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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
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2
Q

sports-specific skills

A

utilise a range of fundamental movement skills in a sequence

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3
Q

closed motor skill

A

motor skills performed in predictable, self-paced environment

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3
Q

open motor skill

A

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

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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

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5
Q

fine motor skills

A

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

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6
Q

gross motor skills

A

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

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7
Q

discrete motor skills

A

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

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8
Q

serial motor skills

A

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

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9
Q

continuous motor skills

A

have no distinct beginning or end

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10
Q

movement constraints

A

factors related to individual, task, and environment influencing movement

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11
Q

individual constraints

A

those that are internal to performer that impact performance

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12
Q

examples of individual constraints

A

body structure, fitness, psychological factors and genetics

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13
Q

categories of individual constraints

A

structural or functional

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14
Q

what do structural constraints relate to?

A

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

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15
Q

what do functional constraints relate to?

A

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

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16
Q

task-related constraints

A

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

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17
Q

environmental constraints

A

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

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18
Q

what does Newell’s Model of Constraints include?

A

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

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19
Q

enabler

A

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

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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
what are the steps of preparation?
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
what is involved in the observation stage?
task is recorded/measured, purpose is to gather and organise information
26
what is involved in the evaluation stage? + definition of sequential & mechanical method
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
what is involved in the error correction method?
can provide verbal feedback, physical conditioning, modified practice, provide performer with visual representation, and manual or mechanical guidance
28
what are the different methods of teaching movement skills?
direct approach and constraints-based approach
29
what is the direct approach to instruction? - definition
"skill and drill", instructor-driven method that is particularly effective at enhancing skill development in early stages of learning
30
what instructions are learners given during the direct approach? (explicit or implicit)
explicit
31
what does the direct-approach involve?
- breaking sports down into technical skill components - skills are introduced to learner in simplest form
32
explicit - definition
learning that takes place as a result of direct instruction, where performer is told what to do and when to do it
33
advantages of direct approach
- 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
what is the constraints-based approach to instruction? - definition
seeks to develop effective movement skills within a game context
35
what does the constraints-based approach improve?
learners decision-making as well as their movement skill execution
36
what instructions are learners given during the constraints-based approach? (explicit or implicit)
indirect, instructional method, learning is implicit
37
implicit - definition
learning through doing. participants learn through completing a task
38
perception-action coupling - definition
describes reciprocal relationship between perception and action
39
advantages of constraints-based approach
- 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
game sense - definition
method of teaching tactical awareness and effective skill performance through game constraints modification and use of guiding, open-ended questions
41
core elements of game sense (5 steps)
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
what are the 3 stages of learning
1. cognitive (beginner stage) 2. associative (practice stage) 3. autonomous (expert stage)
43
cognitive stage of learning - definition
initial phase of learning motor skill where emphasis is on conscious understanding of requirements of skill
44
coaching cognitive stage
- 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
associative stage - definition
second phase in learning of new skill, in which movement patterns become more refined and consistent practice
46
coaching associative stage
- 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
autonomous stage - definition
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
coaching autonomous stage
- 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
characteristics of cognitive stage
- complete beginner - many errors in performance - trial and error learning style - unable to detect and correct performance errors
50
characteristics of associative stage
- learner concentrates on skill refinement - consistent performance of basic mechanics of skill - improved ability to detect and correct errors
51
characteristics of autonomous stage
- highly skilled - multitasking evident - very few errors - performance almost automatic

physical education (2 decks)

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