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PE 3/4 > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

1
Q

Selective attention

A

Ability to select relevant information from irrelevant information

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2
Q

How can you use selective attention to improve performance?

A
  • Concentrate on relevant information
  • prevent and overload of information
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3
Q

Role of experience on selective attention

A

Beginner/novice- overload of information
Expert- able to filter out irrelevant information

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4
Q

Attention skills

A

generally not taught but are learned both explicitly and implicitly

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5
Q

explicit

A

keep your eyes on the ball (cricket)

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6
Q

implicit

A

anticipate how fast the serve is (volleyball)

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7
Q

How are attention switching and selective attention learnt?

A

Through a trial and error approach. With experience, learners filter relevant and irrelevant information depending on the situation

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8
Q

Motor skill

A

Voluntary activity learnt through practice to achieve a goal.

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9
Q

Topic 1: Classifying movement skills

A
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10
Q

Movement precision

A

fine motor skills (small and precise, eg writing), gross motor skills (large, eg long jump)

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11
Q

Type of movement

A

discrete, serial, continuous

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12
Q

discrete

A

a skill with a distinct beginning and end (throwing)

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13
Q

serial

A

a series of discrete movements linked together (jumping over a box: running, jumping, landing)

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14
Q

continuous

A

a movement with no distinct beginning or end (cycling or running)

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15
Q

closed motor skill

A

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)

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16
Q

open motor skill

A

performed in a constantly changing and externally paced environment

-unpredictable environment
-externally paced
-inter-trial variability (situation changes when playing in a game)

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17
Q

fundamental motor skills (FMS)

A

the foundation movements to more specialised, complex skills in games, sports, dance, gymnastics, and physical recreation activities.

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18
Q

sport specific skills (SSS)

A

are mature FMS, refined and combined to meet the demands of more specific tasks (tennis serve, volleyball spike, basketball rebound)

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19
Q

sport specific concepts

A

include factors such as moving into space, understanding when to pass, understanding of team strategy

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20
Q

FMS

A

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)

21
Q

Stages of learning

A

Cognitive, Associative, Autonomous

22
Q

Cognitive

A

-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

23
Q

Associative

A

-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

24
Q

Autonomous

A

-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

25
Q

Part practice

A

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

26
Q

Whole practice

A

practicing a motor skill whole, as it is;
used for skills that are difficult to breakdown (task organisation

27
Q

Amount of practice

A

-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

28
Q

practice distribution

A

schedule of training

29
Q

distributed practice

A

shorter but more frequent training sessions
-may create a better learning environment
-better for pro teams

30
Q

Massed practice

A

Less frequent training sessions that occur for a longer amount of time
-increased risk of fatigue
-usually for those with work/life commitments

31
Q

practice variability

A

what is trained during the practice session

32
Q

blocked practice

A

practicing the same skill continuously
-appropriate for cognitive stage learners; helps them understand and reproduce movement action

33
Q

random practice

A

varied sequencing of various motor skills
-for associative and autonomous performers
results in greater learning

34
Q

transfer of practice

A

-beginners benefit from reducing some environmental factors
-associative/autonomous performers benefit more from practice that resembles game components

35
Q

proprioception

A

the sense that lets us perceive the location, movement, and action of parts of the body

36
Q

feedback

A

information a performer receives about the outcome of a task performed

37
Q

intrinsic feedback

A

use of performers own senses to assess performance
touch, visual, auditory, proprioception

38
Q

Augmented/extrinsic

A

information about a skill performance that comes from an external source

39
Q

concurrent feedback

A

feedback occurring during the activity

40
Q

terminal feedback

A

feedback occurring after the activity

41
Q

knowledge of results

A

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

42
Q

knowledge of performance

A

characteristics of performing a task
-beneficial for associative and autonomous learners
-delivered after the performance (terminal)

43
Q

Three purposes of external feedback

A
  1. fixing errors (KOR or KOP)
  2. motivation through feedback that shows progress
  3. reinforcement through positive feedback
44
Q

feedback frequency

A

-general rule that feedback should be reduced as a performer moves through the stages of learning
-allows learners to develop error correction capabilities

45
Q

principles of a qualitative movement analysis

A

preparation, observation, evaluation, error correction

46
Q

QMA

A

assessment of human movement technique, with the aim of providing intervention to improve performance

47
Q

4 main QMA purposes

A
  1. Diagnosis of strengths and weaknesses
    2.obtain a final result/rank
    3.talent identification or team selection
    4.predicting future performances
48
Q

Preparation

A

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)

49
Q
A

PE 3/4 (1 decks)

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