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AQA A-Level PE > Skill Acquisition (Paper 1) > Flashcards

Skill Acquisition (Paper 1) Flashcards

1
Q

Define skill

A

a learned ability to bring about predetermined results with the minimum outlay of time, energy or both

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2
Q

Give the meaning of LACE FACE (the characteristics of a skill)

A
  • L learned
  • A aesthetically pleasing
  • C consistent
  • E efficient
  • F fluent
  • A accurate
  • C controlled
  • E economical
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3
Q

What is a continuum

A

A line with a classification extreme at each end

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4
Q

Define a closed skill

A

A skill not affected by the environment because they are predictable

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5
Q

What is an open skill

A

Skills that are affected by the unpredictable and changing environment

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6
Q

Example of a closed skill

A

Javelin - exact timing of the throw is down to the athlete. Javelin is the same weight in a similar environment

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7
Q

Example of an open skill

A

A rugby tackle - influenced by factors e.g. ball carrier, the tacklers teammate and the position on the pitch

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8
Q

Define a gross skill

A

A skill that uses large muscle groups used for large movements

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9
Q

Define fine skill

A

A skill that uses smaller muscle groups for fine movements

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10
Q

Example of gross skill

A

Rugby tackle

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11
Q

Example of fine skill

A

Throwing a dart

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12
Q

Define self paced skill

A

You decide how fast or slow you execute a skill

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13
Q

Define externally paced skill

A

A skill which the rate of execution is dictated by other people in environment

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14
Q

Example of self paced skill

A

Baseball pitcher throwing the baseball

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15
Q

Example of externally paced skill

A

Returning a Serve in tennis

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16
Q

Define discrete skill

A

A skill that has a clear beginning and end

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17
Q

Define a serial skill

A

A skill that contains several discrete skills in order to make a more integrated movement

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18
Q

Define a continuous skill

A

A skill that has no clear beginning or end

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19
Q

What is a high organisation skill

A

A skill that is not easily broken into parts

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20
Q

Define low organisation skill

A

A skill that can be easily broken down into parts

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21
Q

Define a simple skill

A

A skill that requires few decision when being performed

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22
Q

Define a complex skill

A

A skill that requires decision making using lots of information when performed

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23
Q

Give example of discrete skill

A

Tennis serve

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24
Q

Give example of serial skill

A

Gymnastics routines

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25
Q

Give example of continuous skill

A

Cycling

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26
Q

Give an example of high organisation skill

A

A volley in football

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27
Q

Give an example of a low organisation skill

A

Types of strokes in swimming

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28
Q

Give an example of a simple skill

A

Forward roll

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29
Q

Give an example of a complex skill

A

Hockey dribbling

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30
Q

Define positive transfer

A

When the learning of one skill helps the learning of another

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31
Q

Define transfer

A

The effect of the learning and performance of one skill on the learning and performance of another

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32
Q

What is negative transfer

A

When the learning of one skill hinders the learning of another

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33
Q

What is zero transfer

A

When the learning if one skill has no impact on the learning of another

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34
Q

What is bilateral transfer

A

When the learning of one skill is passed across the body from limb to limb

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35
Q

Give an example of positive transfer

A
  • the netball pass has a similar action to the basketball pass
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36
Q

Give an example of negative transfer

A
  • The tennis serve may have a negative effect on the badminton serve
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37
Q

Give an example of zero transfer

A

The swimming arm action and the foot placement in rock climbing has nothing in common and therefore there is no transfer affect between them

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38
Q

Give an example of bilateral transfer

A

A right footed footballer would be encourage to use the left foot when required, so that the impact of a shot from the left foot becomes equal to the impact of a shot with the right foot

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39
Q

How does a coach ensure positive transfer

A
  • making sure training is realistic e.g. replacing cones/rugby tackle bags for real people
  • make sure a skill is well learned before moving onto a more advanced skill so the player experience a slow planned progression
  • reward and reinforce the players for the correct adaptation of positive transfer e.g. praise
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40
Q

