Skill Acquisition Flashcards
What are the four coaching styles
• Command
• Reciprocal
• Discovery
• Problem Solving
Identify how coaching styles are measured
Mosston’s spectrum
Outline and evaluate command style coaching
• Authoritarian style where the coach makes the decisions and tells the learner what to do
• A-B on Mosston’s spectrum
+ Novices need to be told what to do
+ Disciplined, immediate reactions to the coach
+ Dangerous environments eg. Rock climbing
+ Avoids chaos in large/hostile groups
-High level performers know what to do and can
make their own adjustments
-Group cannot socialise while listening
-Creativity
Outline and evaluate reciprocal style coaching
• The coach teaches a skill and learners will then teach one another as part of the teaching process
• D-J on Mosston’s spectrum
+ Social interaction; learners can communicate
+ Gives responsibility to learners
+ Personal development of learners taking
ownership and organising the task
+ Peer feedback may have more impact
- Novices need to be told what to do
- Doesn’t demand discipline
- Learners may inaccurately interpret the coach
and therefore relay false information - Learners may have poor communication skills
Outline and evaluate discovery style coaching
• The learner makes the decisions guided by the coach
• H-K on Mosston’s spectrum
+ Creativity
+ Learners motivated by ownership of activity
+ High level performers know what to do and can
make complex decisions based on experience
- Learner may not choose the most efficient way
- May learn incorrect habits
- Motivation can be knocked if something goes
wrong based off the learners decision
Outline and evaluate problem solving style coaching
• Learners have to decide how to solve a problem set by the coach without any limits, help or prompting with the aim of developing the learners cognitive abilities
• L-M on Mosston’s spectrum
+ Creativity
+ Learners motivated by ownership of activity
+ High level performers know what to do and can
make complex decisions based on experience
- Learner may not choose the most efficient way
- May learn incorrect habits
- Motivation can be knocked if something goes
wrong based off the learners decision
What’s the difference between discovery and problem solving style coaching
Problem solving style is used when there aren’t correct outcomes, the performers are more experienced and there isn’t a time limit
Outline the factors that affect the coaching style used by a coach
• The coach: their philosophy, personality, experience, knowledge and capability
• The activity type: depends on the learner, task complexity and the risk/danger
• The learner: their skill, fitness, personality and age
• The situation: environmental factors such as the pitch/ weather and resources available such as equipment and facilities and time available
Define a tactic
A plan of action aiming to improve chances of winning or improving performance within a sport, taking into account strengths and weaknesses of the performer(s) and opponent(s). They’re often categorised into attack and defence
Define technique
• The series of actions necessary to perform a physical skill accurately and efficiently
• Technique depends on the mechanics of the movement, the performers strength and physique and the requirements of the sport and skill
Outline how technique can be refined
• Refinement of technique involves knowledge of the mechanics of the movement, the perfect technical model and awareness of methods to change current technique
• Performance must be observed by video analysis and compared to a perfect technical model displayed by an elite performer.
• Most of skill learning will occur in a game situation and will need to be mastered before tactics and strategy can be utilised
Identify the difference between tactics and technique
Technique is the way we apply skill, while tactics are how we apply skill successfully in competitive situations
Define strategy
A general approach to a competitive scenario that may not include specific techniques and tactics
How are strategies implemented
Coaches will attempt to simulate a competitive environment to practice strategies, but it will often be down to players to interpret situations and apply appropriate strategies
Identify the most crucial factor in implementing strategies and why it’s important
Communication between coach and performer can be utilised to effectively adjust tactics and strategies to a situation, as issues can often be unseen by performers
Explain how tactics and strategies can be communicated effectively between a coach and performer including a sporting example
• Verbal communication is the simplest method but hand signals eg. fingers behind the back for volleyball players is sometimes the only way tactics can be transmitted
• Prior to 2014, in athletics field events it was forbidden for coaches to speak to athletes mid-event. From 2016 coaches can not only speak to them, but show performers videos from their attempts so technique and tactics can be altered
Outline motor programmes
• General movement patterns stored in long term memory and formed through repetition that allow a performer to create and repeat a skill until the movement requires little conscious effort
• Method of dissecting skill to allow coaches to breakdown learning into subroutines that contain of all the information required to complete the skill such as which muscles to use, the order in which to use them and the phasing and degree of muscle contraction.
