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A-Level PE (AQA) - Definitions > Skill Acquistion > Flashcards

Skill Acquistion Flashcards

1
Q

Open/Closed Skill

A

Sporting environment can change/stays constant while skill is being performed

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2
Q

Gross/Fine Skill

A

Large/Small muscles groups used to perform the skill
(Power vs Precision)

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3
Q

Self/Externally-paced Skill

A

Skill is paced by the performer/the environment

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4
Q

High/Low Organisational Skill

A

Is difficult/easy to break down into sub-routines to be practised individually
(Whole Practice for High)
(Whole-Part-Whole/Part Practice for Low)

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5
Q

Simple/Complex Skills

A

Limited/Excessive decision making during skill performance

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6
Q

Discrete/Serial/Continuous Skill

A

Clear beginning, middle and end

A number of discrete skills performed sequentially

No clear beginning, middle and end - repeats
(The end of one skill becomes the beginning of another)

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7
Q

Transfer (of Learning)

A

The effect that one skill has on the learning and performing of another

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8
Q

Explain each of these transfer types:
Positive
Negative
Zero
Bilateral

A

Positive effect on new skill
Negative effect on new skill
No effect
Learning skill on one side of the body impacts learning the skill on other side

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9
Q

Grooved

A

Over-learned or practised to perfection

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10
Q

Whole Practice

A

The skill is performed in its entirety
(High, Continuous, Simple, Discrete, Fast/Ballistic, not dangerous)
(Autonomous Performer)

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11
Q

Whole-Part-Whole

A

Learner attempts entire skill, then one (or each) subroutine, before trying the entire skill again
(complex, fast/ballistic)
(Cognitive - grooving skill)
(Autonomous - focus on weak area)

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12
Q

Progressive Part (chaining)

A

First subroutine is practised and perfected, before moving onto the next subroutine
(Low, Serial, Complex, dangerous)
(Cognitive Performer)

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13
Q

Massed Practice

A

Continuous practice without rest period
(Discrete, Closed, Self-paced, Simple)
(Autonomous Performer)

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14
Q

Distributed Practice

A

Intervals of practice with rest periods
(Continuous, Complex, Serial, Low, Dangerous/Tiring, External-pace, Open)
(Cognitive Performer)

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15
Q

Variable Practice

A

Practising skills and drills in a constantly changing environment
(Open, External-pace, Complex)
(Cognitive Performer)

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16
Q

Mental Practice

A

Going over the skill in your mind without moving
(Complex, Serial)
(Cognitive - to build clear image of basics)
(Autonomous - to focus on key strategies)

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17
Q

Cognitive Performer

A

Beginner Stage
- Movements are jerky
- Mistakes common
- Requires accurate demonstration
- Cognitive thought to complete skill
- Extrinsic Feedback

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18
Q

Associative Performer

A

Intermediate Stage
- Models actions of elite athletes to varying degrees of success
- Fewer mistakes, still mistakes occur
- Movements are smoother and more controlled
- Motor programs developing (stored in LTM)
- Attention can start to go to tactics

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19
Q

Autonomous Performer

A

Elite Stage
- Mistakes are few and far between
- No cognitive thought on movements
- Focus on finer elements of skill/tactics
- Motor programs fully learnt

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20
Q

Learning Plateau

A

A stagnation of performance levels, despite the continuation of training
(Loss of Motivation, Mental/Physical Fatigue, Limit of Ability, Poor Coaching, Incorrect Goals set)

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21
Q

Insight Learning (Gestalt)

A

Believe we learn skills by experiencing the whole skill, rather than isolating subroutines

Kinaesthesis will flow better
They can use insight and adapt what they know in order to fit the situation they are put in
(links to Schema)
Creates creative/independent thinkers

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22
Q

Operant Conditioning (Skinner)

A

Learning happens by making and strengthening Stimulus-Response bonds (S-R Bonds)

Reinforcement = Strengthened S-R Bond

  • Trial and Error to learn from mistakes and strengthen correct responses
  • Manipulate environment to favour correct response
  • Praise correct responses
  • Punish incorrect responses
  • Negatively reinforce incorrect responses - remove negativity once correct to reinforce and strengthen S-R Bond
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23
Q

Observational Learning (Bandura)

A

We learn by watching others, especially Significant Others

Attention - performer must be concentrating
Retention - demo must be remembered to sink in
Motor Reproduction - performer must be able to copy
Motivation - determination and drive to copy successful movement

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24
Q

Significant Others

A

Role Models, Teachers, Parents, Peers

People who an individual respects and is likely to copy behaviours of

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25
Q

Social Development (Vygotsky)

A

Learning is a social process

Social Interaction - Initially we learn from a social level (copy actions of those around us)
MKOs - Normally coaches or teachers, who has greater understanding than the performer (gives advice)
Zone of Proximal Development
- The performer can’t perform the skill
- The performer can with assistance from MKO
- The performer can without any assistance

26
Q

Types of Feedback
(Identify, don’t describe)

A

Knowledge of Performance
Knowledge of Results
Positive
Negative
Intrinsic
Extrinsic

27
Q

Knowledge of Performance

A

Information about why the skill/action was successful/unsuccessful
Including technique and quality of the action

28
Q

Knowledge of Results

A

Information about whether or not the skill was successful

(successful = repeat)
(unsuccessful = adjust for next time)

29
Q

Positive Feedback

A

Information about what was correct and should be repeated for next time

30
Q

Negative Feedback

A

Information about what was wrong and should be adjusted for next time

31
Q

Intrinsic Feedback

A

Feedback coming from within
(Self-assessment)

Using Kinaesthesis - did the movement feel correct?

