Skill Acquisition Flashcards
Skill
I learned ability to bring about a predetermined result with the minimum outlay of time, energy or both
Promoting positive transfer
Linked to another similar skill which was done well
Realistic situations
Rewards
Skill is learnt before advancing
Breakdown skill into clear parts
Whole practice
Performing a skill in its entirety without breaking it down into sub routines
+
Create image stored long-term memory
More realistic than progressive parts practice
Forms good habits autonomous
-
Difficult to process all aspects of the skill
Leads two fatigue, no brakes
Too much information to process on difficult skills
Whole part whole practice
Practice whole skill, breakdown/specific weaknesses, whole skill
+
Increase motivation as sense of achievement
Immediate/specific feedback allow skilled to be developed
Fix his weaknesses so skill becomes fluent
-
Negative transfer can occur
Time consuming
Not for realistic situations
Progressive parts practice
Taught first part of the skill, then phases taught in a sequence
+
Practice specific weaknesses increases confidence
Increased confidence increases motivation
Less fatigue as breaks
-
Negative transfer can occur
Time consuming
Neglect the feeling of a whole skill
Mental practice
Rehearsing a skill/performance in the mind, no movement takes place
+
Improved confidence and low anxiety
Can be done when players injured
Developed cognitive ability and decision-making making
Stimulates muscle receptors to prepare and increases reaction time
-
Lead to poor performance if not done correctly
Needs calm environment or could increasing anxiety
Doesn’t guarantee any physical benefits
Cognitive stage of learning
Mental stage (understanding sub routines)
Trial and error
Frequent errors take place
Lots of feedback
Visual, image so demonstration
Associative stage of learning
Motor programs develop, performance become smoother
Few errors
Fluency
Longest stage of learning
Allows for some intrinsic feedback
Rapid improvement so distributed practice
Autonomous stage of learning
Movement becomes more detailed and specific
Sequencing and timing becomes subconscious (habitual)
More information can be processed so feedback can be acted on alone
Must practice and more realistic
Learning plateau
When learner stops progressing and there is a period of no improvement in performance
Causes and prevention of the learning plateau
Lack of motivation so increase rewards
Boredom so change method of practice
Fatigue so take breaks
Set targets too low so increased goals
Poor quality coaching so increase quality
Operant conditioning
Skinners behaviourist theory through reinforcement to ensure desired responses repeated
Stimulus response bond
Shape behaviour by changing environment
Personality is deep rooted in someone so can’t be changed
Trial and error
Quickest change out of all learning series
Operant conditioning
Annoyer
Causes unease in order to avoid an incorrect response
Operant conditioning
Satisfier
Causes a pleasant feeling to promote a desired response
Operant conditioning
Positive reinforcement
A pleasant stimulus after a correct response is given
Operating conditioning
Negative reinforcement
Removal of an unpleasant stimulus after correct response is given
Opera conditioning
Punishment
Unpleasant stimulus to prevent incorrect response for occurring
Operant conditioning
AO3
+
Quickest change in behaviour
Behaviour can be measured environment is easy to adapt a sport
-
Cognitive learners may not understand what they did wrong
Beginners do not react well to negative reinforcement
May not know which response to give
Insight learning
(Gastaults) cognitive processes to solve problems independently based on the whole skill
+
Great to understand in a relationship between subroutines
Encourages creativity and decision-making
Increases level of intrinsic motivation
Adapt/modify skill to new situation
-
Time-consuming
Visually learning may be more suited
May not know how to think/decision make
Observational learning
(Bandura) watching and copying others/more knowledgeable others
Observational learning
Four stages
Attention
Making demonstration attractive to performer
Retention
Making a mental image of a skill and recalling it in memory
Motor reproduction
Having the physical capability to perform the skill
Motivation
Wanting to copy the demonstration/complete the task
Observational learning
AO3
+
Cognitive learners as creates a mental image
Supports training sessions as demonstration
-
Negative attitude can be copied
Need good quality role model
Need good quality demonstration
