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PE Y1 > Skill Aquisition > Flashcards

Skill Aquisition Flashcards

1
Q

what is skill acquisition

A

how we learn and perform skills

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2
Q

what are the 3 skill classifications

A
  • individual
  • coactive
  • interactive
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3
Q

what is a co-active skill

A

a skill that is learnt and performed with others without confrontation (no ones performances effects anyone else)

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4
Q

what is an interactive skill?

A

a skill that is performed with others that control the outcome - you work together

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5
Q

what is a simple skill

A

a skill that doesn’t require many decisions/ judgements

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6
Q

what is a complex skill

A

a skill that requires many decisions and judgements

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7
Q

what is an open skill

A

a skill that is performed in an environment with changing factors that directly affects the skill

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8
Q

what is a closed skill

A

a skill where all factors are fixed and external factors do not affect the skill

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9
Q

what is a self paced skill

A

a skill where the performer is in control of the skill

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10
Q

what is an externally paced skill

A

a skill that is controlled by a changing environment

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11
Q

what is a gross skill

A

a skill that involves big movements

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12
Q

what is a fine skill

A

a skill that involves precise movements

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13
Q

what is a discrete skill

A

skills that have definite beginnings and ends

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14
Q

what is a serial skill

A

a skill that has more than one discrete skill linked together

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15
Q

what is a continuous skill

A

a skill that cannot be easily broken down into discrete skills as they are performed continually

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16
Q

what is a high organisation skill

A

a skill that has elements that are difficult to separate

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17
Q

what is a low organisation skill

A

a skill that is easily split into sub routines/parts that are seperate movements

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18
Q

what is task analysis

A

when specific movements in a skill are isolated due to requiring improvement

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19
Q

what is fractionisation

A

practicing the separate sun routines of a whole skill

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20
Q

what is segmentation

A

splitting the skills into parts, practicing one part after the other

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21
Q

what is simplification

A

reducing the difficulty of sun routines of the skill

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22
Q

who are wrightman and lintern 1985

A

they identified the three different part methods to learning

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23
Q

what is whole practise ?

A

where a skill is learnt in its completed form without being broken down

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24
Q

what is part practise ?

A

working on and perfecting isolated sun routines of a skill - once perfected, they are put together to form a whole skill

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25
Q

what is the benefit of part practise?

A

it allows the performer to achieve basic movements, gain confidence and understanding of the skill

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26
Q

what is whole-part-whole practise?

A

where the skill is practised in it’s completed form, then broken down into sub routines and the parts that require improvements are practised, then once perfected the skill is practiced in its whole form

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27
Q

what is progressive part practice ?

A
  • can often be called chaining if segmentation

when each part of a skill is practiced in isolation then linked together to form a whole skill

learn part 1 then practise it
learn part 2 then practise part 1 &2
etc

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28
Q

what is massed practise ?

A

where a skill is practised continuously with no rest - can lead to fatigue and can be demotivating

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29
Q

what is distributed practise

A

where a skill is practised in a routine that involves rest intervals

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30
Q

what is fixed practise

A

where the whole movement of a skill is repeatedly practised in the same environment until it is fluent - this enables habituels movements to be learned effectively

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31
Q

what is varied practise?

A

where the whole skill is practised under different circumstances and the skill is stored in LT memory to be drawn from in future situations

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32
Q

what is task analysis?

A

when specific movements in a skill are isolated due to requiring improvement

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33
Q

what is positive transfer?

A

when the learning and performance of one skill helps the learning and performance of another skill

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34
Q

what is negative transfer

A

when the learning and performance of one skill hinders the learning and performance of another

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35
Q

what is bilateral transfer

A

the transfer of learning from one limb to another / from one muscle group to another through motor programmes

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36
Q

what is an open loop

A

automatic movements that are not under conscious control

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37
Q

what are the cognitive aspects within learning a skill?

A

what our understandings of the requirements of the skill are
(what is required of the performer to understand and learn the skill effectively)

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38
Q

what is proactive transfer ?

A

the influence of one skill on another skill that is yet to be performed (hasn’t been learnt yet)

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39
Q

what is retroactive transfer?

A

the influence of one skill on the learning and performance of a skill that has previously been learnt

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40
Q

how to optimise positive transfer?

A

• create a kinaesthetic awareness of the skill by offering/ organising various practices that imitate real life situations
• give clear explanations and demonstrations
• teach/point out similar skills
• make sure learner had learned a wide range of skills from childhood

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41
Q

how to limit negative transfer?

