skill acquisition key terms

Question 1

Associative stage of learning

Answer 1

the second stage of learning where a motor programme becomes established through practice and gross error detection, feedback and correction (Fitts and Posner)

Question 2

Autonomous stage of learning

Answer 2

the third stage o f learning where a motor programme is performed “automatically” without conscious thought, thus becoming habitual (Fitts and Posner)

Question 3

classical conditioning

Answer 3

an unconditioned stimulus (UCS) is paired with a conditioned stimulus (CS) to create a conditioned response (CR) - Pavlov

Question 4

closed loop

Answer 4

a control system which appears to be self-regulating which involves feedback and a reference of correction during movement

Question 5

command style (coaching)

Answer 5

a coaching style where the coach makes all the decisions, while the athlete is expected to follow directions

Question 6

guided discovery (coaching)

Answer 6

a coaching style where the athlete is guided in order to achieve an outcome. the athlete/learner discovers a solution through task experiences

Question 7

problem solving (coaching)

Answer 7

a coaching style where a problem is set and the athlete/leaner finds the answer

Question 8

reciprocal (coaching)

Answer 8

a coaching style where both the coach and the athlete/learner work together ad have equal input to achieve mutual advantage

Question 9

cognitive stage of learning

Answer 9

the first stage of learning, where cognitive, intellectual ability, is paramount in forming a motor programme through internalising information, discovery and initial practice (Fitts and Posner)

Question 10

continuous skill

Answer 10

a movement with no clear beginning and end. one end phase of the movement blends into the start of the next phase of the cycle - e.g. running

Question 11

discrete skill

Answer 11

a movement with a clear beginning and end - e.g. long jump

Question 12

distributed practice

Answer 12

a form of practice which includes periods of rest between trials

Question 13

externally paced skill

Answer 13

a skill for which the timing and form are determined by factors outside the control of the performer - e.g. a sprint start

Question 14

feedback

Answer 14

any information received by the learner during or after a performance about the performance

Question 15

fixed practice

Answer 15

a form of practice that involves defined responses to a stimulus in order to reinforce the correct movement. Practice conditions and requirements remain the same

Question 16

generalised motor programme

Answer 16

the basic form of each movement stored in the LTM. Modifications may be made to meet the specific parameters which define exactly how the movement is to be executed on each occasion

Question 17

guidance

Answer 17

information to aid the learning of a skill. This information can be given visually, verbally, manually and mechanically

Question 18

Hick’s law

Answer 18

relationship between the number of choices and reaction time. The more choices there are available, the slower the reaction time: as the number of choices increases, so does the reaction time

Question 19

internally paced skill

Answer 19

a skill for which initiation and timing is determined by the performer - e.g. a tennis serve

Question 20

long term memory (LTM)

Answer 20

the third compartment of the memory model: a relatively permanent storage of large amounts of information. Capacity is theoretically unlimited

Question 21

massed practice

Answer 21

practice that occurs without rest between trials

Question 22

motor programme

Answer 22

an abstract code or generalised series of movements stored in the LTM

Question 23

movement time

Answer 23

time from the start of the response or movement to the completion of the movement

Question 24

open loop

Answer 24

a control system with predetermined set of instructions to perform a motor skill while feedback or an error detection process is available. No adjustments during the performance of a motor skill can be made

Question 25

operant conditioning

Answer 25

a form of learning where an individual forms an association between a particular behavioural response and a particular reinforcement (S-R bond) - Skinner

Question 26

part practice

Answer 26

a method of practice where the skill is broken down into sub-routines

Question 27

perception

Answer 27

the process of acquiring, selecting and organising sensory information

Question 28

proactive transfer

Answer 28

when a previously learned skill influences the way a new skill is learned

Question 29

progressive-part practice

Answer 29

a method of practice where the skill is broken down into parts, each part learnt and then linked and practised as a sequence

Question 30

psychological refractory period

Answer 30

the delay in response to the second of 2 closely spaced stimuli which is a result of the single channel hypothesis: the PRP is due to the brain’s inability to deal with 2 stimuli simultaneously

Question 31

reaction time

Answer 31

time taken to make a decision

Question 32

reinforcement

Answer 32

process by which a connection (bond) between a stimulus and a response is established and developed

Question 33

response time

Answer 33

time from the stimulus being given to the end of the response = reaction time + movement time

Question 34

retroactive transfer

Answer 34

when a newly learned skill influences a previously learned skill

Question 35

selective attention

Answer 35

the process of picking out and focusing on those parts of the display that are relevant to performance and filtering out irrelevant information

Question 36

Short term memory (STM)

Answer 36

the second of the 3 memory compartments involved in information processing as part of the perceptual mechanism concerned with initial storage of information, which may only last 1 second

Question 37

state anxiety

Answer 37

anxiety felt in a particular situation

Question 38

thorndike’s law of effect

Answer 38

a law which states that rewarding a behaviour increases the probability that the behaviour will be repeated and punishment decreases probability of repetition

Question 39

thorndike’s law of readiness

Answer 39

learning is dependent on the learner’s physical and mental readiness and capability to perform a skill which strengthens the S-R bond

Question 40

thorndike’s law of exercise

Answer 40

the more frequently a stimulus and response are associated with each other the more likely the particular response is to follow the stimulus. Practice makes permanent

Question 41

variable practice

Answer 41

a practice environment that has alternative forms of activity, situations and conditions

Question 42

whole-part-whole practice

Answer 42

a skill is practised as a whole then broken into parts, a part is practised, then the skill is practised as a whole again

Question 43

whole practice

Answer 43

a complete skill is practised without breaking it down into sub-routines