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Skill acquisition Flashcards

1
Q

What is a skill

A

Learned ability to bring about predetermined results with the minimum outlay of time and energy

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2
Q

Characteristics of a skill

A

Aesthetically pleasing
Consistent
Efficient
Fluent
Accurate
Controlled
Economical

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3
Q

Open skill

A

Environment is unpredictable and changes frequently
Eg passes in a game

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4
Q

Closed skill

A

Predictable environment, doesn’t have to adapt actions
Eg shot put

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5
Q

Gross skill

A

Performed using large muscle groups
Eg shoulder muscles used in a rugby tackle, with leg muscles used to drive to the ground

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6
Q

Externally paced skill

A

No control over when to start the drill or how fast it will be performed
Eg sailor must react to speed of wind

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7
Q

Fine skills

A

Smaller more intricate muscle groups
Eg the control needed to return a shot in table tennis

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8
Q

Self paced skill

A

Control over the speed skill is performed
Eg footballer taking a penalty

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9
Q

Discrete skill

A

Clear beginning and end and is 1 short action
Eg tennis serve

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10
Q

Continuous skill

A

no clear beginning or end but is more a cycle of movements repeated over and over again
Eg cycling

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11
Q

Serial skill

A

Several discrete skills are linked together to complete a task
Eg dance, gymnastics

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12
Q

Low organised skill

A

Skill easily broken down into its sub- routines
Eg swim strokes

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13
Q

High organised skill

A

Not easily broken down into parts
Eg volly in football

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14
Q

Simple skill

A

Limited decisions
Eg forward roll (gymnastics)

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15
Q

Complex skill

A

Decisions may need to be made before skill is attempted
Eg dribble in hockey x where are players, ball

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16
Q

Types of transfer

A

Positive
Negative
Zero transfer
Bilateral transfer

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17
Q

Positive

A

Learning of one skill helps /aids the learning of another
Similar shape/ form
Eg over arm volleyball serve + tennis serve

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18
Q

Negative

A

Learning of 1 skill hinders the learning of another
Some similarity with environment may cause confusion
Eg badminton and tennis

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19
Q

Zero transfer

A

Learning 1 skill has no impact on learning of another
Eg swim action and foot placement for rock climbing

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20
Q

Bilateral transfer

A

Learning of one skill is passed across the body to limb to limb
Eg footballer (right-footed) being taught to use their left foot

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21
Q

Methods of presenting practise

A

Whole practise
Whole-part practise
Progressive part practise

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22
Q

Whole practice advantages

A

A feel for the whole skill
Sub- routine linked fluidly
Realistic to performance

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23
Q

Whole practice

A

Practising skill entirely, not breaking off into sub-routines
Skill is simple and doesn’t require much thought

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24
Q

Whole practice disadvantages

A

Difficult for cognitive learners who may find the demands of the whole skill too much
Fatigue and boredom could result

