear beginning or end

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19
Q

What is a high organisation skill

A

A skill that is not easily broken into parts

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20
Q

Define low organisation skill

A

A skill that can be easily broken down into parts

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21
Q

Define a simple skill

A

A skill that requires few decision when being performed

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22
Q

Define a complex skill

A

A skill that requires decision making using lots of information when performed

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23
Q

Give example of discrete skill

A

Tennis serve

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24
Q

Give example of serial skill

A

Gymnastics routines

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25
Q

Give example of continuous skill

A

Cycling

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26
Q

Give an example of high organisation skill

A

A volley in football

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27
Q

Give an example of a low organisation skill

A

Types of strokes in swimming

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28
Q

Give an example of a simple skill

A

Forward roll

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29
Q

Give an example of a complex skill

A

Hockey dribbling

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30
Q

Define positive transfer

A

When the learning of one skill helps the learning of another

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31
Q

Define transfer

A

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

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32
Q

What is negative transfer

A

When the learning of one skill hinders the learning of another

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33
Q

What is zero transfer

A

When the learning if one skill has no impact on the learning of another

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34
Q

What is bilateral transfer

A

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

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35
Q

Give an example of positive transfer

A
  • the netball pass has a similar action to the basketball pass
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36
Q

Give an example of negative transfer

A
  • The tennis serve may have a negative effect on the badminton serve
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37
Q

Give an example of zero transfer

A

The swimming arm action and the foot placement in rock climbing has nothing in common and therefore there is no transfer affect between them

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38
Q

Give an example of bilateral transfer

A

A right footed footballer would be encourage to use the left foot when required, so that the impact of a shot from the left foot becomes equal to the impact of a shot with the right foot

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39
Q

How does a coach ensure positive transfer

A
  • making sure training is realistic e.g. replacing cones/rugby tackle bags for real people
  • make sure a skill is well learned before moving onto a more advanced skill so the player experience a slow planned progression
  • reward and reinforce the players for the correct adaptation of positive transfer e.g. praise
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40
Q

what is whole practice

A

Practising the skill in its entirety

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41
Q

what is whole-part-whole practice

A

do the whole task, isolate the weakness, work on it, put the skill back together

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42
Q

what is progressive part practice

A

each part of the skill is added gradually

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43
Q

what is massed practice

A

no rest intervals

44
Q

what is distributed practice

A

rest intervals between sessions

45
Q

what is varied practice

A

changing the skills and drills

46
Q

what is mental practice

A

go over it in your mind without movement

47
Q

when should you use whole practice (cdssh)

A

when skill is:
- closed
- discrete
- self-paced
- simple
- high organised

48
Q

when should you use whole-part-whole practice (cf)

A

when skill is:
- complex
- fast

49
Q

when should you use progressive part practice (csel)

A

when the skill is:
- complex
- serial
- externally paced
- low organised

50
Q

when should you use massed practice (dschs)

A

when the skill is:
- discrete
- simple
- closed
- highly organised
- self-paced

51
Q

when should you use distributed practice (cclse)

A

when the skill is:
- continuous
- complex
- low organised
- serial
- externally paced

52
Q

when should you use varied practice (coe)

A

When skill is:
- complex
- open
- externally paced

53
Q

Define learning

A

A permanent change in behaviour as a result of practice

54
Q

Define performance

A

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

55
Q

Define the cognitive stage of learning

A

The first stage of learning used by a novice. Understanding and sub routines are explored by trial and error

56
Q

Define associative stage of learning

A

The second stage of learning as motor programmes are developed and performance is smoother

57
Q

Define autonomous stage of learning

A

The final stage of learning used by an expert when movement is detailed and specific

58
Q

Define feedback

A

Information to aid error correction

59
Q

What is positive feedback

A

Encouragement

60
Q

What is negative feedback

A

Error correction

61
Q

What is extrinsic feedback

A

Feedback from an outside source

62
Q

What is intrinsic feedback

A

Feedback from within

63
Q

What is knowledge of results

A

Concerns about the outcome

64
Q

What is knowledge of performance

A

Concerns about technique

65
Q

What is a plateau

A

A period of no improvement in performance

66
Q

What is drive reduction

A

An end of task period when performance may get worse

67
Q

What is visual guidance

A

Guidance that can be seen, a demonstration

68
Q

What is verbal guidance

A

An explanation

69
Q

What is manual guidance

A

Physical support

70
Q

What is mechanical guidance

A

Artificial aid

71
Q

What is operant conditioning

A

The use of reinforcement to ensure that correct responses are repeated

72
Q

What is behaviourist theory

A

This attempts to explain how actions can be linked to stimulus

73
Q

What is positive reinforcement

A

A pleasant stimulus after the correct response

74
Q

What is negative reinforcement

A

Taking away an unpleasant stimulus after the correct response

75
Q

What is punishment

A

An unpleasant stimulus to prevent incorrect actions recurring

76
Q

What is attention (observational learning)

