SKILL ACQUISITON Flashcards
Muscular movement:
Include : definition of 2 or 3 things and example of each
Gross: large muscle movements using large muscle groups which aren’t very precise, movement patterns include walking, running
Example: shot put
Fine: intricate movements using small muscle groups, tend to be precise and generally involve high levels of hand- eye coordination
Example: a snooker shot
Environmental influence:
Open skills: affected by environment ( team games)
. Environment is constantly changing so movements have to continually adapt- skills predominantly perceptual
Example: skills in football, netball - pass in the game
Closed skills: not affected by environment.
Environment is predictable and performer knows exactly wha to do and when. Movements have set patterns with clear beginning and end
. Skills tend to be self paced
Example: free throw in basketball
Continuity:
Discrete: single, brief, well defined actions that have a clear beginning and end. Single, specific skills
Example: penalty flick in hockey
Serial: group of discrete skills strung together to make new and complex movement Example: sequence of skills for triple jump
Continuous: no obvious beginning or end. End of one cycle of movements is the beginning of the next- skill is repeated
Example: swimming, running, cycling
Pacing:
Internally: self paced skills; performer controls rate at which the skill is executed - usually closed skills
Example: javelin throw, discus
Externally: environment controls rate if performing the skill. Performer must may attention to external events in order to control rate of movement- skill involves reaction with usually open skills
Example: in ball games- performer must time their actions with the actions of other players and the ball
Difficulty:
Simple: straightforward with very few judgements and decisions, requires little concentration and cognitive ability of the performer
Example: swimming, sprinting
Complex: many decisions and judgements. They are complicated and practised in training repeatedly to make it easier to perform in competition
Example: somersault, tennis serve
Organisation:
Low: very easy and uncomplicated. Moves like riding a bike and phases that make the skill are usually discrete and might be practised separately to make technique better- subroutines are easy to separate
Example: swimming strokes, trampolining sequence
High: many subroutines are closely linked together to make this skill. They cannot be broken down and practised
Example: cartwheel, golf swing
Name all the METHODS of practice:
. Part practice
. Whole practice
. Whole- part- whole practice
. Progressive- part practice
Name all the TYPES of practice:
. Massed
. Distributed
. Fixed
. Varied
Part practice:
Include: definition, when and why it’s used and practical example
. Working on an isolated subroutine with aims of perfecting it
. Used with low organisation skills and if task is complex and dangerous- easily broken down into subroutines
. Allows performer to make sense of skill- gains confidence and reduces possibility of overload
Example: practising backswing only in tennis serve
Whole practice:
. Skills being taught without breaking down into subroutines or parts
. Used with high organisation skills that need to be taught as a whole
. Allows performer to experience feel of skill- Kinaesthesia
. Example: sprinting and dribbling- cyclic or continuous nature will not break down into subroutines
Whole- part- whole practice:
. Practising the whole skill, then practising a subroutine in isolation, then practising the whole skill again
. Used with serial skills, low organisation skills when subroutines have distinct features
. Recognises strengths and weaknesses and corrects specific skill errors- allows some feel of skill
Example:
1) practise whole swimming stroke
2) practise leg kick in isolation (using float)
3) practise whole stroke again
Progressive- part practice:
. Skills broken down into subroutines; performer learns one link, then a second link and practises these, further links are added on (chaining)
. Used with complex skills as it reduces info overload, low organisation skills and good for serial skills
. Helpful to allow performer to learn links between subroutines and transfer these into whole skill
Example: gymnastic floor routine, triple jump. Lay-up shot in basketball, trampoline routine
Massed practice (type):
. Practice session involves very short or no rest intervals
. Good for discrete skills of short duration, used with highly motivated performers with good fitness levels
. Used to groove skills, long sessions used when coach wants to simulate elements of fatigue
. Example: basketball players practise shooting skills by drills involving shots from different positions around the key
Distributed practice:
. Practise sessions with rest intervals included
. With continuous skills, dangerous and complex skills, includes beginners or those with low levels of fitness and motivation
. Rest intervals allow performer to receive feedback and helps maintain motivation Example: swimmer swims a width and then rests while teacher gives feedback
Fixed practice:
. Specific movement pattern practised repeatedly in a stable environment- drill
. Used with closed skills that require specific movement patterns to become over-learned
. Allows skills to become habitual and automatic
Example: discus thrower practises in discus circle, using same weight implement
Varied practice:
. When a skill is practised in many environments
. Used with open skills- practice conditions must be as realistic as possible
. Allows development of experiences in LTM- performer can draw on and develops performer’s perceptual and decision making skills
Example: small sided game in football, where performer can work on passing, positional play and strategy
Name all the TRANSFER of skills
. Proactive transfer
. Retroactive transfer
. Positive transfer
. Negative transfer
. Bilateral transfer
Positive transfer:
Include: definition, coach’s aid and example
. Occurs when 2 skills in questions are similar in some way- having mastered 1 of the skills, it makes learning 2nd skill easier
. Coach can aid positive transfer by:
> Making sure individual understands similarities between 2 skills
> making sure basics of first skill are well learned so they can transfer easily to second
. Example: skill of throwing can be transferred to the arm action of the tennis serve
Negative transfer:
. Occurs when having learned one skill makes learning the 2nd skill more difficult and happens when a stimulus common to both skills require different response
. Can be avoided by:
> making sure athlete is aware of the difference
> making practice sessions similar to match situations, to ensure larger and generalised motor programme
Example: squash player who takes up tennis may find it difficult to learn to not use wrist during shots
Bilateral transfer:
. Involves transfer of learning from one limb to another - refers to the capacity of a performer who may be dominantly right- handed to perform a skill with the left side of their body
Takes place in 2 ways:
- Cognitive aspects- understanding what’s required
- Transfer of motor programme- the pattern of 1 movement learned by 1 limb is used subconsciously by other limb
Example: footballer who can shoot with right and left foot with matching power and accuracy= considerable asset to team
Optimising positive transfer and limiting negative transfer: (4 points)
. Allow positive transfer by offering variable practices which imitate game situations
. Make performers aware of transferable elements, e.g teacher highlights that throwing a javelin is like throwing a rounders ball- same arm position
. Give clear and concise demonstrations
. Diverse childhood experiences enhance probability of transfer, performer must learn wide range of fundamental motor skills.
Describe Atkinson and Shifftin’s multi store memory model (diagram)