What are the three methods of presenting practice

A
  • whole practice
  • whole-part-whole practice
  • progressive part practice
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41
Q

What is whole practice

A
  • Presenting the skill in its entirety without breaking it down into sub routines
  • ideal way to teach because it promotes understanding an establishes links between sub routines leading to fluency
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42
Q

When should a coach use whole practice

A
  • fast, discrete skill
  • highly organised skill
  • simple skill
  • to build kinaesthesis as the learner develops to be ready to do the skill
  • autonomous stage of learning (performer)
  • when links between sub routines need to be maintained or be performed in specific order e.g. trampoline routine
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43
Q

What are the advantages of whole practice

A
  • creates fluency and consistency
  • helps create specific images to be stored as a motor programme
  • more realistic than part practice so helps produce effects of positive transfer
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44
Q

What are the disadvantages of whole practice

A
  • may lead to unnecessary demands on the performer who may not be able to cope with all the aspects of the skill at once
  • possibility of fatigue if there are no breaks
  • may be too much information to process
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45
Q

What is whole part whole practice

A

Assessing the skill, identifying a weakness to practise, then putting the skill back together

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46
Q

When should you use whole part whole practice

A
  • when a beginner is doing a complex task and may need to concentrate on a certain part to progress
  • complex
  • difficult to isolate parts of the skill yet there is still a weakness
  • fast/ballistic skill
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47
Q

What are the advantages of whole part practice

A
  • motivation when success is achieved after weakness is achieved
  • provided immediate feedback and therefore corrects errors and integrate the part into the whole action
  • fluency and integration of the sub-routines can be maintained while errors are corrected
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48
Q

What are the disadvantages of whole-part-whole practice

A
  • may produce negative transfer effects unless the coach integrates the part back into the whole during the same session
  • coach has to link the part back to the whole as soon as it is rectified
  • time consuming
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49
Q

What is progressive part practice

A

Practising the first part of the skill then adding the following parts gradually

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50
Q

When should you use progressive part practice

A
  • serial skills when the order of the skill is important and links need to be made
  • may also be used for dangerous skills
  • low organised skill
  • complex skill
  • externally paced
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51
Q

What are the advantages of progressive part practice

A
  • learner is allowed to focus on one aspect of the task and potentially correct specific weaknesses
  • learner can rest so no fatigue
  • success in each part can increase motivation levels
  • builds initial understanding and may improve confidence
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52
Q

What are the disadvantages of progressive part practice

A
  • time consuming
  • may neglect the feel of the whole task and ignores links between sub routines
  • danger of negative transfer between each sequence of the skill as the coach should ensure that the first part is learned well before progressing
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53
Q

What are the types of practice

A
  • massed practice
  • distributed practice
  • varied practice
  • mental practice
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54
Q

What is massed practice

A

Practice with no rest breaks

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55
Q

When should you use massed practice

A
  • discrete, simple, closed skill
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56
Q

What are the advantages of massed practice

A
  • makes the skill almost automatic so fixed responses become habitual and the player can repeat the skill consistently
  • motor programmes can be stored easily to be recalled in the future
  • efficient use of time
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57
Q

What are the disadvantages of massed practice

A
  • can produce fatigue
  • danger of negative transfer unless the coach makes the practice conditions similar to the real game
  • high demands on the player so the coach should make sure to keep practise simple and therefore motivated to keep repeating the drills
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58
Q

What is distributed practice

A

Practice with rest intervals

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59
Q

When should distributed practice be used

A
  • when the skill is continuous and performer may need a break
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60
Q

What are the advantages of distributed practice

A
  • takes pressure away from performer and allows recuperation after a tough session
  • good fro beginners, allows controlled progress to be made at the pace of the performer
  • feedback can be given in rest breaks
  • can provide motivation when praise is given by the coach during the interval
  • safe way of practising dangerous activities
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61
Q

