Brainscape's Knowledge GenomeTM

Browse over 1 million classes created by top students, professors, publishers, and experts.


See full index

physical education > skill acquisition, chapters 1, 3, & 4 > Flashcards

skill acquisition, chapters 1, 3, & 4 Flashcards

1
Q

fundamental movement skills

A
  • movement patterns involving different body parts
  • they are the foundational movements to more specialised sports-specific skills
How well did you know this?
1
Not at all
2
3
4
5
Perfectly
2
Q

sports-specific skills

A

utilise a range of fundamental movement skills in a sequence

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

closed motor skill

A

motor skills performed in predictable, self-paced environment

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
3
Q

open motor skill

A

motor skills performed in environment that is constantly changing and is externally paced

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
4
Q

why do we use a closed/open skill continuum

A

because not all sports skills, whether classified as closed or open, are identical in their ease or difficulty of execution

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
5
Q

fine motor skills

A

delicate and precise movements, engaging the use of small muscle groups

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
6
Q

gross motor skills

A

movements involving the use of large muscle groups that result in a coordinated action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
7
Q

discrete motor skills

A

involve movements of brief duration that are easily defined by distinct beginning and end

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
8
Q

serial motor skills

A

series or group of discrete skills strung together to create a more complicated, skilled action

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
9
Q

continuous motor skills

A

have no distinct beginning or end

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
10
Q

movement constraints

A

factors related to individual, task, and environment influencing movement

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
11
Q

individual constraints

A

those that are internal to performer that impact performance

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
12
Q

examples of individual constraints

A

body structure, fitness, psychological factors and genetics

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
13
Q

categories of individual constraints

A

structural or functional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
14
Q

what do structural constraints relate to?

A

body structure of individual, body composition, body size, growth patterns, flexibility, and psychological capacity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
15
Q

what do functional constraints relate to?

A

behaviours, skill learning, attention, anxiety, and perceptual ability and information processing skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
16
Q

task-related constraints

A

include rules of game, equipment used and speed and accuracy required, explain the goal of the sport

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
17
Q

environmental constraints

A

those that are external to individual such as weather, sociocultural restraints and gravity

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
18
Q

what does Newell’s Model of Constraints include?

A

task constraints, environmental constraints, and individual constraints-including structural and functional

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
19
Q

enabler

A

something or someone having a positive effect on one’s movement skills

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
20
Q

barrier

A

something or someone having a negative effect on one’s movement skills

21
Q

familial advantage

A

influence that parents and/or siblings can have on skill development

22
Q

qualitative analysis

A

systematic observation of quality of human movement for the purpose of providing most appropriate intervention to improve performance

23
Q

what are the four tasks of qualitative analysis?

A

preparation, observation, evaluation, error correction

24
Q

what are the steps of preparation?

A
  1. critical features of skill (parts of movement important for success)
  2. information about performer/s
  3. details about observation stage
  4. what constitutes effective instruction
25
Q

what is involved in the observation stage?

A

task is recorded/measured, purpose is to gather and organise information

26
Q

what is involved in the evaluation stage? + definition of sequential & mechanical method

A

identifies errors, achieved by sequential method or mechanical method

sequential method => comparing mental pictures of body position throughout each phase of movement

mechanical method => involves application of mechanical principles

27
Q

what is involved in the error correction method?

A

can provide verbal feedback, physical conditioning, modified practice, provide performer with visual representation, and manual or mechanical guidance

28
Q

what are the different methods of teaching movement skills?

A

direct approach and constraints-based approach

29
Q

what is the direct approach to instruction? - definition

A

“skill and drill”, instructor-driven method that is particularly effective at enhancing skill development in early stages of learning

30
Q

what instructions are learners given during the direct approach? (explicit or implicit)

A

explicit

31
Q

what does the direct-approach involve?

A
  • breaking sports down into technical skill components
  • skills are introduced to learner in simplest form
32
Q

explicit - definition

A

learning that takes place as a result of direct instruction, where performer is told what to do and when to do it

33
Q

advantages of direct approach

A
  • instructor-centred approach keeps learners ‘on task’
  • provides predictable/closed environment to assist beginner skill learner
  • facilitates early-stage skill learning
  • emphasis on mastering technique
  • learner is provided with set of rules to guide decision making
34
Q

what is the constraints-based approach to instruction? - definition

A

seeks to develop effective movement skills within a game context

35
Q

what does the constraints-based approach improve?

A

learners decision-making as well as their movement skill execution

36
Q

what instructions are learners given during the constraints-based approach? (explicit or implicit)

A

indirect, instructional method, learning is implicit

37
Q

implicit - definition

A

learning through doing. participants learn through completing a task

38
Q

perception-action coupling - definition

A

describes reciprocal relationship between perception and action

39
Q

advantages of constraints-based approach

A
  • develops both technical and tactical awareness
  • learning is implicit
  • implicit learners make better problem solvers and are less likely to choke at times of stress
  • engenders independent/ autonomous learners
40
Q

game sense - definition

A

method of teaching tactical awareness and effective skill performance through game constraints modification and use of guiding, open-ended questions

41
Q

core elements of game sense (5 steps)

A
  1. designing modified short-sided games to stimulate decision making
  2. coaches use questioning to guide learning process
  3. establishes environment where learning occurs through problem solving
  4. constraints are manipulated to emphasise particular learning goal regarding tactical/strategic awareness and skill application
  5. sports are classified into four game categories; invasion games, striking field games, net/court games, target games
42
Q

what are the 3 stages of learning

A
  1. cognitive (beginner stage)
  2. associative (practice stage)
  3. autonomous (expert stage)
43
Q

cognitive stage of learning - definition

A

initial phase of learning motor skill where emphasis is on conscious understanding of requirements of skill

44
Q

coaching cognitive stage

A
  • coach does not overload with info
  • performers benefit greatly from watching repeated demonstrations of effective technique
  • verbal instruction should be clear and concise
  • coach should provide feedback on relative success of performance
45
Q

associative stage - definition

A

second phase in learning of new skill, in which movement patterns become more refined and consistent practice

46
Q

coaching associative stage

A
  • coaches must provide regular practice opportunities
  • learner should be exposed to mroe open environments
  • coaches assist learners to recognise why they made an error and develop ability to self-correct it
47
Q

autonomous stage - definition

A

final phase in learning of a new skill in which control of movement appears to be automatic and free of need for constant attention

48
Q

coaching autonomous stage

A
  • coach provides precise feedback to further improve skill execution
  • use match simulation to enhance tactical knowledge and decision-making skills
  • pay particular attention to keeping performers motivated to further improve and refine skill level
49
Q

characteristics of cognitive stage

A
  • complete beginner
  • many errors in performance
  • trial and error learning style
  • unable to detect and correct performance errors
50
Q

characteristics of associative stage

A
  • learner concentrates on skill refinement
  • consistent performance of basic mechanics of skill
  • improved ability to detect and correct errors
51
Q

characteristics of autonomous stage

A
  • highly skilled
  • multitasking evident
  • very few errors
  • performance almost automatic

physical education (2 decks)

Brainscape helps you reach your goals faster, through stronger study habits.
© 2024 Bold Learning Solutions. Terms and Conditions