Skill Acquisition Flashcards
Selective attention
Ability to select relevant information from irrelevant information
How can you use selective attention to improve performance?
- Concentrate on relevant information
- prevent and overload of information
Role of experience on selective attention
Beginner/novice- overload of information
Expert- able to filter out irrelevant information
Attention skills
generally not taught but are learned both explicitly and implicitly
explicit
keep your eyes on the ball (cricket)
implicit
anticipate how fast the serve is (volleyball)
How are attention switching and selective attention learnt?
Through a trial and error approach. With experience, learners filter relevant and irrelevant information depending on the situation
Motor skill
Voluntary activity learnt through practice to achieve a goal.
Topic 1: Classifying movement skills
Movement precision
fine motor skills (small and precise, eg writing), gross motor skills (large, eg long jump)
Type of movement
discrete, serial, continuous
discrete
a skill with a distinct beginning and end (throwing)
serial
a series of discrete movements linked together (jumping over a box: running, jumping, landing)
continuous
a movement with no distinct beginning or end (cycling or running)
closed motor skill
performed in a predictable, self-paced environment with minimal interruptions or changes in the surroundings.
-predictable environment
-internally paced
-limited inter-trial variability (in a free kick)
open motor skill
performed in a constantly changing and externally paced environment
-unpredictable environment
-externally paced
-inter-trial variability (situation changes when playing in a game)
fundamental motor skills (FMS)
the foundation movements to more specialised, complex skills in games, sports, dance, gymnastics, and physical recreation activities.
sport specific skills (SSS)
are mature FMS, refined and combined to meet the demands of more specific tasks (tennis serve, volleyball spike, basketball rebound)
sport specific concepts
include factors such as moving into space, understanding when to pass, understanding of team strategy
FMS
stability skills - involving balance & control of the body
locomotor skills- that enable us to move through space (walking and running)
manipulative skills- involving the control of an object (throwing, catching, striking, & kicking)
Stages of learning
Cognitive, Associative, Autonomous
Cognitive
-Beginner
-Trying to mentally comprehend the movements the skill demands
-Lots of questions
-Inconsistent performances/unrelaxed movements
-No error correction capabilities
-Most rapid stage of improvement, and benefit the most from a closed environment
Associative
-Technique refinement
-Higher consistency and fewer errors
-Attention demands decrease, can focus on external stimuli (opposition/spin)
-Have some error correction capabilities
-Performance variability decreasing
-More gradual improvements
-can cope with practical coaching approaches
Autonomous
-skill is automatic
-focus can be directed elsewhere (tactics & strategy)
-developed anticipation
-self error detection and correction
-small performance variability
-good coaching i.e. precise feedback is beneficial
Part practice
breaking a motor skill into its subcomponents
-beneficial for cognitive learners as they don’t get overwhelmed by a complex task
-allows for refinement of a single part of the skill
Whole practice
practicing a motor skill whole, as it is;
used for skills that are difficult to breakdown (task organisation
Amount of practice
-significant gains seen in proportion to the amount of practice
-law of diminishing returns means that rate of improvement slows as performers move to latter stages
practice distribution
schedule of training
distributed practice
shorter but more frequent training sessions
-may create a better learning environment
-better for pro teams
Massed practice
Less frequent training sessions that occur for a longer amount of time
-increased risk of fatigue
-usually for those with work/life commitments
practice variability
what is trained during the practice session
blocked practice
practicing the same skill continuously
-appropriate for cognitive stage learners; helps them understand and reproduce movement action
random practice
varied sequencing of various motor skills
-for associative and autonomous performers
results in greater learning
transfer of practice
-beginners benefit from reducing some environmental factors
-associative/autonomous performers benefit more from practice that resembles game components
proprioception
the sense that lets us perceive the location, movement, and action of parts of the body
feedback
information a performer receives about the outcome of a task performed
intrinsic feedback
use of performers own senses to assess performance
touch, visual, auditory, proprioception
Augmented/extrinsic
information about a skill performance that comes from an external source
concurrent feedback
feedback occurring during the activity
terminal feedback
feedback occurring after the activity
knowledge of results
specific feedback about the outcome of the task
-beneficial for new learners
-allows them to align their intrinsic feedback to the goal of the task
knowledge of performance
characteristics of performing a task
-beneficial for associative and autonomous learners
-delivered after the performance (terminal)
Three purposes of external feedback
- fixing errors (KOR or KOP)
- motivation through feedback that shows progress
- reinforcement through positive feedback
feedback frequency
-general rule that feedback should be reduced as a performer moves through the stages of learning
-allows learners to develop error correction capabilities
principles of a qualitative movement analysis
preparation, observation, evaluation, error correction
QMA
assessment of human movement technique, with the aim of providing intervention to improve performance
4 main QMA purposes
- Diagnosis of strengths and weaknesses
2.obtain a final result/rank
3.talent identification or team selection
4.predicting future performances
Preparation
making an observation strategy, based on knowledge of the game, and characteristics of skills (sport specific)
characteristics of a skilled performance examples:
-high consistency
-coordinated
-good anticipation
-efficient technique
-communication
-balanced, fit,
-strong sense of kinaesthesia (game sense and general awareness)