What are the disadvantages of distributed practice

A
  • time consuming
  • may not be useful for experts who over learn their skills
  • danger of negative transfer
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62
Q

What is varied practice

A

Changing the practice type and the practice drills so players learn to adapt to changes in the environment

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63
Q

When should varied practice be used

A
  • open, externally paced skill
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64
Q

What are the advantages of varied practice

A
  • allows players to adapt their skills to changing environments
  • variety of drills prevent the players becoming stale
  • may add fun drills to the session and success in these games can increase motivation
  • builds schema
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65
Q

What are the disadvantages of varied practice

A
  • time consuming
  • danger of negative transfer unless changing drills are integrated into the aims of the practice session
  • may place unnecessary demands on the player if they are given too may things to think of
  • danger of fatigue
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66
Q

What is mental practice

A

Doing the skill in your mind without movement

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67
Q

When should mental practice be used

A
  • before a major event or part of a training programme between periods of practice
  • best when combined with physical practice
  • apart of the warm-up
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68
Q

What are the advantages of mental practice

A
  • improves confidence and lowers anxiety
  • can improve reaction time as there is evidence that it stimulates muscle receptors
  • can develop cognitive ability and improves the decision making of a player
  • can be done when the player is injured, helping the memory of a skill
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69
Q

What are the disadvantages of mental practice

A
  • Must be correct
  • environment must be calm
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70
Q

Give an example fro where whole practice should be used

A

Tennis serve

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71
Q

Give an example for where whole part whole should be used

A

Golf swing when the performer has a poor grip

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72
Q

Give an example where progressive practice should be used

A

A dance routine

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73
Q

Give an example where massed practice should be used

A

Free throw in basketball

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74
Q

Give an example where distributed practice should be used

A

A swimmer practising stroke technique

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75
Q

Give a example where varied practice would be useful

A

Players practising a pass in football

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76
Q

Give an example where mental practice would be useful

A

A trampolinist going over the routine in their head

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77
Q

What is learning

A

A permanent change in behaviour as a result of practice

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78
Q

What is performance

A

A temporary occurrence influenced by other internal and external factors

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79
Q

What are the three stages of learning

A
  • Cognitive stage
  • associative stage
  • autonomous stage
80
Q

What is the cognitive stage of learning

A
  • the first stage of learning where understanding sub routines are explored by trial and error
  • performer may need extrinsic feedback and this has to be given carefully from the source
  • movements are slow due to performer habilitation thinking before actions
  • no motor programmes, uncoordinated movement
81
Q

What is the associative stage of learning

A
  • the second stage of learning as motor programmes are developed and performance is smoother
  • performer has to practise, trial and error still may be used to perfect the action
  • use of feedback is still evident but a shift towards more internal feedback
  • motor programmes are forming and smoother movement
82
Q

What is the autonomous stage of learning

A
  • The final stage of learning used by an exert when movement is detailed and specific
  • reached after effective practice and practice needs to remain at a high level
  • the performer can concentrate on fine details of the task since the basics are fully developed
  • motor programmes are formed, automatic control, focus on specific detail
83
Q

What is feedback

A

Information received to amend performance adn make improvement

84
Q

What is positive feedback

A
  • entails information about what was good about the movement
  • tells payer what is good and offers motivation to maintain effort
  • e.g. praise/encouragement
85
Q

What is negative feedback

A
  • not as pleasant as positive feedback
  • intention is to give performer information about what is going wrong so that errors can be corrected and bad habits eliminated
  • can give clarity on what aspects of the task need to be improved
86
Q

What is extrinsic feedback

A
  • from an outside source e.g. coach
  • performer gains a view of what they need to improve on or which aspects of the task they need to maintain
87
Q

What is intrinsic feedback

A
  • feedback coming from within
  • performer may have developed a feel for the task using the sense of kinaesthesis and can use this internal feel to know whether they executed the task well
88
Q

