Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

PE Paper 2 Revision > Skill Acquisition > Flashcards

Skill Acquisition Flashcards

1
Q

gross - fine continuum

A

gross - involves large muscle movements
fine - involves intricate movements using little muscle groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

open - closed continuum

A

open - movements effected by environment
closed - movements not affected by environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

simple - complex continuum

A

simple - little information to process
complex - lots of information to process

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

self paced - externally paced continuum

A

self - performer is in control and can determine when a movement starts or ends
external - control of movement is determined by environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

high organisation - low organisation continuum

A

high - subroutines are closely linked together and difficult to separate
low - subroutines can be separated and practiced individually

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

discrete - serial - continuous continuum

A

discrete - clear beginning and end
serial - Numerous discrete elements put together to make a definitive sequence
continuous - no clear beginning or end

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

what is massed practice

A

practice is repetitive and continuous but no rest intervals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

pros and cons of masses practice

A

pros
- ideal for discrete skills
- good for simple or short duration skills
- helps to form SR bonds

cons
- can be too exhausting
- can cause mental fatigue
- could lead to chronic overuse injuries

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

what is disturbed practice

A

practice in short bursts with regular rest intervals

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

pros and cons of disturbed practice

A

pros
- idea for high energy continuous skills
- good for complex and dangerous skills
- good for cognitive stage of learning

cons
- long or frequent breaks can be demotivating to athlete
- can be hard to regain intensity of practice or concentration after break

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

what is varied practice

A

changes regularly and takes place in different environments or situations

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

pros and cons of varied practice

A

pros
- good for autonomous stage of learning
- good when skills already been learnt by fixed practice
- Ideal for open skills

cons
- can be confusing especially for those in cognitive stage of learning
- not effective in helping to overlearn skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

what is fixed practice

A

stays the same and the environment does not change

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

pros and cons of fixed practice

A

pros
- ideal for closed skills
- can help to perfect skill
- helps to overlearn skill

cons
- not suitable for open skills
- may become boring
- doesn’t prepare athletes for a game situation

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what is part practice

A

working on perfecting isolated subroutines and then put back together to perform skill as one

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

pros and cons of part practice

A

pros
- safe
- suitable for beginners
- increases athletes confidence

cons
- takes longer than other methods
- transferring subroutines into one whole skill can be difficult
- learner can loose kinesthetic sense and flow of skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

what is whole practice

A

the skills learnt in its full entirety and is not broken down into subroutines

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

pros and cons of whole practise

A

pros
- helps the learners understand the movements
- can be quicker than other methods
- allows learner to feel flow of movement

cons
- danger and risk of injury to athlete
- too fast for some learners
- can be demotivating if athletes fail to perform skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

what is progressive practice

A

subroutines of the skill are practised separately and then added one by one until athlete has complete the skill in its entirety - 1 / 1+2 / 1+2+3

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

pros and cons of progressive practice

A

pros
- good for complex skills as it reduces information overload
- good for low organisation and serial skills
- helps athlete to perfect skill and feel flow of movement

cons
- it can be time consuming
- its not suitable for high organisation skills as its too complicated to separate individual subsets apart

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

what is whole - part - whole practice

A

learner tries the skill as one for the first time to get a feeling for the moment, coach will then identify the weakest parts of the movement before individually practising that subset until it’s perfected, after that skills is put back together as a whole and tried again.