A

• do not teach conflicting skills
• ensure that the fundamentals of the skill are learnt before moving onto the more complex parts -> decreases likelihood of mistakes

42
Q

what is operant conditioning

A

the shaping of the learners behaviour through reinforcement and punishment
- learners response to a stimulus is shaped
- SR bond strengthens through trial and error
- connectionist and associationist theory

43
Q

what is positive reinforcement

A

increasing the likelihood of behaviour with the use of rewards such as praise
- after a successful response to a stimulus has been presented, the learner receives a reward

44
Q

what is negative reinforcement

A

increasing the likelihood of behaviour happening by withdrawing disapproval caused by incorrect behaviour
- once correct response has been shown after incorrect responses have been shown, disapproval is withdrawn as it is no longer needed to motivate the correct response therefore increasing the likelihood as the learner will no longer receive disapproval

45
Q

what happens during reinforcements?

A

a satisfier is presented ie praise/ disapproval withdrawal

46
Q

what is punishment

A

when a negative stimulus is presented to prevent behaviour from occurring
- punishment is given to decrease likelihood of behaviour

47
Q

what are thorndikes three laws

A

the laws of effect , the law of exercise and the law of readiness

48
Q

what is the learn of effect

A

if the response is reinforced, learning is reinforced therefore if praise is given, response occurrence increases and vice versa

49
Q

what is the law of exercise

A

the more the response is practiced, the stronger the SR bond and more fluent the skill is

50
Q

what is the law of readiness

A

the performer must be physically and mentally capable to perform the skill
- the more comfortable the player is with the skill , the better the performance of the skill

51
Q

what is the cognitive learning theory

A

a theory where it is believed that skills are best learnt in its whole form in a realistic situation
- learner must understand and think about the problem they are facing
- learner must use perception to predict a solutions successfully

52
Q

what three factors influence perception during the cognitive learning theory ?

A
  • intelligence
  • current knowledge
  • previous knowledge
53
Q

what is an intervening variable

A

mental processes occurring between the stimulus being received and the response

54
Q

what is insight learning

A

problem solving involving memory (previous experiences) to help find a solution for current situation

55
Q

what did the gestalists believe

A

that we should see objects as a whole rather than a collection of parts - which supports whole practise

56
Q

what type of coaching benefits the cognitive theory

A

not being too authoritative (letting the player learn , do not order them)

57
Q

what are the highest forms of learning

A

mental reasoning and intelligence

58
Q

what is social learning

A

copying a demonstration of a skill from visual guidance

59
Q

what increases reinforcement of a skill during social learning

A

if the demonstration of done by a role model / someone of a higher status of the learner

60
Q

how does gender affect the social learning theory

A

the skill is more likely to copied if the demonstration is done by someone of the same gender of the learner

61
Q

why is observational learning good for beginners

A

the learners can see / understand the skill more easily as it being demonstrated rather than explained

62
Q

what did bandura’s model believe

A

that’s observational learning take place only if the learner can put into place the four parts of banduras model (attention,retention, motor reproduction and motivation)

63
Q

what are bandura model 4 factors?

A

attention
retention
motor reproduction
motivation

64
Q

what is the importance of attention in observational learning

A

The learner must focus directly onto the model that is being
demonstrated to earn it efficiently. Verbal guidance can be given to highlight important aspects of the demonstration that will benefit the learner

65
Q

what is the importance of retention in observational learning

A

the demonstration must be stored/retained in the learners memory if it will be successfully copied. Mental rehersals can also help the retention process of the skill

66
Q

what is the importance of motor reproduction in observational learning

A

the learner must have the physical ability to copy the demonstrated skill and feedback must be given if model skill is to be matched by learner

67
Q

what is the importance of motivation in observational learning

A

the observer must
have the drive to match the performance of the skill being
modelled. Positive reinforcement will increase the motivation
of the learner.