What is knowledge of results

A
  • feedback concerning the outcome
  • gives an indication whether or not the skill has been successful
  • successful outcomes need to be maintained ad unsuccessful ones have to be eliminated
  • provides early basis fro improvement
89
Q

What is knowledge of results

A
  • feedback surrounding the performance/technique
  • gives reasons why performance of the skill worked or not and how the technique can be developed
90
Q

What type of feedback should be used for performers in the cognitive stage of learning

A
  • positive and extrinsic feedback
  • extrinsic feedback because there is little existing knowledge of the skill
  • positive feedback needed to provide motivation to continue learning
  • initial outcome of early events should also be noted
91
Q

What type of feedback should be used for a performer in the associative stage of learning

A
  • extrinsic feedback is used to refine movements
  • use intrinsic feedback is used to control performance as this stage develops
92
Q

What type of feedback should be used for a performer in the associative stage of learning

A
  • performer would benefit from detailed feedback on how to control their performance
  • can also benefit from error correction and would therefore use their existing knowledge of the task to make internal adjustments (intrinsic feedback)
93
Q

What is a learning plateau

A

A period of performance where there is no signs of improvement - shown by a learning curve

94
Q

How many stages are there in the learning curve

A

4 stages

95
Q

Explain what happens in the first stage of the learning curve

A
  • rate of learning is slow and performance level is poor
  • performer in the cognitive stage of learning
  • possibly using trial and error here and working out the required sub-routines of the task
96
Q

Explain what happens in the second stage of the learning curve

A

rapid acceleration in the rate of learning because performer has started to master the task and gain some success

97
Q

Explain what happens at stage 3 of the learning curve

A

Rate of learning and performance has reached a plateau (no improvement)

98
Q

Explain what happens at stage 4 of the learning curve

A

A period towards the end of the task, when fatigue may play a part in the execution of the performance and therefore deteriorate it

99
Q

What is drive-reduction

A
  • An end-of-task period where performance may get worse
100
Q

What are the causes of a plateau

A
  • lack of motivation
  • boredom
  • coaching
  • limit of ability
  • targets set too low
  • fatigue
101
Q

How does lack of motivation cause a plateau

A

lack of incentives or extrinsic rewards can cause the performer to lose drive and energy for the task

102
Q

How does boredom cause a plateau

A

Repetitive nature of the the task may cause boredom

103
Q

How does coaching cause a plateau

A

Coach may give incorrect instructions or use incorrect practice methods leading to the skill not being done correctly

104
Q

How does limited ability lead to a plateau

A

Performer at not improve simply because they are no good enough and have reached the full extent of their ability

105
Q

How do low targets lead to a plateau

A

It does not allow the performer to use their full range of skills and therefore cannot allow them to improve

106
Q

How does fatigue lead to a plateau

A

Continuous action over an extended period can lead to tiredness especially if the same muscles are being used, ultimately leads to a holt in performance

107
Q

What are the solutions to a learning plateau

A
  • new challenge
  • find a new coach that offers more praise to provide motivation
  • rest to prevent fatigue
  • more variety to prevent boredom
  • plateau concept can be explained to the performer so they don’t take personal responsibility for no improvement
108
Q

What are the 4 methods of guidance

A
  • visual
  • verbal
  • manual
  • mechanical
109
Q

What is visual guidance

A
  • guidance that can be seen, a demonstration
  • can be given by a demo done by the coach or fellow player, or using a video etc.
  • if fellow player is doing the demo then demo player should be near the capabilities of the performer copying the demo to maintain motivation
  • key points need to be highlighted
110
Q

What are the advantages of visual guidance

A
  • helpful in highlighting a specific weakness
  • shows what the skill should’ve looked like as a result of practice
  • creates a mental image
  • pretty much always used with verbal guidance
111
Q

What is verbal guidance

A
  • an explanation of the task
  • used in conjunction with visual guidance
112
Q

What are the advantages of verbal guidance

A
  • helps build the correct mental image
113
Q

What are the disadvantages of verbal guidance

A
  • needs got be clear and short as too much info can cause confusion especially in novices
  • the performer may lose concentration unless brief relevant and meaningful
  • language has to be understandable
  • coach needs to ensure the correct type feedback is given
114
Q

What is manual guidance

A

Guidance through physical support, e.g. holding gymnast holding a vault etc.