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

pros and cons of whole - part - whole practice

A

pros
- allows athlete to focus on weak subroutines of the skill
- good for low organisation skills

cons
- it’s a lot of information for athlete to process so can cause an information overload and confuse athlete
- athlete may become demotivated if they can’t complete skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

positive transfer

A

learning of one skill aids the learning of another skill
- proactive
- reactive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
24
Q

negative transfer

A

learning one skill implements the learning and performance of another skill

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
25
Q

bi - lateral transfer

A

limbs on both side of the body can perform a skill with equal efficiency

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
26
Q

proactive transfer

A

When a previously learnt skill influences the learning and performance of new skills either positively or negatively

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
27
Q

retroactive transfer

A

When a new skill influences the performance of old skills positively or negatively

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
28
Q

theories of learning

A
  • operant conditioning
  • cognitive learning theory
  • social learning theory
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
29
Q

operant conditioning

A

learning through reinforcement
- shapes behaviour
- strengthens SR bonds - when athlete developed a cue in response to a stimulus, when stimulus is detected performer will choose the correct response

30
Q

types of reinforcement

A
  • positive
  • negative
  • punishment
31
Q

positive reinforcement

A

rewarding appropriate behaviour
- every time we recieve positive reinforcement it strengthens SR bonds

32
Q

negative reinforcement

A

removal of adverse stimulus
- forms a new SR bond - don’t say anything critical once correct response has been performed

33
Q

punishment

A

breaking down SR bonds and introducing an adverse stimulus

34
Q

Thorndike’s Laws

A

exercise
- the more we repeat the practice the more we remember as we become more focused
law of effect
- if reinforcement is used we learn more - positive outcome makes you continue
law of readiness
- only successful is performer is physically and emotionally mature / strong enough

35
Q

cognitive learning theory

A

this theory encourages thinking and problem solving as opposed to trial and error in a more fixed environment

36
Q

variables in cognitive learning theory

A

insight learning
- using problem solving and memory of past experiences to solve a new challenge
intervening variables
- mental processes involved in decision making process

37
Q

pros and cons of cognitive learning theory

A

pros
- performer can become more independent in games
- can adapt better in different situations
- can make quick progress and develop kinesthesis

cons
- may not have past experiences to draw on
- learning could be slower and athlete may lose motivation

38
Q

social learning theory

A

developed by bandura and he proposed 4 processes
- attention - must pay attention to demonstrations
- retention - must be able to remember demonstrations
- motor reproduction - must physically and mentally be able to carry out demonstrated skill
- motivation - must have the want to carry out skill

39
Q

what is vicarious reinforcement

A

other people do it so you copy the copy of model

40
Q

Successful modelling factors

A
  • similar age / gender / sport
  • role model
  • models behaviour is praised
  • high standard demonstration
  • observer is motivated
41
Q

what are the 3 stages of learning

A
  1. cognitive
  2. associative
  3. autonomous
42
Q

explain the cognitive stage of learning

A

demonstrations and verbal explanations are important as learner tries to form accurate mental picture of the skill

43
Q

explain the associative stage of learning

A

usually longer than the cognitive stage where learner begins to eliminate mistakes and errors become less frequent - motor skills are developed an subroutine become more coordinated

44
Q

explain the autonomous stage of learning

A

the learner is now able to execute the skill with minimal conscious thoughts so can focus on other factors and motor skill has now been established in the long term memory

45
Q

what is visual guidance

A

Coach showing Video, demonstration , wall chart

46
Q

pros and cons of visual guidance

A

pros
- develops a strong metal image
- good for cognitive stage learners
- slow motion aids understanding
- can see skill in different stages
- can be used at all stages

cons
- demonstration could be wrong
- demonstration may be performed too fast
- images don’t show how movement is produced

47
Q

what is verbal guidance

A

Coaches explaining a skill

48
Q

pros and cons of verbal guidance

A

pros
- can be used at all stages
- can be used alongside other methods
- can be delivered to multiple people at once

cons
- may be hard to teach difficult skills
- learners may become bored
- coach must have required ski