68
Q

What are the 3 stages of learning

A

cognitive
associative
autonomous

69
Q

what is the cognitive stage of learning

A

where the learner receives demonstrations and explanations of a skill and develops an understanding of the skill
- reinforcement used for successful responses
- trail and error done to replicate skill effectively

70
Q

what is the associative stage of learning

A

the stage of practise
- learner will begin to eliminate mistakes
- motor programmes are developed and sub routines become more coordinated (skill becomes smoother/ easier)

71
Q

what is the autonomous stage of learning

A

the learner executes the skill without conscious thought
- action is automatic
- distractions are ignored as the skill has formed motor programmes and is know in the learners LT memory
- learner self confidence increases

72
Q

what are the four types of guidances

A

visual, verbal, manual and mechanical

73
Q

what is verbal guidance

A

verbal communication used to direct the learner to important cues within a skill
- must be concise and clear
-most frequent form of guidance used
- often used alongside visual guidance

74
Q

advantages of verbal guidance

A

• form of feedback and reinforcement
• can identify errors
• can motivate learners
• can hold learners attention

75
Q

disadvantages of verbal guidance

A

• can lead to info overload -> distractions and confusion
• if info is given incorrectly, the skill will not be learnt effectively
• some skills cannot be explained

76
Q

what is visual guidance

A

when the learner forms a mental image of the skill through demonstrations

77
Q

advantages of visual guidance

A

• creates a mental image of the skill easily
• skill can be seen in different stages
• observational learner - pays attention to cues to help learn skill structure

78
Q

disadvantage of visual guidance

A

• if demo is incorrect, bad habits will be learnt, this can hinder skill development
• if skill is too quick, the demo may be unclear

79
Q

what is manual guidance

A

when a teacher will hold/physically manipulate the body of a learner through the correct pattern of movement

80
Q

what is mechanical guidance

A

when equipment is used to help support the learner and shape the skill
ie bigger shuttle cocks

81
Q

what are the advantages of manual and mechanical guidance

A

• helps with confidence and gives a sense of safety
• can be used to isolate certain sub routines within a skill

82
Q

what are the disadvantages of manual and mechanical guidance

A

• can be over restrictive - learner has a lack of control (too dependent on help)
• can lead to “false sense of kinethesis”
(they think they can do it but they cannot)

83
Q

what is intrinsic feedback

A

type of continuos feedback that comes from the proprioceptors (the learner self feedbacks)

84
Q

what are proprioceptors

A

nerves found in muscles, ligaments and joints

85
Q

what is the advantage of intrinsic feedback

A

• immediate
• you don’t have to rely to someone else
• can be corrected/altered immediately

86
Q

what are the disadvantages of intrinsic feedback

A

• if in cognitive stage, this can be incorrect and performance can deteriorate (gives themselves wrong feedback)
• sensory effectiveness can differ

87
Q

what is extrinsic feedback

A

feedback from external sources - a coach
- different performers require different types of feedback

88
Q

advantages of extrinsic feedback

A

coach may give coaching points that lead to improvement

89
Q

disadvantages of extrinsic feedback

A

• it can be inaccurate- unreliable info can be demotivating
• does not encourage kinaesthetic awareness

90
Q

what is kinaesthetic awareness

A

a person’s awareness of the physical sensations that are occurring in their body. This awareness can be either conscious or subconscious.

it is the ability to sense the position and movement of one’s own body. This includes the ability to sense the position and movement of limbs, joints, and muscles

91
Q

what is kinesthesis

A

the perception of body movements. It involves being able to detect changes in body position and movements

92
Q

what is positive feedback

A

reinforces the skill learning and gives info about a successful outcome

93
Q

advantages of positive feedback

A

• corrects the S-R bond formed
• good for motivation (especially for cognitive learners)
• can increase self esteem and confidence

94
Q

disadvantages of positive feedback i

A

• if undeserved, it can build a inappropriate S-R bond
• some performers don’t respond well to praise

95
Q

what is negative feedback

A

info about unsuccessful outcome - which can be used to build successful strategies that lead to successful outcomes

96
Q

advantage of negative feedback

A

• can make performer more determined
• suited to autonomous learners - refinement
• clear on aspects of skill that need improvement

97
Q

disadvantages of negative feedback

A

•demotivates performer who takes criticism badly
• can lead to decrease performance if unfounded or inaccurate

98
Q

what is knowledge of results

A

a form of external feedback - results of their response usually from the another person

99
Q

what is knowledge of performance

A

the performer knows what a good performance feels like
- associated w/ external feedback but can be kinaesthetic awareness aswell (i know i done good etc)

100
Q

benefit and disadvantage of knowledge of results and performance

A

if successful - motivation for learner
if unsuccessful- demotivating

101
Q

how to give effective feedback

A

• limited amount of information-> does not overload learner
• immediacy ->given as soon as possible, experiences retained in more recent memories (earlier it’s given, more likely it is to be remembered and helpful)
• must be related to individual- more effective when specific

PE Y1 (7 decks)

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