115
Q

What are the advantages of manual guidance

A
  • eliminates danger
  • helps build confidence of the performer
  • fear and anxiety associated with the task may be reduced
116
Q

What are the disadvantages of manual guidance

A
  • can have detrimental effect on performance if it is over-used
  • once the initial feel of the task is established, too much reliance on physical support could begin to interfere with the feel of the task
  • performer may become dependant on the support
  • could should restrict this type of guidance to avoid over usage
117
Q

What is mechanical guidance

A

when a device is used to help performance such as a harness on the trampoline

118
Q

What are the advantages of mechanical guidance

A
  • builds confidence
  • eliminates danger
  • gives early feel for the skill
  • can be used with disabled athletes or those recovering from injury
119
Q

What are the disadvantages of mechanical guidance

A
  • can interfere with the feel of the task
  • performer might depend on the mechanical aid
  • motivation may be lost if the skill isn’t being done independently
120
Q

What are the 4 theories of learning

A
  • operant conditioning
  • observational learning
  • social development theory
  • insight learning
121
Q

What is operant conditioning

A
  • the use of reinforcement to ensure that correct responses to a stimulus are repeated
  • reinforced actions are strengthen while incorrect ones are weakened
122
Q

Operant conditioning is based on three key features…

A
  • trial and error learning
  • coach manipulating the environment
  • shaping behaviour through reinforcement
123
Q

How does stimulus response link to operant conditioning

A
  • Operant conditioning works by strengthening the link between the stimulus and response
  • by linking the appropriate action to the stimulus, the action can then be learned
  • the way coaches strengthen the link is through positive or negative reinforcement and punishment
124
Q

What is positive reinforcement

A
  • When a pleasant stimulus is given to increase the likelihood of a correct response
  • e.g. a coach giving a certificate for achieving 25 metres in the pool as a young swimmer
125
Q

What is negative reinforcement

A
  • promotes correct actions occurring to a stimulus by taking away an unpleasant stimulus when the performer does it right
  • the negative criticisms are then withdrawn after the performer does it correctly
126
Q

What is punishment

A
  • when a coach gives an unpleasant stimulus to prevent incorrect actions from happening again
  • a player who is punished with a red card in football would hopefully not repeat the offence
127
Q

What is observational learning

A
  • It suggests that both acceptable and unacceptable behaviour can be learned by watching and then copying other people
  • a coach can use this ability to copy behaviour to their advantage by using strategies to ensure that the demonstration used to show skills are successfully copied by the players
  • suggests copying behaviour happens through 4 processes
128
Q

What are the four processes used to copy behaviour in observational learning

A
  • attention
  • retention
  • motor production
  • motivation
129
Q

What is attention

A
  • making sure the performer takes note of the relevant cues by making the demonstration attractive to the performer
  • make the model stand out and make sure any information, any information is given loud and clear and that the demo is accurate
130
Q

What is retention

A
  • the ability to remember important information and recall it from the memory system
131
Q

What things can the coach do to aid retention

A
  • breaking up information into chunks and repeating it
  • make sure the demo is accurate and clear
  • learner should attempt the skill as soon as it is done so the demo is fresh in the mind
  • demos should be done by a player of similar ability to the learner to maintain motivation
132
Q

What is motor production

A
  • making sure the player is physically capable of copying the information
  • e.g. giving a task that is set at the same level of ability as the performer and making sure that the task can be understood
133
Q

What is motivation

A
  • The drive needed to copy the demonstration.
  • motivate the learner by giving praise and offering rewards etc.
134
Q