32
Q

Extrinsic Feedback

A

From outside source (Coach/Parent)

Used to reinforce correct actions and correct errors for next time

33
Q

Methods of Guidance
(Identify, don’t describe)

A

Visual
Verbal
Mechanical
Manual

34
Q

Visual Guidance

A

Performer sees the correct method of performing a skill

Example: Demonstrations
Illustrates what it should look like
Demos must be accurate

35
Q

Verbal Guidance

A

Describing the correct actions verbally

Coach instructing performer of key points to a skill
Can be done during a performance
Must be able to be understood by the performer based on their stage of learning

36
Q

Mechanical Guidance

A

Using a piece of equipment or apparatus to support a performer through a skill

Useful to make dangerous skills safe
Whole skill can be attempted

Performer may become reliant on aid
Could develop incorrect kinaesthesis

37
Q

Manual Guidance

A

Coach physically supports and moves the performer into the correct positions

Useful to make dangerous skills safe
Whole skill can be attempted

Performer may become reliant on aid
Could develop incorrect kinaesthesis

Performer may be uncomfortable with close physical proximity

38
Q

Selective Attention

A

Focusing on relevant information/cues from the sporting environment and disregarding the irrelevant

39
Q

Whiting’s Model

A

Display -> Receptors -> Perceptual -> Translatory -> Effector -> Muscles -> [Output]

40
Q

Perceptual Mechanisms

A

Judges the information from the receptors to decide what is important
(DCR process)
(Selective Attention)

41
Q

DCR

A

Detect - cues detected
Compare - cues compared to stored memory
Recognise - cues that have occurred before are recognised in memory

42
Q

Translatory Mechanisms

A

The selected information is used to decide what action to take in the situation

43
Q

Effector Mechanisms

A

Correct impulses and movements are created to carry out decided action

44
Q

Short-Term Memory (STM)

A

The working memory where motor programs are initiated

45
Q

Long-Term Memory (LTM)

A

Where unlimited amounts of information can be stored and recalled

46
Q

Baddeley and Hitch Model

A

Central Executive
Phonological Loop
Visuospatial Sketchpad
Episodic Buffer

47
Q

Central Executive

A

Controls flow of information, which information goes to which system
Controls ‘slave systems’

48
Q

Phonological Loop

A

Deals with Auditory cues and info
E.g: A call from teammate/coach

49
Q

Visuospatial Sketchpad

A

Deals with Visual & Spatial Info
Creates mental picture of environment - position of self, opponents and teammates on pitch

50
Q

Episodic Buffer

A

Handles sequencing and chronology of information
Stores memory in 3-4 chunks

What happened first, the call for the pass or seeing teammate marked by opponent?

Gathers perceptual information - flight of a ball, feeling of muscles after receiving a pass

51
Q

Chunking

A

Grouping information together to expand the capacity of the short-term memory

52
Q

Response Time

A

Reaction Time + Movement Time

Time from the stimulus being presented, to the end of the responding movement

53
Q

Reaction Time

A

Time taken to react to a stimulus

Time from the stimulus being presented, to the start of the response

54
Q

Movement Time

A

The time for the movement to be completed

The time from the start of the movement, to the end of the movement

55
Q

Hick’s Law

A

The more choices of responses there are, the slower the reaction time of the performer will be

Not proportional

56
Q

Single-Channel Hypothesis

A

Stimuli can be detected simultaneously, but have to be processed one at a time

Creating a bottleneck when multiple stimuli are detected in a short space of time

57
Q

Psychological Refractory Period

A

The freeze experienced when processing of a stimuli is delayed due to bottleneck

58
Q

Anticipation (two types)

A

Temporal - predicting when an action will occur

Spatial - predicting what action will occur and where

59
Q

Schmidt’s Schema Theory

A

Generalised Motor Programs are developed and adapted to fit the different sporting situations faced by a performer

Recall Schema & Recognition Schema

60
Q

Recall Schema

A

Stores information about and initiates the movement

Initial Conditions - “Where am I?”
- have I been in this situation before
- Environmental and Bodily info collated

Response Specification - “What should I do?”
- Decide what you do, based on Initial Conditions

61
Q

Recognition Schema

A

Controls and evaluates the performed movement

Sensory Consequences - Intrinsic
- Using kinaesthesis, gather info about the movement (does it feel correct?)

Response Outcomes - was it successful or not?
- Gathers info about the results of the movement

Feedback is based on if the movement was right/wrong and whether the result was good/bad

A-Level PE (AQA) - Definitions (7 decks)

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