A

Making the demonstration attractive to the performer

77
Q

What is retention (observational learning)

A

Remembering the demonstration and being able to recall it

78
Q

What is motor production (observational learning)

A

Having the mental and physical ability to do the task

79
Q

What is social development theory

A

Learning by association with others

80
Q

What is inter-psychological learning

A

Learning from others externally

81
Q

What is intra psychological learning

A

Learning from within after gaining external knowledge from others

82
Q

Define constructivism

A

Building up learning in stages, based on the current level of performance

83
Q

What is the zone of proximal development

A

The next stage of learning based on the performance needs, expectations and current level of performance

84
Q

What is insight learning

A

Using experience and understanding to solve problems relating to the whole skill

85
Q

When should you use mental practice

A

When the skill is:
- serial
- complex
- when the skill is used by both novice and expert

86
Q

Give the advantages and disadvantages of mental practice

A

Advantages:
- improves reaction
- Builds motor programmes
- builds confidence
- controls anxiety

Disadvantages:
- must be correct

87
Q

What are the advantages and disadvantages of varied practice

A

+ builds a schema
+ give motivation
+ allows adaptation
- time consuming
- possibility of negative transfer
- fatigue
- too demanding

88
Q

What are the advantages and disadvantages of distributed practice

A

+ allows recovery
+ less mental pressure
+ reduces danger
- time consuming
- possibility of negative transfer

89
Q

What are the advantages and disadvantages of massed practice

A

+ forms motor programmes
+ Increases fitness
+ efficient
+ good for habitual responses
- no time for feedback
- fatigue
- too demanding

90
Q

What are the advantages and disadvantages of progressive part practice

A

+ keeps links between parts
+ gives motivation
+ reduces danger, fatigue, demand
+ focuses on weakness
- time consuming
- possibility of negative transfer

91
Q

What are the advantages and disadvantages of whole-part-whole practice

A

+ shows weaknesses and corrects it
- time consuming
- some skills can’t be broken down

92
Q

What are the advantages and disadvantages of whole practice

A

+ fluency
+ develops kinaesthesis
+ keeps links between sub routines
- maybe too much information
- maybe beyond capabilities of performer
- not for beginners

93
Q

Give an example of a skill where whole practice would be relevant to improve it

A

A tennis serve

94
Q

Give an example of a skill where whole-part-whole practice would be relevant to improve it

A

Golf swing when the performer has a poor grip

95
Q

Give an example of a skill where progressive part practice would be relevant to improve it

A

A dance routine

96
Q

Give an example of a skill where massed practice would be relevant to improve it

A

Basketball player practising free throws

97
Q

Give an example of a skill where distributed practice would be relevant to improve it

A

A swimmer practising stroke technique in training

98
Q

Give an example of a skill where varied practice would be relevant to improve it

A

Players practising a football pass

99
Q

Give an example of a skill where mental practice would be relevant to improve it

A

A performer on the trampoline going over the routine before competition

100
Q

Give the advantages and disadvantages of visual guidance

A

+ highlights specific weakness
+ shows what the skill looks like
+ creates a mental image
- demonstration must be accurate
- performer could be confused if too much information is given

101
Q

Give the advantages and disadvantages of verbal guidance

A

+ creates/builds mental image
- player may be confused if too much information is given
- language must be understandable

102
Q

Give the advantages and disadvantages of manual guidance

A

+ eliminates danger
+ builds confidence
+ can reduce fear and anxiety
- if over-used can have detrimental effect on performance
- could interfere with the feel of the task in a real environment (reliance on support)
- coach should restrict and control used of this type of guidance

103
Q

Gives the advantages and disadvantages of mechanical practice

A

+ eliminates danger
+ early feel for the skill
- if used too much it can interfere with the feel of the task
- performer might depend it on it too much
- motivation can be lost if the performer thinks the skill is not being performed independently

104
Q

What are the causes of a plateau

A
  • Lack of motivation
  • boredom
  • poor coaching
  • targets set too low
  • fatigue
  • limited ability
105
Q

What are solutions to plateau

A
  • player could find new coach
  • coach could offer more praise and feedback to provide motivation
  • rest to avoid fatigue
  • more variety in tasks
106
Q

What did observational learning consist of

A
  • Attention
  • Retention
  • Motor production
  • Motivation
107
Q

What is motivation (observational learning)

A

Having the drive to do the task

AQA A-Level PE - RSFC (43 decks)

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