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physical education > skill acquisition > Flashcards

skill acquisition Flashcards

u3aos1 how are movement skills improved?

1
Q

skill

A

a skill refers to the ability to do something well.

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2
Q

motor skill

A

a motor skill refers to a voluntary, goal directed activity that can be learned through practice and experience.

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3
Q

classifying movement skills

A

classifying motor skills refers to categorising skills according to their characteristics.

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4
Q

movement skills

A
  • movement precision
  • type of movement
  • predictability of environment
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5
Q

movement precision

A

movement precision refers to the accuracy/refinement of the movement and the size of the masculature required. categorised into: gross motor skills and fine motor skills.

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6
Q

gross motor skills

A

gross motor skills refer to movements involving the use of large muscle groups that result in a coordinated action such as running and swimming.
- combined actions
- coordinated movement

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7
Q

fine motor skills

A

fine motor skills refer to delicate, precise movements that engage the use of small msucle groups such as precise dart throwing.
- small muscle groups
- control of touch

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8
Q

type of movement

A
  • discrete motor skills
  • serial motor skills
  • continuous motor skills
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9
Q

discrete motor skills

A

discrete motor skills refer to movement that has an obvious beginning and end such as kicking a ball or a netball pass.
- brief movement
- beginning and end

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10
Q

serial motor skills

A

serial motor skills refer to the combination of discrete skills in a sequence such as a gymnastics routine.
- complicated action
- combination of discrete skills

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11
Q

continuous motor skills

A

continuous motor skills refer to movement that has no definite beginning or end point such as walking and running.
- flowing movements
- no beginning and end

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12
Q

predictability of environment

A
  • closed motor skills
  • open motor skills
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13
Q

closed motor skills

A

closed motor skills refe to skills where the athlete has the greatest control over the performance environment: skills are peformed in a predictable, self paced environment.
- constant environment
- replication of skill

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14
Q

open motor skills

A

open motor skills refer to skills performed in a dynamic and externally paced environment.
- changing environment
- externally paced
- adaption of skill required

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15
Q

fundamental movement skills

A

fundamental movement skills refer to foundation skills that provide a basis for the development of more sport specific skills.
- stability skills
- locomotor skills
- manipulative skills

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16
Q

stability skills

A

stability skills relates to the balance and control of the body.

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17
Q

locomotor skills

A

locomotor skills refers to movement that enables an individual to move through space.

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18
Q

manipulative skills

A

manipulative skills involve the control of an object

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19
Q

sport specific skills (SSS)

A

sport specific skills refer the mature fundamnetal motor skills refined and combine to meet the demands of more specific tasks such as a volleyball spike.

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20
Q

sport specific concepts

A

sport specific concepts refer to factors such as moving into space, when to pass, team strategy.

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21
Q

examples of object control

A
  • kicking
  • throwing
  • catching
  • hitting
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22
Q

examples of locomotor skills

A
  • running
  • hopping
  • jumping
  • skipping
  • using a wheelchair
  • using a prosthetic limb
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23
Q

examples of aquatic skills

A
  • floating
  • early swimming strokes
  • paddling
  • standing on a surfboard
24
Q

examples of body control

A
  • balancing
  • tumbling
  • climbing
25
Q

stages of learning

A

stages of learning classify learners into three distinct learning stages to describe the characteristics as they progess through the stages.
- cognitive stage
- associative stage
- autonomous stage

26
Q

cognitive stage

A

the cognitive stage of learning refers to the initial phase of learning a motor skill where the emphasis is on the conscious understanding of the task requirements.

27
Q

characteristics of the cognitive stage

A
  • movements are slow, inconsistent and inefficient
  • large part of the movement is controlled consciously
  • frequent errors occur
  • tend to perform skills slowly
  • requires feedback
28
Q

coaching the cognitive stage

A
  • learners need to dedicate a substantial amount of attention
  • provide simple feedback
  • giving repeated demonstations
  • strategies to correct faults should be given
  • allow time for practice and re demonstating the skill
29
Q

associative stage

A

the associative stage of learning refers to the consistent performance of the basic mechanics of a skill wih relatively few mistakes.

