Skill Acquisition

Question 1

Classification of Motor skills

Answer 1

Difficult continuum
Organisational continuum
Pacing continuum
Muscular involvement continuum
Environmental influences continuum
Continuity continuum

Question 2

Continuity continuum

Answer 2

Discrete skill:
Clear beginning and end.

Serial skill:
Several discrete skills linked together.

Continuous skill:
No clear beginning or end.

Question 3

Muscular involvement continuum

Answer 3

Gross skill:
Involves large muscle movements.

Fine skill:
Involves intricate muscle movements.

Question 4

Environmental influences continuum

Answer 4

Open:
Influences by the environment where conditions are constantly changing.

Closed:
Not influenced by the environment and conditions do not change.

Question 5

Pacing continuum

Answer 5

Self paced:
Performer controls rate of execution.

Externally paced:
Opponents control rate of execution.

Question 6

Difficulty continuum

Answer 6

Simple:
Very few decisions to make.

Complex:
Lots of decisions to make.

Question 7

Organisational continuum

Answer 7

Low organisation:
Easily separated into sub routines.

High organisation:
Cannot be separated into sub routines.

Question 8

Practice types

Answer 8

Part
Whole
Whole-part-whole
Progressive part

Question 9

Part practice

Answer 9

Practicing just one sub routine of a skill.

Question 10

Whole practice

Answer 10

Practicing a skill in its entire form.

Question 11

Whole part whole practice

Answer 11

Practice in its entire form.
Practice one sub routine.
Practice in its entire form.

Question 12

Progressive part practice

Answer 12

Practice sub routine A in isolation.
Practice sub routine B in isolation.
Link together to work on skill in its entirety.

Question 13

Practice methods

Answer 13

Massed
Distributed
Fixed
Varied

Question 14

Massed practice

Answer 14

Practicing without any rest periods.
✔️Improved fitness endurance.
✖️Fatigue faster.

Question 15

Distributed practice

Answer 15

Practicing with regular rest periods.
✔️Can give feedback during rest periods.
✖️Reduced practice time.

Question 16

Fixed practice

Answer 16

Practicing a skill where environmental conditions are constant.
✔️Good for closed, simple and self-paced skills.
✖️Open skills.

Question 17

Varied practice

Answer 17

Practicing a skill in a constantly changing environment.
✔️Open, complex and externally-paced skills.
✖️Closed, self-paced and simple skills.

Question 18

Transfer of skills

Answer 18

Positive transfer
Negative transfer

Retroactive transfer
Proactive transfer

Bilateral transfer

Question 19

Bilateral transfer

Answer 19

Motor programme is transferred from one limb to another.

Question 20

Proactive/Retroactive transfer

Answer 20

Proactive:
Previously learnt skill influences the learning of a new skill.

Retroactive:
New skill influences a previously learnt skill.

Question 21

Positive/Negative transfer

Answer 21

Positive:
Learning one skill helps to learn another skill.

Negative:
Learning one skill hinders the learning of another skill.

Question 22

Ways to optimise positive transfer

Answer 22

Ensure clear demonstrations.

Ensure skills are grooved in.

Question 23

Ways to limit negative transfer

Answer 23

Ensure original skill is grooves in.

Provide regular feedback.

Question 24

Operant conditioning

Answer 24

SR Bonds are formed and strengthened.
By using a satisfier.
Which modifies behaviour.
By manipulating the environment.
And using Trial and Error.

When benefits are seen reinforcement occurs.
Role models more likely to modify behaviour.

Question 25

Cognitive learning theory

Answer 25

Learning in a realistic situation.
Through the whole pattern.
Performer uses past experiences to draw things together.

Seen as the best way to optimise learning.

Question 26

Social learning theory

Answer 26

Attention to the demonstration.
Retention of the demonstration (mental picture).
Motor reproduction.
Must have motivation to model demonstration.

Question 27

Cognitive learners

Answer 27

Extrinsic feedback.
Lots of trial and error.
Relevant cues are highlighted by teacher.
Teacher uses demonstrations.

Question 28

Visual guidance

Answer 28

Show a skill by using a demonstration.
✔️Helps to create a mental picture.
✖️Demonstration may be incorrect.

Question 29

Verbal guidance

Answer 29

Telling the performer the cues of a skill.
✔️Can help motivate the performer.
✖️Guidance may be inaccurate.

Question 30

Manual guidance

Answer 30

Physical support from another person.
✔️Can reduce fear.
✖️Creates unrealistic feel for skill.

Question 31

Mechanical guidance

Answer 31

Physical support using equipment.
✔️Improves safety.
✖️Can become reliant on support.

Question 32

Why is feedback important?

Answer 32

Detect/correct errors.
Helps formulate targets.
Increased motivation/confidence.

Question 33

Intrinsic/Extrinsic feedback

Answer 33

INTRINSIC FEEDBACK:
Feedback that comes from the proprioreceptors.
✔️Movements can be corrected immediately.
✖️May interpret feedback incorrectly.

EXTRINSIC FEEDBACK:
Feedback that comes from external sources.
✔️Positive feedback can lead to motivation.
✖️If the source is unreliable, motivation will drop.

Question 34

Positive/Negative feedback

Answer 34

POSITIVE FEEDBACK:
External feedback rewarding a performer.
✔️Helps reinforce the correct SR bonds.
✖️Must not praise faults.

NEGATIVE FEEDBACK:
Feedback focusing on the poor aspects of a skill.
✔️Beneficial for autonomous learners.
✖️May hinder performance if inaccurate.

Question 35

Knowledge or results/performance

Answer 35

KNOWLEDGE OF RESULTS:
Feedback about the outcome.
✔️SR Bonds strengthen when results are positive.
✖️Focus on performance may be lost.

KNOWLEDGE OF PERFORMANCE:
Feedback about process of execution.
✔️Allows feedback for improvements.
✖️Can only be gained through kinaesthetics if autonomous performer.