skill acquisition

Question 1

gross motor skills

Answer 1

use large muscle groups and require less emphasis on precision

Question 2

fine motor skills

Answer 2

use small muscle groups and requires precision

Question 3

discrete

Answer 3

has an obvious beginning and end

eg. bball free throw or netball pass

Question 4

serial

Answer 4

several discrete skills performed in a sequence

eg. gymnastics routine or bball layup

Question 5

continuous

Answer 5

has no definite beginning or end point- the motor skill is continuous in nature
eg. running or swimming

Question 6

closed environment

Answer 6

when the environment is considered predictable and the performer has the greatest control over the performance environment
eg. throwing a dart

Question 7

open environment

Answer 7

when the environment conditions are constantly changing and the performer has little control over their performance environment
eg. white-water kayaking

Question 8

stability skills

Answer 8

involving balance and control of the body

eg. balance or twisting

Question 9

locomotor skills

Answer 9

move through space

eg. running or jumping

Question 10

manipulative skills

Answer 10

control of an object

eg. catching or throwing

Question 11

cognitive stage of learning

Answer 11

The beginners are trying to understand what the skill requires so perform it. Requires plenty of attention. Learners will make many errors and not know how to correct them. Involves rapid improvement and is considered the quickest stage

Question 12

associative stage of learning

Answer 12

Also known as the practice stage which involves refining technique and performing skills with fewer errors. As they improve their skill, more attention can be focused on other cues relevant to the game. The performer can detect the cause of some errors. Improvements are more gradual

Question 13

autonomous stage of learning

Answer 13

The learner can perform the skill oalmost autimatically. It requires little attention so they can focus their attention on tactics and game stategies

Question 14

distributed practise

Answer 14

Involves shorter but more frequent sessions. More time allocated to rest between tasks and to reflect on what they have learnt. Adopted by full-time athletes

Question 15

massed practice

Answer 15

Involves less frequent sessions that last for longer. Rest intervals between tasks are also shorter. Most non-pro teams use this method as training needs to be scheduled around school, work, etc

Question 16

blocked practise

Answer 16

Involves practising the same skill continuously without changing to a different task. eg 50 free throws in a row. Suitable for beginners who are trying to learn and understand the skill with a closed environment

Question 17

random practise

Answer 17

When you practise multiple skills in random order. eg volleyball- dig, set, dig, spike, set, set, spike, dig. Suitable for performers in the associative and autonomous stages as it helps to improve the cognitive skills necessary to perform in a game.

Question 18

intrinsic feedback

Answer 18

when the performer uses their senses to assess their own performance- visual, auditory, proprioception, touch

Question 19

external (augmented) feedback

Answer 19

feedback provided by the coach or instructor- concurrent feedback is during the performance and terminal feedback is given after the performance

Question 20

knowledge of performance

Answer 20

feedback on HOW the skill was performed

eg. correcting technique errors

Question 21

knowledge of results

Answer 21

feedback about the result of the movement

eg. the tennis serve landed in or out

Question 22

link between motor skill development and participation and performance

Answer 22

The level of skill development will influence whether someone participates. Those with higher levels of skill are more likely to particpate and therefore continue to improve their performance

Question 23

individual constraints

Answer 23

height, weight, fitness, concentration, attention, decision making skills

Question 24

environmental constraints

Answer 24

relates to the physical environment- weather, terrain, quality of facilities

Question 25

task constraints

Answer 25

field size, rules, equipment, player numbers, instructions

Question 26

direct approach to coaching

Answer 26

The learner is told what to do and when to do it, and they repeatedly practise the skills. Most feedback comes from the coach. Useful in the early stages of learning, keeping the learner on task and the emphasis is on mastering technique

Question 27

constraints approach to coaching

Answer 27

The coach will manipulate constraints or barriers to improve skill development. This approach is learner driven. Through the use of game context to practise skills, the learner develops tactical and technical awareness.

Question 28

qualitative movement analysis

Answer 28

is used to improve human movement and enables meaningful feedback to be provided to the learner to make corrections and improve their outcomes

Question 29

what is QMA used for

Answer 29

• diagnose strengths and weaknesses
• talent identification
• predict furture performance

Question 30

what are the 4 steps of QMA

Answer 30

preparation, observation, evaluation and error correction

Question 31

preparation:

Answer 31

the person conducting the analysis gathers all of the necessary information relative to the skill they are about to observe

Question 32

observation:

Answer 32

this simply involves observing the skill and collecting any data

Question 33

evaluation:

Answer 33

this involves making an evaluation and deciding what problems exist in the performance of the skill and what are the causes of the errors

Question 34

error correction:

Answer 34

this is where interventions and strategies are put into place to correct and errors that have been discovered in the observation

Question 35

examples of sociocultural factors

Answer 35

• family
• peers
• community
• gender
• socioeconomic status
• cultural beliefs and traditions