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25
Whole part practice advantages
Provides immediate feedback Motivation technique when weaknesses are corrected
26
Whole -part practice
Assessing the skill, identifying a weakness to practise then putting the skill back together Breaking down complex task into stages
27
Whole part practise disadvantages
Can lead to negative transfer if sub-routine is not integrated back into whole skill Time consuming
28
Progressive part practise
First part of the skill is taught then the rest are added to the sequence
29
Progressive part sequence advantages
Can focus on 1 part of a serial skill and correct errors Successful parts can maintain motivation to learn the whole skill
30
Progressive part sequence disadvantages
Time consuming Could lead to negative transfer of parts not learnt correctly May need to rest
31
Types of practise
Massed Distributed Varied Mental
32
Massed practise
- No rest intervals, continuous - Skill is simple, environment is closed - basketball player practicing free throw
33
massed practice advantages
- promotes fitness so performer can keep up with demands of the tasks - practicing without break
34
massed practice disadvantages
- can produce fatigue - danger of negative transfer unless coach makes practice similar to match
35
Distributed practise
- Resting between sessions - when skill is continuous - open skill - swimmer practicing stroke
36
distributed practice advantages
- takes pressure off the performer and allows recuperation after tough session - good for beginners since it allows controlled process and coaching advice - motivation - praise from coach
37
distributed practice disadvatage
- time consuming - not used when skill requires fast progress - not useful for expert players - danger of negative transfer
38
Varied practise
- Changing the practice type and the practice drills - Good for team sports training so player learns to adapt to changes in the environment - players practicing football pass
39
varied practice advantages
- allows players to adapt to their skills to changing environments - increases motivation - variety of practice
40
varied practice disadvantages
- time consuming and increases risk of negative transfer - may place unnecessary demands on players if they are given too many things to focus on
41
Mental practice
Going over the skill in the mind without movement
42
mental practice advantages
- improves confidence - stimulates the muscle receptors so player can be prepared and reaction time increased - develops cognitive ability and improve the decision making
43
mental practice disadvantages
- must be correct - environment must be calm
44
Stages of learning
Cognitive Associative Autonomous
45
Cognitive
No motor program uncoordinated movement when you have only just started the skill
46
Associative
Motor program forming smoother movement still have to think about the skill
47
Autonomous
Motor program formed automatic control detailed actions are fluent
48
the purposes and types of feedback
positive feedback negative feedback extrinsic feedback intrinsic feedback knowledge of performance knowledge of results
49
positive feedback
encouragement
50
negative feedback
error correction
51
extrinsic feedback
from an outside source eg coach
52
intrinsic feedback
from within
53
knowledge of performance
technique
54
knowledge of results
concerns about the outcome
55
learning plateau
period during performance when there are no signs of improvement eg injury
56
stages 1 of the learning plateau
rate of learning is slow and performance level is poor because performer is new to a task in cognitive stage
57
stage 2 of the learning plateau
rapid acceleration in the rate of learning because the performer has begun to master the task and gain some success
58
stage 3 of the learning plateau
no improvement in the rate of learning and the performance has reached plateau performance maintains same level
59
stage 4 of the learning plateau
period towards end of task when maybe due to fatigue, the performance may actually deteriorate
60
causes of plateau
lack of motivation boredom coaching limit of ability targets set too low fatigue
61
solutions of plateau
task could be extended so that a new challenge to test the performer is given new targets/goals player find new coach rest more variety added to task player receive feedback
62
methods of guidance
visual verbal manual mechanical
63
visual
images and videos links to cognitive stages of learning
64
visual advantages
beginners can from mental picture of correct performance demonstrations can be repeated slow motions video can be used to focus on specific parts
65
visual disadvantages
demonstrations need to be accurately performed otherwise could lead to wrong technique
66
verbal
instructions given in words explain movements and techniques all 3 stages of learning
67
verbal advantages
immediate instructions can be acted upon straight away questions can be asked
68
verbal disadvantages
long or complicated instructions are hard to process some actions cant be explained in words
69
manual
hands on guidance that helps performers get muscle memory cognitive stage
70
manual advantages
helps develop muscle memory
71
manual disadvantages
performers can become dependent on the support cognitive stage
72
mechanical
device used to help performance cognitive stage
73
mechanical advantages
- provides safe environment for new skills - eliminates danger - builds confidence
74
mechanical disadvantages
- can give unrealistic feeling of the motion - performer may depend on it too much - motivation may be lost if they cant do it independently
75
theories of learning
operate conditioning observational learning social development insight learning
76
operate conditioning
skinner - use of reinforcement to link correct response to a stimulus based on trial and error shapes behavior manipulated the environment
77
operate conditioning stimulus - response bond
strengthening the link between the stimulus and the response linking appropriate response to stimulus then actions can be learnt
78
operate conditioning positive reinforcement
pleasant stimulus is given to increase correct response coach offering praise for doing correctly will increase motivation to do it again
79
operate conditioning negative reinforcement
taking away an unpleasant stimulus when the perfomer does it right
80
observational learning
bandura both acceptable and unacceptable behavior can be learnt by watching then copying other people suggested a performer is more likely to copy demonstartion if uses 4 processes
81
observational learning 4 processes
attention retention motor production motivation
82
observational learning attention
making demonstration attractive to performer
83
observational learning retention
remembering demonstration
84
observational learning motor production
having mental and physical ability to do the task
85
observational learning motivation
having drive to do the task
86
social development theory
vygotsky skills learnt from more knowledgeable others gives direct examples, advice
87
social development theory first process
inter- psychological learning- learning from others externally
88
social development theory second process
intra-psychological learing- learning from others using MKO to develop knowledge
89
social development theory contructivism
building up learning in stages, based on the current level of performance
90
social development theory zone proximal development
an assessment of what they need to do next to learn the skill
91
social development theory zone proximal development 3 stages
what can i do alone what can i do with help what can i not do yet
92
insight learning
gestaltist using experience and understanding to solve problems relating to the whole skill performer uses existing knowledge to form idea of how to deal with situations concentrates on whole task
93
insight learning advantages
encourages performer to think for themselves develops cognitive process

PE skill acquisition (3 decks)

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