Skill Acquisition

Question 1

Gross skills

Answer 1

Use large muscle groups

Weight lifting

Question 2

Fine skills

Answer 2

Use small muscle groups

Darts throw

Question 3

Open skills

Answer 3

Affected by the environment

Badketball

Question 4

Closed skills

Answer 4

Timing is decided by the performer, not environment

Gymnastics

Question 5

Discrete skills

Answer 5

Have a clear beginning and end
Simple and short duration

Basketball jump shot

Question 6

Serial skills

Answer 6

Separate skills joined together in a sequence

Triple jump

Question 7

Continuous skills

Answer 7

No defined beginning or end

Running

Question 8

Self paced skills

Answer 8

Performer determines when they start

Free throw in basketball

Question 9

Externally paced skills

Answer 9

Timing is controlled by other factors e.g. Wind, weather, opponents

Wind surfing

Question 10

Simple skills

Answer 10

Small number of parts

Swimming

Question 11

Complex skills

Answer 11

Large number of parts

Gymnastics vault

Question 12

Low organisation skills

Answer 12

Sub routines can easily be separated and practiced by themselves

Trampolining

Question 13

High organisation skills

Answer 13

Sub routines are closely linked and hard to separate

Cartwheel

Question 14

Part practice

Answer 14

Work on sub-routines
Beneficial for dangerous/complex skills
Good for teaching closed skills

E.g. Tennis serve

• grip
• stance
• back swing etc

Question 15

Whole practice

Answer 15

Learn a skill in its entirety
Experience the feel of it
High organisation/low complexity

Could pick up bad form/execution

E.g. Sprinting

Question 16

Progressive part practice

Answer 16

Complex skills practiced in isolation
Sub-routines are taught in the order which the occur in the skill
Skills linked together
Know the order and whats coming next

E.g. Dance routing

Question 17

Whole part whole

Answer 17

Practice the whole skill, work on a section that needs improving, practice whole skill together again

E.g. Tennis serve

Question 18

Massed practice

Answer 18

Practice continuously without a break/rest
Good for grooving skills
For experienced/highly motivated learners with good fitness levels
Good for simple, discrete skills

Elements of fatigue
Lack of concentration
De-motivation

Question 19

Distributed practice

Answer 19

Practice with rest sessions
Beginners/learners with low levels of fitness
Continuous skills
Allows time to recover mentally/physically
Most effective form
Good for motivation and dangerous/complex skills

Question 20

Fixed practice

Answer 20

Movement pattern repeated in the same environment
Good for closed skills
Repetitive practices

Question 21

Varied practice

Answer 21

Many different environments that would occur in a game
Good for open skills
Adapt the skill to suit the environment
Conditions should be realistic
Helps perceptual/decision making skills

Question 22

Positive transfer

Answer 22

Learning in one task is enhanced by learning in another

E.g. Shooting in basketball to netball

Question 23

Negative transfer

Answer 23

Learning of a new task is interfered by knowledge of a similar activity

E.g. Tennis and badminton serves

Question 24

Proactive transfer

Answer 24

Influence of one skill on a skill yet to be learned

E.g. Foundation skills
Basketball layup to pro-hop layup

Question 25

Retroactive transfer

Answer 25

Influence of one skill on a one that has previously been learned

E.g. Hockey players use flicking skill then find it hard to go back to push pass

Question 26

Bilateral transfer

Answer 26

Limb to limb

E.g. Left and right hand layup in basketball

Question 27

Optimising transfer

Answer 27

Allow positive transfer
Highlight transferable skills
Clear demonstrations
Environment must be similar
Previous skills must have been successfully learned
Reinforcement
Simplify the task during initial learning