• They’re made up of subroutines that are adaptable and can be altered to fit different environments
Outline subroutines
• A short, fixed segment of a skill which goes towards building a while movement, pattern or programme
• They can be structured in layers and dissected further into more subroutines
Outline the advantage of learnt subroutines and therefore motor programmes
When effectively broken into subroutines and learned thoroughly, motor programmes can be performed automatically without conscious control and contribute to a performers autonomous phase of learning
Define a skill
A learned action or behaviour with the intention of bringing about pre-determined results with maximum certainty and minimum outlay of time or energy or both
Identify the continuums that classify skill
• Muscular involvement continuum
• Pacing continuum
• Continuity continuum
• Environmental influences continuum
Outline the muscular involvement continuum
• Skills are distinguished based on the size of the muscle groups required to execute the action
• Skills are ranked from gross skills eg. long jump/weightlifting to fine skills eg. darts throw/spin bowl (cricket)
• Gross motor skills require the use of larger muscle groups and less precision and are categorised by fundamental motor skills like running and jumping
• Fine motor skills require greater control of smaller muscle groups, categorised by a degree of precision and hand-eye co-ordination. Larger muscle groups may be included but the smaller ones are key to the movement
Outline the pacing continuum
• Skills are ranked from internally paced skills eg. golf putt/discuss throw to externally paced skills eg. service return in tennis/reacting to a starting gun
• Internally paced (set) skills are usually closed skills that are instigated by the performer who controls the timing of the performance
• Externally paced skills are usually open skills where the timing is determined by an outside source (eg an official or opponent) and always include a reaction
Outline the continuity continuum
• Skills are ranked from discrete skills (eg. a rugby conversion kick) through serial skills (eg. triple jump) to continuous skills (eg running)
• Discrete skills are one distinct movement, where there’s a clear start and end. They’re brief but can be repeatable
• Serial skills are several discrete movements out together in a series or sequence and are often complex, like a gymnastics routine
• Continuous skills are repetitive movements with no clear start or finish where each movement flows to the next
Outline the environmental influences continuum
• Need to rely on past experience, knowledge and perceptual skills to analyse the situation and properly execute the skill appropriately for the conditions
• Skills are ranked from open eg. a footballer shooting to closed eg. a basketball free throw
• Open skills are directly affected by the environment and require some type of adaptation to the skill each time so are never performed the same twice. They involve high load information
• Closed skills are performed in a predictable environment in the same manner every time as the movement sequence is pre-learnt and mastered. They involve low load information
Define transfer of skill
When skills have been developed in one situation and can then be used in others
Identify the types of skill transfer
• Positive transfer
• Negative transfer
• Bilateral transfer
• Zero transfer
• Retroactive transfer
• Proactive transfer
Outline positive transfer
• Where the learning and performance of one skill is enhanced by the learning of another skill
• Transfers the stimulus-response bond from one skill to another helping to develop the correct motor programme
• Eg. Being able to transfer weight, swing and hit a ball in baseball can have a positive affect on cricket batting skills
Outline negative transfer
• The learning and performance of one skill interferes with it hinders the learning of another skill
• Performers may respond incorrectly to similar stimuli and differences in kinaesthetic feedback can cause confusion
• Eg. The wrist action required in badminton is different in comparison to tennis where a rigid wrist actions required, so even through the skills are similar, the technique is different
Outline bilateral transfer of skill
• Transfer of a skill from one limb to another
• Can be positive or negative, when positive bilateral transfer can help deceive a defender (using a non dominant foot)
• Eg. learning to kick a football with both feet
Outline zero transfer of skill
• Skills learnt from one sport have no impact in learning new skills from another
• Eg. A lifted pass in football won’t affect the development of the butterfly stroke in swimming
Outline retroactive transfer
• Current learning of a new skill influences the performance of an old skill, positively or negatively
• Eg (positive) the use of ‘soft hands’ when catching in rounders can transfer to a better cushioning catch when receiving a netball pass
• Eg (negative) learning a lofted drive in cricket (more bottom hand needed) can be counter-productive when trying to play a drive along the ground (more top hand needed)
Outline proactive transfer
• Previously learnt skill influences a new skill that’s yet to be learnt , positively or negatively
• Eg. Once a motor programmes been developed for a forehand in tennis, this can be altered to develop into topspin (same motor programme but modified technique)
State Knapp’s definition of learning
Learning may be considered to be more or less permanent change in performance, associated with experiences but excluding changes which occur throughout maturation and degeneration or through alterations in receptor or effector organs
What are the two associative theories
• Classical Conditioning
• Operant Conditioning
What is conditioning
• Form of training which habitualises certain behaviour by creating a connection between stimulus and response
• Habits become ingrained, learned behaviours that become apart of a persons automatic response to a stimulus
What is learning
A change in behaviour that takes place when a connections made between stimulus and response
Outline classical conditioning
• Association results in learner behaviour in response to a stimulus, initially proposed by Pavlov (1927) and is broken into three stages:
- Prior to conditioning, an individual doesn’t produce a response to a stimulus Eg. Pavlov’s dogs salivated (unconditioned response) at food (unconditioned stimulus) but not at a bell (neutral stimulus)
- During conditioning, the neutral stimulus (bell) is paired with the unconditioned stimulus (food) making the bell a conditioned stimulus as the dog hears the bell every time it receives food
- Once associated, a conditioned response is formed, so the dog hears the conditioned stimulus, the bell, and produces the conditioned response of salivation
Sporting example of classical conditioning
During a relay, an incoming runner would shout ‘hand’ (stimulus) when presenting the baton and the outgoing runner would present their hand (response) until the response is automatic and learned
Outline operant conditioning
• Consequences of actions form behaviour. Skinner (1938) reinforced pigeons behaviours of pecking at and hitting a table tennis ball with their beaks by feeding them, eventually they could hit a ball back and forth
• This is based on trial and error by responding to behaviours in three ways:
1. Positive reinforcement: addition of a positive reward, strengthening the s-r bond
2. Negative reinforcement: removal of a negative stimulus, strengthening the s-r bond
3. Punishment: addition of a negative stimulus or withholding of a positive stimulus, weakening the s-r bond
Who proposed the three laws of learning
Edward Thorndike (1932)