Brainscape's Knowledge GenomeTM

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


See full index

PE > Skill Acquistion > Flashcards

Skill Acquistion Flashcards

1
Q

Types of Practice

A

Whole
Progressive Part

Massed
Distributed

Mental
Varied

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

Whole Practice

A

the skill is not broken down into subroutines, it is practiced as a whole

e.g. a performer will practice full movement of a free throw

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

When is whole practice used?

A

Ballistic
Autonomous
Simple
High

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

Benefits of whole practice

A

Develop kinaesthetic awareness & improves motor programme

Encourages postive transfer, realistic to the game

Time efficient

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

Drawbacks of whole practice

A

Not suitable for cognitive, can’t cope with decision making demands

Not suitable for complex, require lots of decisions

Success not guranteed, demotivation

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

Progressive Part Practice

A

the performer practices the first subroutine & then the second subroutine, then chained together

e.g. learning the hop, skip, jump before performing a triple jump

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

When is progressive part practice is used?

A

Low
Serial
Dangerous
Cognitive

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

Benefits of progressive part practice

A

Broken down into subroutines specific weaknesses practiced, Guarantees success, Increase self efficacy

Allows rest, Provide feedback, Prevent fatigue

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

Drawbacks of progressive part practice

A

Prevent kinaesthetic awareness, may become reliant on coach’s feedback

Negative transfer, not realistic to game

Time consuming

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

Massed Practice

A

practice skill with no rest inbetween

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

When is massed practice is used

A

Simple
Autonomous
Discrete
Fitness levels - High
Continuous

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

Benefits of massed practice

A

Develops kinaesthetic awareness, move done in full

Improve’s performers level of fitness, no rest

Time efficient

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

Drawbacks of massed practice

A

Lead to fatigue, increases risk of injury

Training tedious, demotivation

Negative transfer, not realistic to sport

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

Distributed Practice

A

skill is practiced & rest periods introduced throughout

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

When is distributed practice used?

A

Open
Cognitive
Dangerous
Complex
Low levels of fitness

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

Benefits of distributed practice

A

During rest:

feedback can be given
praise increase motivation & self efficacy
reduce risk of fatigue, injury
give instructions on dangerous skills

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

Drawbacks of distributed practice

A

Hinders development of kinaesthetic awareness

Less likely to improve fitness

Time consuming

Negative transfer, not realistic

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

Varied Practice

A

type of skills & practice changed during session

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

When is varied practice used?

A

Autonomous
Externally paced
Game sports
Open

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

Benefits of varied practice

A

Enjoyable, motivated

Positive transfer, realistic, varies skill

Improves fitness levels

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
21
Q

Drawbacks of varied practice

A

May suffer fatigue, lead to injury

Time consuming

Info overload in cognitive

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
22
Q

Mental Practice

A

involves practising a skill using visualisation in performer’s mind
1) internal - helps develop kinaesthetic awareness
2) external - watches performance, video

How well did you know this?
1
Not at all
2
3
4
5
Perfectly
23
Q

Benefits of mental practice

A

Develops kinaesthetic awareness

Improves quality of motor programme

Reduces level of anxiety

Increases self efficacy

24
Q

Stages of Welford’s Model

A

Input
Decision Making
Output

25
Q

Welford Input

A
  • perception receives stimuli from the environment through internal & external sensors
  • Detect - register stimuli
    Compare to those in long term store
    Recognition - stimuli finds its match
  • sent to short term store
26
Q

Welford Decision Making

A
  • decision making occurs
  • chooses relevant motor programme from LTS
  • LTS sends motor programme to STS
  • STS sends motor programme to effector control
27
Q

Welford Ouput

A
  • effector controls initiate motor programmes
  • send nerve impulses to effectors (relevant muscles)
28
Q

Stages of Whiting’s Model

A

Receptor Systems
Perceptual Mechanism
Translatory Mechanism
Effector Mechanism

29
Q

Whiting Receptor Systems

A
  • receptor systems receive stimuli from the environment e.g. seeing ball, hearing buzzer
  • e.g. sight, sound, touch & proprioception
  • stimuli are sent to perceptual mechanism
30
Q

Whiting Perceptual Mechanism

A
  • receives stimuli from sensory receptors
  • selective attention occurs
  • block irrelevant info e.g. crowd noise
  • speeds up decision making & prevents info overload
  • relevant info passed to translatory mechanism
30
Q

