Skill Acquisition Flashcards
Outline what is meant by transfer of learning
Transfer of learning means taking skills from sport & attempting to use them in another. Can be positive when knowledge of skill helps learning of another or negative when transfer becomes hindrance
Outline the difference between positive & negative transfer
Positive transfer
Occurs when skills have similar shape or form, e.g. using overarm throwing technique to help learn a tennis serve, or throw javelin
Must be similarity in structure of skill components
Can be enhanced if these similar elements are shown to learners
Negative transfer
Effects of previously learned or practised skill impede learning/performance of new skill, e.g. difference in throwing actions between cricket return from boundary (round arm) & javelin throw (through the shoulder)
Negative transfer can occur if practice situation doesn’t demand same response as playing/competitive situation
Outline retroactive transfer
Newly learned skill influences previously learned skill
Opposite of proactive and occurs when current learning/practice of skill affecting skill learned in past
Outline zero transfer
No effect on current performance or learning from previous learning
Two skills so different there’s no chance of any correlation, e.g. rock climbing & swimming
Outline bilateral transfer
Transfer of learning/performance from one side of body to other, e.g. when basketball player who can do lay up with right hand learns to do it with left hand
Discuss how a coach could use motivational strategies to maintain an athlete’s motivation throughout the season
Motivation = biological, emotional, cognitive or social factors that activate & direct behaviour
Motivation = direction & intensity of one’s effort - can be intrinsic or extrinsic
Music - Develop their own “playlists”, power songs - commonly used strategy
Goal setting – engaging athlete, setting goals achievable & challenging. Performance review monitoring can be used by coach to set goals & identify areas that need further work
Video analysis - athletes able to see what changes needed to improve & can also give athletes opportunity to discuss problems
Motivation - can have negative effect on performer, losing can be demotivating, affecting athlete’s performance. Motivation will be high as performer nears start of new season
Define the term learning plateau and explain how a coach tries to minimise its impact on an athlete’s performance.
Period of time during which there’s no change in performance – levelling off
Learning plateau = forward progress seems to have stopped while engaged in learning new skill/improving existing skill
Coach could provide positive feedback & visual guidance
Use of extrinsic rewards & plenty of encouragement to keep athlete engaged
Varied sessions, training programme to incorporate appropriate rest & recovery – avoid mental/physical fatigue
Outline how intrinsic & extrinsic factors facilitate learning
Intrinsic Motivation – comes from within performer - desire to perform well & succeed
Primary motivation - derives from pride, pleasure & satisfaction in completing task determination to achieve personal goals
Repeated goal setting to progress & maintain motivation
Rehearsal of successful habits until they’re perfected
Extrinsic Motivation – comes from source outside of performer - Secondary motivation
Tangible rewards – physical rewards, for example medals, trophies & money
Intangible rewards – which could come from other people, when receiving praise, recognition from coach, public, parents & peers.
Removal of external rewards may diminish individual’s motivation to take part
Identify ways a coach could optimise the effects of positive transfer and ways a coach could limit the effects of negative transfer on the learning and performance of skilled sporting actions.
Effects of positive transfer:
Clear & concise demonstrations used where learner able to transfer elements of demonstration to aid performance
Closer practice is to replication of game situation, greater chance of positive transfer
Simplify task during initial learning & transfer it later into real situation
Limiting effects of negative transfer:
Performer helped to understand requirements of task before beginning practice
Environment in which skill is learned & practised must match that experienced in applied situation
Avoid confusion between new and old skill by correct cue selection
Identify classifications of motor skill & describe how they relate to specific sporting actions
Gross Motor Ability: AKA physical proficiency abilities, usually involve movement & related to physical fitness
Potential physical movement/underpins physical skills/genetic
Strength, speed, flexibility
Dynamic strength, exerting muscular force repeated over period of time, e.g. press-ups
Static strength, max strength exerted against object, e.g. lifting max weight
Psychomotor Ability: relates to processing info or decision making/initiate movement (rather than actual movements) genetic decisions into action
Reaction time, co-ordination
Aiming, being able to aim accurately at a small object, e.g. throwing cricket ball at wicket