When are demonstrations more likely to be to be copied

A

If:
- they are close to the players ability
- they are reinforced
- they are consistent
- they are relevant

135
Q

What is social development theory

A

learning by association with others

136
Q
A
137
Q

what is information processing

A

the methods by which data from the environment are collected and utilised

138
Q

How is information processing divided into

A
  • input
  • decision making
  • output

INPUT -> DECISION MAKING -> OUTPUT

139
Q

What is the display

A

The sporting environment. (The things in front of you and the stuff your senses pick up)

140
Q

What happens in the input stage

A

the performer uses their sense to pick up information from the display

141
Q

What aspects are included in the display

A
  • opposition
  • teammates
  • ball
  • crowd
142
Q

What are the five sense involved in information processing in sport

A
  • sight (vision)
  • auditory (hearing)
  • touch
  • balance
  • kinaesthesis

Smell and taste do not hold any use for information processing in sport

143
Q

What are the sense that are considered to be external

A
  • hearing
  • sight

This is because information is collected from the environment

144
Q

What are the sense considered to be internal senses

A
  • also known as proprioceptors
  • touch
  • balance
  • kinaesthesis

These senses provide intrinsic information about the body so therefore classified internal

145
Q

What is the difference between balance and kinaesthesis

A
  • Kinaesthesis refer to the inner sense that gives information about body and limb position as well as muscular tension
  • balance refers to the ability for the body’s centre of mass to be maintained over its bases of support
146
Q

What is the decision making stage

A
  • the point where the performer has to make a decision based on the information collected by the senses
  • the use of the selective attention and working memory both are important in making the decision
147
Q

What is selective attention

A

The process of filtering the relevant information from the irrelevant information

148
Q

How do you develop selective attention

A
  • practice (more you respond, faster you’ll react)
  • focus (we’ll concentrate on relevant information)
  • mental rehearsal
  • improved physical fitness (fitter you are better the muscle works and the faster you’ll respond)
  • warm-up (make sure the body and mind are prepared
  • reach optimal arousal levels
  • detect cues early (can happen thru studying opponents)
  • anticipation (try and predict what will happen using body cues)
149
Q

What are the benefits of selective attention

A
  • improves reaction time
  • improves chances of correct decision
  • prevents information overload
  • allows players to focus on specific aspects because irrelevant cues are filtered out
  • helps the working memory system as it has limited capacity
150
Q

What is DCR.

A
  • stands for Detection, Comparison, Recognition
  • detection refers to the relevant information picked up by the performer thru selective attention. Belongs in the input stage
  • comparison refers to trying to match the information identified as important to information already in the memory of the performer
  • recognition refers to the performer using the information from the memory to identify an appropriate response which can then be put into action
151
Q

What does translatory mechanisms refer to

A
  • The information from the senses, once it has been filtered, is then adapted into an image(motor programmes) that can be sent to the memory for comparison
  • translatory mechanisms uses past experiences so that the information received can be linked with these pas experiences and sent to the memory
  • similar actions that are stored in the memory (aka motor programmes) can be recognised and then used
    -the translatory mechanisms use coded information from the perpetual process to pick out an appropriate motor programmes
152
Q

What is the output and feedback

A
  • consists of the effector mechanism and the muscular output
  • effector mechanism is responsible for delivering the decisions made during the perpetual processes to the muscles in the form of impulses
  • once the impulse is received the muscles will then contract and the response can begin
  • feedback is the information used during or after the response to aid movement correction
153
Q

What is whitings model

A
154
Q

Fill in the missing words

A
155
Q
A
156
Q

What does the central executive refer to

A
  • The control centre of the working memory model, it uses three other systems to control all the information moving in and out of the memory system
  • central executive has overall control over all the information entering and leaving the working memory
  • it has 3 slave systems
157
Q

