Skill Acquistion Flashcards
Open/Closed Skill
Sporting environment can change/stays constant while skill is being performed
Gross/Fine Skill
Large/Small muscles groups used to perform the skill
(Power vs Precision)
Self/Externally-paced Skill
Skill is paced by the performer/the environment
High/Low Organisational Skill
Is difficult/easy to break down into sub-routines to be practised individually
(Whole Practice for High)
(Whole-Part-Whole/Part Practice for Low)
Simple/Complex Skills
Limited/Excessive decision making during skill performance
Discrete/Serial/Continuous Skill
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)
Transfer (of Learning)
The effect that one skill has on the learning and performing of another
Explain each of these transfer types:
Positive
Negative
Zero
Bilateral
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
Grooved
Over-learned or practised to perfection
Whole Practice
The skill is performed in its entirety
(High, Continuous, Simple, Discrete, Fast/Ballistic, not dangerous)
(Autonomous Performer)
Whole-Part-Whole
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)
Progressive Part (chaining)
First subroutine is practised and perfected, before moving onto the next subroutine
(Low, Serial, Complex, dangerous)
(Cognitive Performer)
Massed Practice
Continuous practice without rest period
(Discrete, Closed, Self-paced, Simple)
(Autonomous Performer)
Distributed Practice
Intervals of practice with rest periods
(Continuous, Complex, Serial, Low, Dangerous/Tiring, External-pace, Open)
(Cognitive Performer)
Variable Practice
Practising skills and drills in a constantly changing environment
(Open, External-pace, Complex)
(Cognitive Performer)
Mental Practice
Going over the skill in your mind without moving
(Complex, Serial)
(Cognitive - to build clear image of basics)
(Autonomous - to focus on key strategies)
Cognitive Performer
Beginner Stage
- Movements are jerky
- Mistakes common
- Requires accurate demonstration
- Cognitive thought to complete skill
- Extrinsic Feedback
Associative Performer
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
Autonomous Performer
Elite Stage
- Mistakes are few and far between
- No cognitive thought on movements
- Focus on finer elements of skill/tactics
- Motor programs fully learnt
Learning Plateau
A stagnation of performance levels, despite the continuation of training
(Loss of Motivation, Mental/Physical Fatigue, Limit of Ability, Poor Coaching, Incorrect Goals set)
Insight Learning (Gestalt)
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
Operant Conditioning (Skinner)
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
Observational Learning (Bandura)
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
Significant Others
Role Models, Teachers, Parents, Peers
People who an individual respects and is likely to copy behaviours of
Social Development (Vygotsky)
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
Types of Feedback
(Identify, don’t describe)
Knowledge of Performance
Knowledge of Results
Positive
Negative
Intrinsic
Extrinsic
Knowledge of Performance
Information about why the skill/action was successful/unsuccessful
Including technique and quality of the action
Knowledge of Results
Information about whether or not the skill was successful
(successful = repeat)
(unsuccessful = adjust for next time)
Positive Feedback
Information about what was correct and should be repeated for next time
Negative Feedback
Information about what was wrong and should be adjusted for next time
Intrinsic Feedback
Feedback coming from within
(Self-assessment)
Using Kinaesthesis - did the movement feel correct?
Extrinsic Feedback
From outside source (Coach/Parent)
Used to reinforce correct actions and correct errors for next time
Methods of Guidance
(Identify, don’t describe)
Visual
Verbal
Mechanical
Manual
Visual Guidance
Performer sees the correct method of performing a skill
Example: Demonstrations
Illustrates what it should look like
Demos must be accurate
Verbal Guidance
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
Mechanical Guidance
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
Manual Guidance
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
Selective Attention
Focusing on relevant information/cues from the sporting environment and disregarding the irrelevant
Whiting’s Model
Display -> Receptors -> Perceptual -> Translatory -> Effector -> Muscles -> [Output]
Perceptual Mechanisms
Judges the information from the receptors to decide what is important
(DCR process)
(Selective Attention)
DCR
Detect - cues detected
Compare - cues compared to stored memory
Recognise - cues that have occurred before are recognised in memory
Translatory Mechanisms
The selected information is used to decide what action to take in the situation
Effector Mechanisms
Correct impulses and movements are created to carry out decided action
Short-Term Memory (STM)
The working memory where motor programs are initiated
Long-Term Memory (LTM)
Where unlimited amounts of information can be stored and recalled
Baddeley and Hitch Model
Central Executive
Phonological Loop
Visuospatial Sketchpad
Episodic Buffer
Central Executive
Controls flow of information, which information goes to which system
Controls ‘slave systems’
Phonological Loop
Deals with Auditory cues and info
E.g: A call from teammate/coach
Visuospatial Sketchpad
Deals with Visual & Spatial Info
Creates mental picture of environment - position of self, opponents and teammates on pitch
Episodic Buffer
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
Chunking
Grouping information together to expand the capacity of the short-term memory
Response Time
Reaction Time + Movement Time
Time from the stimulus being presented, to the end of the responding movement
Reaction Time
Time taken to react to a stimulus
Time from the stimulus being presented, to the start of the response
Movement Time
The time for the movement to be completed
The time from the start of the movement, to the end of the movement
Hick’s Law
The more choices of responses there are, the slower the reaction time of the performer will be
Not proportional
Single-Channel Hypothesis
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
Psychological Refractory Period
The freeze experienced when processing of a stimuli is delayed due to bottleneck
Anticipation (two types)
Temporal - predicting when an action will occur
Spatial - predicting what action will occur and where
Schmidt’s Schema Theory
Generalised Motor Programs are developed and adapted to fit the different sporting situations faced by a performer
Recall Schema & Recognition Schema
Recall Schema
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
Recognition Schema
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
