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AS Physical Education > Skill Acquisition 2 > Flashcards

Skill Acquisition 2 Flashcards

1
Q

<p>What type of skill has no clear beginning or end?</p>

A

<p>Continuous </p>

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1
Q

<p>If we put information into our long term memory we...</p>

A

<p>Encode it. </p>

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2
Q

<p>What theory suggests a loss of motivation perhaps due to boredom or because a skill is already well learned e.g. not wanting to exercise anymore?</p>

A

<p>Drive reduction theory</p>

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2
Q

<p>What is the effector mechanism?</p>

A

<p>Information processing – an element of Whiting’s central mechanism where impulses are sent to the muscles to put a chosen motor programme (received from the translatory mechanism) into action
</p>

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3
Q

<p>Information received from external sources is what type of feedback?</p>

A

<p>Extrinsic feedback</p>

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4
Q

<p>What is also called connectionist? [The development of an S-R learning bond through operant conditioning.]
</p>

A

<p>Associationalist theory

| </p>

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4
Q

<p>What is cue utilisation?</p>

A

<p>The process of focusing on the most important information or cues from the environmental display e.g. a batsman in cricket looking closely at the ball being released by the bowler
</p>

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5
Q

<p>What type of skill has a clear beginning and end?</p>

A

<p>Discrete</p>

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6
Q

<p>What theory does this explain? "This examines the influence of somatic (physiological) and cognitive (mental)
arousal on performance. It suggests that as somatic arousal increases performance also increases – as long as cognitive arousal is low."</p>

A

<p>Catastrophe Theory</p>

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7
Q

<p>What is the dominant response?</p>

A

<p>The most likely behaviour of a performer e.g. when a netball is passed the response is to catch it (created by overlearning) </p>

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8
Q

<p>Define choice reaction time </p>

A

<p>The time taken to respond when faced with a number of different stimuli and a number of different possible responses e.g. in basketball when there is the
option to pass, shoot or dribble
</p>

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8
Q

<p>What is conditioned competitive situation?</p>

A

<p>Practice designed to copy/match a competition environment e.g. practising attack v defence drills in the last third of a football pitch
</p>

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9
Q

<p>Practicing a skill/movement pattern in the same environment is known as what?</p>

A

<p>Fixed practice</p>

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9
Q

<p>What is the term for ‘whole pattern’ and is a process of learning by solving a whole problem (e.g. allowing learners to work out the different ways to beat a
defender in a 2 v 1 attack drill in rugby.)</p>

A

<p>Gestalt</p>

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10
Q

<p>What is the cognitive phase of learning?</p>

A

<p>The first stage of learning where the performer tries to form a mental picture of the skill. Involves careful use of demonstrations and verbal explanations with many mistakes. Trial and error learning
</p>

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12
Q

<p>What is arousal?</p>

A

<p>A state of physiological and psychological readiness to perform a task</p>

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12
Q

<p>What is concurrent feedback?</p>

A

<p>Information received about a movement during its performance e.g. realising that you are over-rotating during a somersault
</p>

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13
Q

<p>What type of practice involves, "practice sessions with rest intervals included"</p>

A

<p>Distributed practice</p>

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14
Q

<p>What is term for putting together different pieces of information and remembering them as
one.
</p>

A

<p>Chunking</p>

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15
Q

<p>Define closed loop control </p>

A

<p>A system of motor control that involves feedback (via the perceptual trace)
Level 2 involves a short loop and kinaesthetic feedback
Level 3 involves a longer loop because information is relayed via the brain
</p>

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16
Q

<p>What is generalised movement?</p>

A

<p>Explained by Schema Theory - the idea that motor programmes are closely related (rather than being stored separately) so that they can be adapted. A general throwing schema can be adapted e.g. cricket ball to javelin. </p>

17
Q

<p>What is ability?</p>

A

<p>You’re born with it (genetically determined), it is stable, enduring and underpins skill. Examples are divided into psychomotor abilities and gross motor abilities.</p>

18
Q

<p>What EMP (Executive Motor Programme)</p>

A

<p>A series of (hierarchically ordered) subroutines or a plan for a whole skill that is stored in the long-term memory e.g. volleyball serve. See motor programme</p>

20
Q

<p>What type of skill is not affected by the environment and usually self-paced e.g. a javelin throw.</p>

A

<p>Closed</p>

21
Q

<p>Explain a fine skill</p>

A

<p>Involves intricate movement using small muscle groups e.g. finger and wrist action of a spin bowler in cricket. </p>