What are the three slave systems of the working memory model

A
  • phonological loop
  • episodic buffer
  • visuospatial sketchpad
158
Q

What is the phonological loop

A
  • the function of the phonological loop is to deal with auditory information presented from the senses
  • consists of the phonological store and articulatory system that helps it to produce a memory trace
  • the memory trace (a mental idea of the skill) can be sent to the long term memory where it can trigger motor programme, or images containing components of a skill so that this motor programme can then be used to produce movement
159
Q

What is the visuospatial sketchpad

A
  • used to temporarily store visual and spatial information
  • it also helps to process information about the feel of the movement
  • hold information about what we see and is further divided into two sections (visual cache and inner scribe)
  • visual cache holds information about form and colour
  • inner scribe deals with spatial and movement information - important to sports performers and suggests that information about sporting actions can be recognised and acted upon
160
Q

What is the episodic buffer

A
  • co-ordinates the sight, hearing and movement information from the working memory into sequences to be sent to the long-term memory
  • these sequences produce patterns of skilled actions that are put in order and sent to the long-term memory
  • these sequences are the starting point for the initiation of motor programmes, which are patterns of the whole skill and can be used to produce movement
161
Q

How do the working memory and the long term memory work together to process information

A
  • working memory has to pick up the relevant information (thru selective attention)
  • the working memory produces a memory trace and then works with the long term memory by sending this memory trace to it so that the trace can be compared to the information already contained in the storage of the LTM.
  • the LTM can then send the information back to the working memory for use in the current sporting situation
  • the memories work in a two way process to help sports performers compare information and make decisions
162
Q

What are the characteristics of the working memory and long term memory

A
  • working memory has a limited capacity (can only deal with around 7 items) -> can lead to info overload and loss of important info
  • working memory also has a limited duration (30s)
  • important info can be stored in the long term memory in the form of motor programmes
  • long term memory has a large capacity, so can store information from a long time ago even though you haven’t accessed them in recent times
163
Q

What are the strategies that can be used to store information in the long term memory

A
  • mental practice
  • association
  • rewards
  • focus
  • chunking
  • chaining
  • repetition
164
Q

How is mental practice used to store info in the long term

A

Th components of the sequence/skill is rehearsed over and over again meaning that they are less likely to forget the info

165
Q

How is association used to store info in the long term memory

A

When we tie in the feeling of satisfaction and pride to our action we use it as a reward so those actions are remembered

166
Q

How is rewards used to store info in the long term memory

A

Extrinsic and intrinsic rewards help to motivate the performer to want to remember correct actions

167
Q

How is focus used to store info in the long term memory

A
  • focussing ont he task and ignoring distractions helps selective attention which will in turn ensure that correct information goes from the short term to the long term memory
168
Q

How is chunking used to store info in the long term memory

A
  • breaking the task down into parts can help prevent information overload
  • performer can learn one aspect of the task before moving onto the next
169
Q

How is chaining used to store information in the long term memory

A
  • this is when items of information are recalled as a sequence so that one movement moves to the next. Useful for recalling serial skills
170
Q

How is repetition used to store information

A
  • repeated practice of the stimuli ensures skills are coded and stored as motor programmes in the LTM
171
Q

What does the schema theory suggest about developing skills

A

Rather than using a structured set of movements to develop skills, the core principles can be taken away from an existing motor programme and then adapted, using information from the environment and by using feedback from the senses

172
Q

Give a sporting example of how schema theory works

A
  • throwing a javelin would be a similar concept to a goalkeeper throwing the ball out to a teammate
  • but to make these two different skills applicable and precise to their respective sport the grip and arm action etc. may need to be adjusted to suit the sport and situation
173
Q

What are the four processes involved when a schema is used to adapt an existing motor programme

A
  • initial response
  • response specifications
  • sensory consequences
  • response outcome
  • initial response and response specifications are apart of recall schema
  • sensory consequences and response outcomes are apart of recognition schema
174
Q

What is recall schema

A
  • consist of initial response and response specifications
  • it initiates movement and comes before the action
175
Q

