- As the number of possible responses increases so does response time - until 10 responses where there’s no change in response time - if the player is hitting an expected shot, there are less possible responses and response time will be quicker - if the shot is unexpected, then there are more possible responses and response time increases - if it is a simple skill with few decisions, response time is quicker - if it’s a complex skill then response time is slower

Motor programmes are skills stored as subroutines in the LTM - they are stored as sequences to produce a movement - they allow less information to be recalled - this speeds up decision making - prevents info overload - means performers have a faster reaction time - can be adapted to produce a new skill - this is schema - stores less info making it easier to recall

Skill Aquisition Flashcards by Katie Pickup

What is a skill

A skill is inherited

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What is an ability

It’s inherited

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Self paced

The performer dictates the start and speed of he movement

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Concurrent feedback

Feedback given during performance

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Terminal feedback

Feedback given after performance

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How feedback benefits a performer

Improves knowledge of skill
Improves kinaesthetic awareness 
Positive feedback can reinforce the correct response
Can help remove errors
Increase motivation

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Characteristics of a cognitive learner

Require conscious thought
Have inconsistent performances
Makes lots of gross errors
Requires lots of feedback

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Autonomous performers characteristics

Don’t require conscious thought 
Consistent performances
Make few errors 
Able to self evaluate 
Good selective attention 
Fully developed kinaesthetic awareness

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Hicks law

As the number of possible responses increases so does response time
until 10 responses where there’s no change in response time
if the player is hitting an expected shot, there are less possible responses and response time will be quicker
if the shot is unexpected, then there are more possible responses and response time increases
if it is a simple skill with few decisions, response time is quicker
if it’s a complex skill then response time is slower

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Motor programmes

Motor programmes are skills stored as subroutines in the LTM

they are stored as sequences to produce a movement
they allow less information to be recalled
this speeds up decision making
prevents info overload
means performers have a faster reaction time
can be adapted to produce a new skill
this is schema
stores less info making it easier to recall

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Knowledge of results

Feedback on the outcome

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Positive feedback

Praise about a skill or movement

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Knowledge of performance

Feedback on the success of the motor programmes dispute result

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Delayed feedback

Feedback given after performance

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Operant conditioning negative reinforcement

involves giving critical comments about incorrect response
encourages performers to change behaviour
when correct response is given it is removed to encourage repetition
strengthens SR bond

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Operant conditioning principles (intro)

Involves learning through trial and error
The coach changes the environment to allow the performer to fail and succeed this is shaping
It used positive/ negative reinforcement and punishment.

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Operant conditioning positive reinforcement

Involves giving praise when correct response is given
Encourages repetition of the movement
Strengthens SR bond

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Strategies to improve short term sensory store

Increase intensity of stimulus e.g. brighter ball

slow down stimulus to give performers time to react
slow it down to make it realistic
Direct the performer using key cues
practice with distractions

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Psychological refractory period

Due to the single channel hypothesis only one stimulus can be processed at a time.
As the second stimuli arrives the first is being processed,
This means it has to wait
This is the psychological refractory period which slows down reaction and response time

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Zero transfer

The learning of one skill has no impact on another skill

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Negative transfer

The learning go if one skill hinders the learning of another

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Positive transfer

The learning of one skill benefits the learning of another

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GACEF

Goal orientated 
Aesthetically pleasing 
Consistent 
Efficient 
Fluent

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Continuous

The end of one cycle is the start of another (running)

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Serial

Linked discrete skills

Novice performers

Have poor selective attention They focus on irrelevant info like crowd noise Which is passed onto the STM this causes info overload Causing the performer to lose concentration on relevant info

Gross

Large muscle groups

Spatial anticipation

Predict what is going to happen

Temporal anticipation

Predict when it will happen

Benefits if anticipation

As the number of responses decreases so does response time The psychological refractory period is removed

Bi lateral transfer

Where a skill is transferred from one side of the body to another

Pro active transfer

The learning of one skill impacts a skill in the future

Open

The environment is unstable and changing

How can a coach ensure positive transfer occurs

Ensure the elements can transfer Make it realistic by using similar movements Explain the two skills that can transfer Use positive reinforcement like praise Use planned progression

Function of LTM

Stores motor programs Sends motor programmes to STM stores and receives relevant info Supports DCR process

LTM characteristics

Stores unlimited information for unlimited amount of time

STM characteristics

Stores 7 (+/-2) for 30s

Perceptual skill

Detecting a stimulus from the environment

Function of STSS

Receives stimuli from the environment through sensory receptors Selective attention: Blocks out irrelevant info and passes on relevant to STM The DCR process occurs

Motor skill

Large muscle contractions

Psycho motor skill

Decision making followed by large muscle contractions

Externally paced

The environment dictates start and speed of movement

Closed

The environment is stable and unchanging

Retro active transfer

The learning of one skill has an impact on a previously learned skill

Complex

Involves lots of decisions

Low organisation

Can be broken down easily into sub routines

High organisation

Can’t be broken down easily into subroutines

Discrete

Has a clear start and end

Simple skill

Involves few decisions

Cognitive skill

Thinking skill which involves decision making

Streamer goes to improve LTM

Make info relevant using key cues Chunk and chain info Practice frequently Provide positive reinforcement like praise to improve SR bond

DCR

Detect Compare React

STSS characteristics

Unlimited information for one second

STM characteristics

Receives information from STSS receives motor programmes from LTM initiates motor programmes and sends nerve impulses to the muscles Decision making occurs

Fatigue that leads to injury

Allow time for rest and recovery

Learning plateau

A period of time with no change in performance

Demotivation

Vary training to make it enjoyable

Immediate feedback

Feedback given straight after performance

Extrinsic feedback

Feedback from an external source

Intrinsic feedback

From within performer in their proprioceptors

Negative feedback

Critical comments on performance and how to improve

Fine

Small muscle groups used

Whole practice

This is where a skill is not broken down into subroutines and is practiced as a whole B-ballistic skills A- autonomous performers( can cope with demands S-simple (few decisions) H-high organisation

Benefits of whole practice

Helps performer develop kinaesthetic awareness and improve motor programmes Increases likelihood of positive transfer Time efficient

Drawbacks of whole practice

Not suitable for cognitive learners as they cannot cope with the demands in terms of decision making Not suitable with complex skills If the performer is constantly failing it can cause Demotivation