23
Q

<p>What is the the third and final stage of learning when skills can be performed with little conscious thought allowing performers to focus on things such as tactics.
</p>

A

<p>Autonomous phase of learning

| </p>

25
Q

<p>What type of skill is, a skill with a high-perceptual load (lots of information to process) and many subroutines e.g. a tennis serve.
</p>

A

<p>Complex</p>

26
Q

<p>Define Drive Theory</p>

A

<p>This suggest a direct relationship between arousal and performance – as arousal increases so does performance</p>

28
Q

<p>Detect – Compare – Recognise: DCT Process. When and where do these different phases occur?</p>

A

<p>Detection of relevant information is done
by the short term sensory store (STSS).
Comparison is done by the short term memory (STM) by searching the previous experiences stored in the long-term memory (LTM).
When useful information is recognised it is used to help
performer make a decision </p>

29
Q

<p>What is bilateral transfer?</p>

A

<p>The transfer of learning from limb to limb or from one side of the body to the other e.g. a footballer whose left foot shot is as good as their right .
</p>

30
Q

<p>What type of skill is it where control over the rate at which the skill is performed is determined by the environment?</p>

A

<p>Externally paced skill</p>

31
Q

<p>What is the associative phase of learning?</p>

A

<p>The second or ‘practice’ stage of learning where mistakes are reduced and performance becomes more consistent. Some learners stay here for a long time or forever
</p>

32
Q

<p>What is it called when you retrieve coded information from the long term memory and adapting it for use in the short term memory?</p>

A

<p>Decoding</p>

34
Q

<p>What is also called the associationalist theory? The development of an S-R bond through operant conditioning.
</p>

A

<p>Connectionist Theory</p>

35
Q

<p>What are fundamental motor skills?</p>

A

<p>Basic movement skills learned in early childhood </p>

36
Q

What is it called when a motor programme is well-learned and is stored in the long-term memory?

A

Grooved

37
Q

What skill involves large muscle groups?

A

Gross

38
Q

What is a habitual skill?

A

When a skill is learned and becomes autonomous, routine or consistent, it allows focus to shift to environmental demands and subtle cues e.g. tactics or improving anticipation

39
Q

What law does this describe, “Choice reaction time increases as the number of stimulus-response
alternatives increase.”

A

Hick’s Law

40
Q

What skill is made up of closely linked subroutines that are difficult to separate without disrupting the skill so are usually practiced as a whole e.g. a golf

A

High organisation

41
Q

What is hypervigilance?

A

State of nervousness/panic/anxiety causing attention field to narrow and environmental cues to be missed

42
Q

What theory does this describe? “The closer that practice is to the real situation the greater the likelihood of positive transfer”

A

Identical Elements theory

43
Q

What is information overload?

A

When there are too many stimuli to deal with all at once.

44
Q

Describe imagery as a technique

A

Technique used to remember information. Done by watching a demonstration, receiving coaching points then creating a mental image

45
Q

Describe ‘input’ (first stage of information processing)

A

First stage of information processing where the performer receives information from the environment through the sensory systems. Whiting refers to this as input data from display

46
Q

Explain insight learning

A

Suggests that learning occurs by thinking about and understanding what is needed using perception, intelligence and previous experience. The ‘problem’ is solved as a whole so learning is best achieved by presenting the whole skill to the learner in context

47
Q

Praise and being made team captain are examples of what type of reward

A

Intangible

48
Q

What feedback is obtained from the learner?

A

Intrinsic

49
Q

Self-confidence and enjoyment are examples of what type of reward

A

Intrinsic

50
Q

What theory looks at the relationship between performance and arousal?

A

Inverted U Theory

51
Q

What is kinaesthesis?

A

The ability to feel and understand internal information from muscles, tendons and joints. Provides intrinsic feedback

52
Q

Explain these processes:

  1. Knowledge of Initial conditions
  2. Knowledge of response specification
  3. Knowledge of sensory consequences
  4. Knowledge of movement outcome
A
  1. Recall schema memory item relating to whether the performer has previously experienced a similar situation (where am I?). Includes awareness of environmental conditions / own body position etc
  2. Recall schema memory item relating to whether the performer has knowledge of what to do in a given situation or what to do in response to initial conditions (what do I need to do?)
  3. Recognition schema memory item relating to what the movement feels like/kinaesthesis (what does this feel like?)
  4. Recognition schema memory item relating to knowledge of result or outcome or success (how did I get on?)

AS Physical Education (10 decks)

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