30
Q

characteristics of associative stage

A
  • movements are more fluid, reliable and efficient
  • requires less feedback
  • refinement stage where they work on patterns
  • some movement is controlled consciously, some automatically
31
Q

coaching the associative stage

A
  • provide regular practice opportunities
  • exoise to more open competition environments
  • identfy errors and correct them
32
Q

autonomous stage

A

the autonomous stage of learning refers to the athlete performing the skill almost automatically.

33
Q

characteristics of autonomous stage

A
  • skill can be almost second nature to them
  • movements are accurate, consistent and efficient
  • movements are largely controlled automatically
34
Q

coaching the autonomous stage

A
  • keep their motivation levels up
  • use match simulation to enhance tactical knowledge and decision making skills
  • suggest small improvements for them to apply
35
Q

skill learning continuum

A

a skill learning continuum is used to express the concept that an individual can be in different stages of learning for different skills within the same sport.

36
Q

direct instruction

A

direct coahcing approaches are rigid and provide feedback on every practice attempt.

37
Q

constraints based

A

constraints refer to boundaries that shape a learner’s self organising moving patterns, cognitions and decision making processes.
- task constraints
- individual constraints
- environmental constraints

38
Q

task constraints

A
  • level of pressure
  • rules
  • area / size
  • number of players
  • time
  • scoring method
  • zones / areas
  • equipment (modififcation, size, weight)
39
Q

individual constraints

A
  • body size: height, weight, body type, limb length
  • fitness level: strength, power, endurance, agility, flexibility
  • motivation, confidence
  • mental (anxiety)
  • technical skills
  • tactical skills (perceptual and decision making skills)
  • experience
40
Q

environmental constraints

A

physical environment:
- court surface
- temperature, weather
- background noise
- gravity
- quality of facilities
sociocultural environment:
- motivation of peers
- crowd, spectators
- peers, teachers
- cultural norms
- family support networks
- societal expectations

41
Q

qualitative analysis

A

qualitative analysis is needed to help improve athlete performance.
1. preparation
2. observation
3. evaluation
4. error correction

42
Q

sociocultural influences

A
  • gender
  • cultural traditions and beliefs
  • socioeconomic status
  • peers
  • family
43
Q

practice strategies

A

practice strategies maximises meanigful skill repetition within time conditions.

44
Q

part practice

A

part practice refers to independent components of a motor skill.

45
Q

whole practice

A

whole practice refers to practising a whole skill.

46
Q

amount of practice

A

amount of practice refers to how much training is required to acquire each skill

47
Q

practice distribution

A

practice distribution can be massed or distributed

48
Q

distributed practice

A

distributed practice refers to shorter but more frequent training sessions.
- more beneficial for professionals
- hard to schedule around lifestyle
- creates a better learning environment

49
Q

massed practice

A

massed practice refers to less frequent but longer training sessions.
- more beneficial for non pro athletes
- easy to schedule around lifestyle
- physical and physiological fatigue is common

50
Q

practice variability

A

practice variability can be blocked or random

51
Q

blocked practice

A

blocked practice refers to practising the same skill continuously without changing to a different task.

52
Q

random practice

A

random practice refers to the varied sequencing of different motor skills in the same training session.

53
Q

intrinsic feedback

A

intrinsic feedback refers to an individual using their own sense to assess performance including:
- visual
- auditory
- proprioception
- touch

54
Q

augmented feedback

A

augmented feedback refers to an outside individual providing external feedback.

55
Q

knowledge of results

A

knowledge of results refers to specific feedback about the outcome of the task.

56
Q

knowledge of characteristics/performance

A

knowledge of performance/characteristics refers to feedback on the characteristics of performing a task.

physical education (7 decks)

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