Whiting Perceptual Mechanism

A
  • receives stimuli from sensory receptors
  • selective attention occurs
  • block irrelevant info e.g. crowd noise
  • speeds up decision making & prevents info overload
  • relevant info passed to translatory mechanism
31
Q

Whiting Translatory Mechanism

A
  • receives relevant info from perceptual
  • allows decision making
  • chooses relevant motor programme e.g. deciding whether shoot or pass
  • motor programme sent to effector mechanism
32
Q

Whiting Effector Mechanism

A
  • receives motor programme from translatory mechanism
  • motor programmes initiated
  • sends nerve impulses to muscular system (relevant muscles) e.g. sends nerve impulses to the legs to shoot in football
33
Q

Operant Conditioning

A
  • Involves learning through trial and error
  • It involves ‘shaping’, which is changing the environment to allow the performer to achieve success and to fail
  • It uses positive, negative reinforcments and punishment
34
Q

Positive Reinforcement

A
  • Involves giving praise when the correct response is given
  • E.g. praising a correct pass
  • Encourages repetition of correct responses
  • Performer will be more likely to repeat the correct response
35
Q

Negative Reinforcement

A
  • Involves giving critical comments when the incorrect response if given
  • E.g. the coach criticises the incorrect pass
  • Causes a change in the performer’s behaviour
  • The coach then withdraws the unpleasant stimulus when the correct response is given
  • Strengthens the SR bond
  • Encourages the repetition of the correct actions
  • Performer will repeat the correct pas
36
Q

Punishment

A
  • Is given when the incorrect response is given e.g. push ups
  • This causes a change in the performer’s behaviour
  • Weakens the SR bond
  • They will be less likely to show that behaviour in the future
37
Q

Benefits of Operant Conditioning

A
  • Positive and negative reinforcement strengthen the SR bond
  • Correct use of the punishment weakens the SR bond
  • Praise can increase players motivation
  • Performers can make quick improvements in performance
  • The performer can quickly remove errors
38
Q

Drawbacks of Operant Conditioning

A
  • Too much punishment can cause demotivation and a decrease in self efficacy
  • The performer does not understand why they are performing an incorrect response
  • This can hinder learning
39
Q

Observational Learning Theory

A

Observing and imitating behaviour
Demonstration, Attention, Retention, Motor Reproduction, Motivation, Matching Performance

40
Q

Demonstration

A
  • Performer wil observe an image of the movement e.g. video
  • It will be more effective if the demonstration is perfect
41
Q

Attention

A
  • The performer focuses on the key cues
  • More likely to focus on the key cues if a role model gives the demonstration
42
Q

Retention

A
  • The performer stores the key cues into the LTM
  • More likely to stroe the key cues if they are relevant and meaningful
43
Q

Motor reproduction

A
  • The performer must have the physical capability to perform the task or action
  • If the performer does not have the physical capabilities, it should be broken down into sub-routines
44
Q

Motivation

A
  • The performer has the drive to complete the task
  • It will be more effective if the coach gives the performer tangible and intangible rewards e.g. praise
45
Q

Matching Performance

A

Refining the skill through the use of massed and distributed practice

46
Q

schema

A

a set of motor programmes that can be adapted to produce a new movement

47
Q

When does recall schema happen?

A

Before the movement

48
Q

What are the two parts of recall schema

A

Initial Conditions & Response Specification

49
Q

Initial Conditions

A
  • Knowledge of the environment
  • Where are my team mates? Where are the opposition? Where is the target?
50
Q

Response Specification

A
  • The performer makes a decision based upon the initial condition
  • E.g. In badminton they may hit it to the back of the court if the opposition is at the front of the court.
51
Q

When does recognition schema happen?

A

After the movement

52
Q

What are the two parts of recognition schema?

A

Sensory Consequences & Response Outcome

53
Q

Sensory Consequences

A
  • Involves knowledge of performance
  • whereby the performer receives feedback via kinesthetic awareness about the success of the movement. E.g. Did the shot feel good?
54
Q

Response Outcome

A
  • Involves knowledge of result
  • whereby the performer receives feedback about the final outcome. E.g. Did the shot go in?
55
Q

Drive Theory

A
  • Drive to achieve a goal e.g. convert 80% of free throws
  • Practice frequently to achieve goal
  • Once goal achieved, performer may become demotivated & lose drive
  • Coach needs to set more challenging goals e.g. convert 90% of free throws

PE (5 decks)

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