What is recognition schema

A
  • consists of the sensory consequences and response outcome
  • controls movement and happens during the action
176
Q

What is initial conditions

A
  • first process and refers to information from the sporting environment that must be recognised before the schema can be used
  • information may concern, position of the body or limbs, location of other players etc.
  • apart of recall schema
177
Q

What is response specifications

A
  • second process and where information from the environment used to assess the available options open to the performer
  • e.g. how far away opponent is, what type of pass etc.
  • apart of recalls schema
178
Q

What is sensory consequences

A
  • third process and concerns the use of the senses to help guide the movement
  • e.g. grip on the ball by using sense of touch, or strength of pass may be controlled by the feel of the movement during an arm action
  • apart of recognition schema
179
Q

What is response outcome

A
  • final part of the schema and the schema can be updated by getting knowledge of the result of the action
  • e.g. did the pass reach the intended target.
  • if the movement was successful then the schema was successful. If not adjustments may be made for next time and the motor programme is adapted
180
Q

How can a coach make players familiar with using a schema

A
  • vary practice
  • offer frequent feedback to ensure players motor programmes can be adjusted
  • coach can point out an explain when a schema can be used
  • parts of skills that are transferable should be pointed out
  • offer reinforcement if there are successful adaptations
181
Q

Why is it important that we make quick decisions especially in team games

A

Team games are usually open and unpredictable meaning the environment is always changing so making the right and quick decisions are imperative

182
Q

What is reaction time

A
  • the time taken from the onset of a stimulus to the onset of a response
183
Q

What is movement time

A
  • the time taken to complete the task
184
Q

What is response time

A
  • the time taken from the onset of a stimulus to the completion of a task

Response time = reaction time + movement time

185
Q

What factors influence response time

A
  • hicks law
  • single channel hypothesis
  • psychological refractory period
  • anticipation
186
Q

What is hicks law

A
  • states that as the number of choices increases so does the reaction time
  • can be used to your advantage by keeping the opponent guessing (changing serves in tennis, slices etc.)
  • the variety increases response preparation time and delays the actions of opponents
  • not always a linear relationship
187
Q

What would be the trajectory of the line of hicks law on a graph

A

Reaction time increases as number of choices increases however it plateaus (levels off) at a certain point (after around 4-5 choices)

188
Q

What is single-channel hypothesis

A
  • states that stimuli can only be processed one at a time
  • meaning a second stimulus must wait until the first has been processed before it can be processed
  • following stimuli must also wait
  • delay in processing a second stimulus increases response time and can help explain hicks law
189
Q

What is the psychological refractory period

A
  • a delay when a second stimulus is presented before the first has been processed
  • e.g. the performer may ‘freeze’ for a second so it can sort out the conflicting information
  • this can be caused by ‘fakes’ or ‘dummies’
190
Q

What is anticipation

A
  • pre-judging a stimulus
  • two main aspects: temporal anticipation, spatial anticipation
  • correct anticipation improves response time
  • if the anticipation is incorrectly judged and the stimulus that is presented not the one expected, then there will be a delay while the actual stimulus is processed
191
Q

What is temporal anticipation

A

Pre judging when the stimuli are going to happen

192
Q

What is spatial anticipation

A

Where and what the projected stimuli are going to be

193
Q

How do coaches and players improve reaction time

A
  • mental practice
  • training to specific stimulus expected in the game
  • focus
  • improving fitness improves reaction time, and might improve the speed and power during he movement of the response
  • Make the stimuli more intense
194
Q

How would a coach or player use mental practice to improve reaction time

A

By going over the task in the mind, the response preparation process is improved and the actions can be predicted and so made quicker. Works best with closed and serial skills

195
Q

How would a player focus to improve response time

A

Focus allows them to pick up the stimulus early. A coach could do this by making the stimuli more intense (e.g. changing the colour of the stimulus to a more luminescent colour) etc.

AQA A-Level PE (11 decks)

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