Skill Acquisition Flashcards
Define a skill. [1]
The learned ability to bring about predetermined results with minimum outlay of time, energy to both.
State 4 things that would make a performance skilful. [4]
co-ordinated, fluent, consistent, economical, goal-driven, aesthetically pleasing
What would make a skill closed? [5]
Proactive, habitual, set movement pattern, no environmental influence, internally paced
What would make a skill complex? [3]
lots of info to be processed, many decisions, lots of accuracy
Exlpain why a penalty would be defined as gross and highly organised?
uses large muscle groups
closely integrated and hard to separate
Outline the schema theory.
include the four parameters [7]
learns through knowledge that already exists (1)
initial conditions- info from environment must be recognised so that schema can be used (1)
response specifications- info about what to do, assess the options (1)
(these two are recall schema (1))
sensory consequences- info about feel of movement (1)
response outcome- feedback, schema can be updated here (1)
(these tea are recognition schema) (1)
Give an example of stimulus response generalisation {1}
any example which show two different performers responding to a stimulus in different ways because of their sport
Give an example of
A) negative transfer
B) positive transfer [2]
any example that
A) shows one skill hindering the performance of another
B) shows one skill aiding the performance of another
What is bi-lateral transfer of movement? [1]
learning of one skill on one side of the body is transferred to the other side
Define zero transfer and give an example. [1]
learning of one skill has no influence on the learning of another
any example that fit the definition above
Define and state two advantages of whole learning. [3]
skill is not broken down into sub-routines insight into skill as a whole get kinaesthetic feel less time practice to game is easier
State two positives and two negatives of progressive part learning? [4]
continuity maintained
idea of how to put skills together
helps transfer in the whole
practice to game is ineffective
highly organised skills
loss of continuity
time consuming
Define and state an advantage of whole part whole. [1]
skill taught as whole and any parts causing difficulty taught separately
only part casing difficulty is dealt with
performer and coach can focus
When would it be best to use whole learning [2]
skill is simple/highly organised/discrete/closed
performer is in autonomous phase/ motivated
A footballer is practicing a free kick routine. They are having difficulty with controlling the ball when they receive it. Suggest which way of learning would be most suited to them and explain why. [4]
whole part whole
skill is serial/ complex/ low organised
performer is having difficulty with only one part of skill
doesn’t waste time
Define massed practice and what kinds of skill it is best for. [4]
skill is practiced without breaks until skill is mastered or time runs out.
used for simple, discrete, closed and highly organised skills
Define distributed practice and give two advantages and disadvantages. [5]
work is split into several smaller periods with intervals in between each period
avoids fatigue, dangerous skills, allows time for feedback/rest
fitness is main goal, player doesn’t require feedback
Define varied practice and suggest why it would be good to use in a football training session. [2]
Elements are changed
football involves lots of variation with the game/ is more open
State 5 advantages/disadvantages of massed practice. [5]
fitness, intrinsically motivated, feedback not needed, skill is simple
player is unfit, lacks motivation, is unconfident
Why might distributed practice be good for cognitive phase learners? [1]
allows time for feedback
Define mental practice and give an example. [2]
performer goes through skill in their mind without any physical movement
watching demonstration or film
reading/listening to instructions
using mental imagery (skill should be well established)
Explain why mental rehearsal is used. [4]
evaluates movements and eliminates unsuccessful so boosts confidence
focuses attention
small muscular reactions which improves reaction time
control arousal in autonomous learners
cognitive learners can focus on basics
When might mental rehearsal be used? [1]
rest intervals
before performing move
How can mental rehearsal help cognitive phase learners? [1]
they can focus on the basics
What are the two types os mental practice? [2]
internal - looks at performance within (how movement would feel)
external- looking at self from outside
Explain what techniques a coach should use for a player who is in the cognitive phase of learning and why. [4]
lots of info being processed- so visual demos, precise (only what is required and basic rules)
should allow for errors -trial and error
precise/concise- direct attention to very key aspects
State 4 characteristics of the associative phase learner. [4]
practice phase
longer
may never leave/revisit
familiarise with subroutines /develop motor programmes
Coach-feedback more detailed/ focus on type of training
(speed and accuracy/whole or part)
What should the focus be for an autonomous phase learner? [3]
tactics/strategies
self-correction
mental rehearsal
motivation
Which stage is most feedback intrinsic? [1]
Autonomous
Name the three phases of learning. [3]
cognitive, associative, autonomous
What is a learning plateau? [1]
period of time during performance when there are no significant signs of improvement
Describe the learning plateau graph. [4]
1- curve dip as performer in cognitive phase goes through trial and error
2- rapid increase in success rate as mastery takes place, motivation and reinforcement
3- plateau occurs and there is no improvement, performance level remains the same
4- perfomance dips due to various reasons
What is drive reduction in a learning plateau? [3]
An end-of-task period when performance may get worse
drive to succeed has been lost
challenge has been overcome
State 4 possible causes of a learning plateau. [4]
lack of motivation boredom coaching fatigue limit of ability targets set too low
State 3 possible causes of a learning plateau and their solutions. [6]
motivation-more praise and feedback, explain learning plateau concept so that they do not take personal responsibility
boredom- new challenges, vary practice
coaching- new coach
fatigue- rest
limit of ability- change task/aim
targets too low- make target harder/change aim
Give an example of operate conditioning. [1]
any example where desired response is reinforced
environment manipulated to produce behaviour
What is reinforcement? [3]
increasing desired behaviour by giving the learner satisfaction
positive- provide a reward/praise
negative - remove unpleasant experience
Explain what is meant by stimulus response bond and how it relates to learning. [6]
stimulus is a physical problem
the response is the action taken by the performer to solve the problem
if action solves problem bond is straightened and athlete will repeat move
will become habit
it is unsuccessful bond is broken and less likely to be repeated
another response will be tried
Describe Thorndike’s three laws based on S-R bond. [3]
readiness- must have ability to perform action
effect- satisfaction given to strengthen S-R bond
exercise- repeat to strengthen
Describe Gestalt’s Insight theory. [5]
using experience and understanding to solve problems relaying to the whole skill
doesn’t break skill does in to parts (whole) so realistic
positive/negative experiences will influence the learning
performer thinks for the selves
performers will act differently because they see situations differently
State 5 characteristics of a good demonstration. [5]
clear succinct simple verbal info relevant self confidence status of demonstrator correct ability for performers
Explain the processes of observational learning. [5]
Demonstration- should be concise and relevant
Attention- performer needs to be listen and taking info on board
Retention- performers must have the cognitive ability to remember the info
motor reproduction- must have physical capability to perform move
motivation- intrinsic and extrinsic, must want to do it
matching performance- reproduce the sam movement
What is meant by more knowledgeable other?
people of significant importance, influential
look up to them
What is the difference between inter-psychological and intra-psychological? [2]
inter- learn from others externally
intra- learning from within after gaining external knowledge
What are the three stages of constructivism? [3]
what can I do alone
what can I do with help
what can I not do