49
Q

what is manual guidance

A

manipulating the learners body so its in correct position for skill

50
Q

pros and cons of manual guidance

A

pros
- can be used alongside other methods
- useful for beginners
- provides kinesthetic understanding
- reduce risk of injury
- difficult to deliver to multiple learners

cons
- difficult to deliver to multiple learners

51
Q

what is mechanical guidance

A

involves using equipment to provide support to learner

52
Q

pros and cons of mechanical guidance

A

pros
- useful for beginners that need physical assistance
- reduces risk on injury
- provides kinaesthetic understanding

cons
- specialised equipment required
- learner becomes dependent on equipment

53
Q

what is intrinsic feedback

A

received from within the athlete based on kinaesthetic information

54
Q

pros and cons of intrinsic feedback

A

pros
- improves feel of skill
- can be used by elite athletes without coaches feedback

cons
- in experienced athletes may be unaware of how skills meant to feel

55
Q

what is extrinsic feedback

A
  • received from outside of an athlete by using their sense - spectator reaction
56
Q

pros and cons of extrinsic feedback

A

pros
- can be used during earlier stages of learning
- can motivate player

cons
- doesn’t help create a kinaesthetic feeling
- performer can become too reliant on external feedback
- negative feedback can lead to lack of confidence

57
Q

what is positive feedback

A

any form of feedback that lets athlete know they are performing well

58
Q

pros and cons of positive feedback

A

pros
- increases confidence and motivation
- increases reinforcement of successful behaviour

cons
- if used excessively, performer may become over confident

59
Q

what is negative feedback

A

any form of feedback that lets athlete know they aren’t performing well

60
Q

pros and cons of negative feedback

A

pros
- can improve focus and motivation to complete goals for performer at autonomous stage of learning

cons
- it can have a negative impact on motivation and confidence for those at earlier stages of learning

61
Q

what is knowledge of performance

A

any feedback about how well a skill is being performed compared to optimal performance

62
Q

pros and cons of knowledge of performance

A

pros
- can provide performance with additional and specific information to refine technique - explains why performance is successful which is particularly useful for those in cognitive stage of learning

cons
- it can overload the performer with information especially when in early stages of learning
- can break up overall feel of the whole movement
- success cannot be evaluated easily

63
Q

what is knowledge of results

A

any form of feedback which lets athlete know how successful their performance was in comparison to competitors or previous performance was

64
Q

pros and cons of knowledge of results

A

pros
- Success can be easily evaluated
- early success can improve task persistence

cons
- does not provide an explanation of why performance was good or bad
- poor results can cause lack of motivation

65
Q

memory model

A

Developed by Attkinson and Shiffron and is a structural model, proposed 3 stores
- sensory Register
- short-Term Memory
- song-Term Memory

information passes through the stores in a linear way and is compared to a computer
memory is important for information processing especially when we rely on previous experiences
it’s important when determining the motor programs chosen to send information to muscles

66
Q

short term sensory store

A

all stimulus entering remains in STSS for a very short duration 0.25-1 s, it has a very large capacity
- it acts as a filter
- perceptual mechanism determines which info is relevant and attention is focused towards this
- irrelevant information is filtered out and leaves STSS and is quickly replaced with new information - selective attention
- focuses on the important and ignores the irrelevant to help us react quickly

67
Q

short term memory

A

referred to as working place - incoming info is compared to LTM
- limited capacity of 7+/- 2
- duration of 30s
- number can be increased by chunking
- uration can be extended by repeating / rehearsal
- info considered important is passed to LTM - Encoding

68
Q

long term memory

A

holds information that’s well learnt and practised
- unlimited capacity
- info is hold for a very long time
motor programs are stored in the LTM as a result of practice
LTM is the recognition part of the perceptual process when stored information is retrieved and compared to new information which is then recognised

69
Q

ways to improving efficiency of SSTS

A

experience - knows the cues to look for

arousal - more alert you are the more likely you are to select relevant cues

quality of instruction - beginners don’t know which cues are relevant so coaches can direct attention to correct cues

intensity of stimulus - the effectiveness of sense when detecting speed, sound ,size, shape colour

70
Q

explain Craik and Lockhart’s Levels of processing model

A

explains how memory works and opposes the view that there are set memory stores shown by the MSM
Seeks to explain what we do with the information rather than how it’s stored.

PE Paper 2 Revision (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions