Skill Aquisition

Question 1

Skill

Answer 1

the ability to do something well.

Question 2

Motor skill

Answer 2

a voluntary, goal-directed activity that we learn through practice and experience that involve bodily movements.

Question 3

3 types of motor/movement skills

Answer 3

Type of movement, movement precision ad predictability of the environment.

Question 4

Movement Precision

Answer 4

fine and gross motor skills.

Question 5

Fine motor skills

Answer 5

recruiting smaller muscle groups for precision eg. throwing darts.

Question 6

Gross motor skills

Answer 6

recruiting large muscle groups, less emphasis on precision eg. running or swimming

Question 7

Type of movement

Answer 7

discrete, continuous and serial.

Question 8

Discrete motor skill

Answer 8

movements of breif duration with a definite beginning and end eg. netball pass, free-throw

Question 9

Continuous motor skill

Answer 9

movements with no clear beginning or end. eg. running marathon, long distance swimming

Question 10

Serial motor skill

Answer 10

a series of discrete motor skills (creating a more complicated skill action). eg. gymnastics floor routine

Question 11

Predictability of environment

Answer 11

Closed and open motor skill

Question 12

Closed motor skill

Answer 12

individual has greatest control over movements that are performed in a stable, predictable environment. eg. indoor individual gymnastics or diving routine.

Question 13

Open motor skill

Answer 13

performed in a constantly changing environment, externally paced therefore indivdiual has minimal control. eg. AFL match ‘general play’

Question 14

Fundamental motor skills

Answer 14

foundation skills that provide basis for developing sport-specific skills

Question 15

3 fundamental motor skills

Answer 15

locomoter, stability and manipulative.

Question 16

Locomoter motor skills

Answer 16

walk through space eg. running

Question 17

Stability motor skills

Answer 17

balance and control of body

Question 18

Manipulative motor skills

Answer 18

control of an object eg. throwing, catching.

Question 19

3 stages of learning

Answer 19

Cognitive, associative and autonomous

Question 20

Cognitive stage

Answer 20

individual is new to the skill and is trying to understand what needs to be done; will ask lots of questions and make multiple errors with stiff, inconsistent movements.

Question 21

Associative stage

Answer 21

the performer is beginning to refine their movement. They are more consistent and make fewer errors

Question 22

Autonomous stage

Answer 22

where the skill is largely automatic. The performer is no longer consciously thinking about the skill, so their focus can be directed elsewhere.

Question 23

Practice Distribution

Answer 23

Scheduling of practice sessions: massed and distributed practice

Question 24

Massed practice

Answer 24

longer, less frequent training sessions, with less rest between tasks, therefore more likley to result in fatigue. (local or amateur level)

Question 25

Distributed practice

Answer 25

shorter, more frequent training sessions, with longer rest breaks (pro level)

Question 26

Practice variability

Answer 26

Variability of what is trained during session - blocked and random.

Question 27

Blocked practice

Answer 27

practicing the same skill continuously without changing tasks. (eg. 50tennis serves in a row) Ideal for beginners still learning the skill.

Question 28

Random practice

Answer 28

perfoming a variety of motor skills in the same training session (eg. volleyball dig, serve, dig, spike) Ideal for associative and autonomous stage/s.

Question 29

Part and Whole practice

Answer 29

breaking a skill into subcomponents (eg. tennis serve).

Question 30

Feedback

Answer 30

any information that an individual gathers or receives about their performance.

Question 31

Intrinsic feedback

Answer 31

when the individual uses their own senses to assess performance. visual, auditory, touch and proprioception.

Question 32

Augmented feedback

Answer 32

external feedback - from coaches - which can occur during (concurrent) or after (terminal).

Question 33

Knowledge of results

Answer 33

refers to feedback about the outcome of the task.

Question 34

Knowledge of performance

Answer 34

refers to the characteristics of the task.

Question 35

Frequency of feedback

Answer 35

more augmented feedback is needed in early stages of learning cognitive, as athlete progresses through stages, less feedback is required.

Question 36

The link between motor skill development, participation and performance

Answer 36

The critical window for developing fundamental motor skills is childhood. Those with better-developed motor skills are more likely to participate in PA than those with less-developed motor skills.

Question 37

Qualitative vs Quantitative Assessment

Answer 37

description of the quality of human movement without numbers. vs analysis of human movement with numbers.

Question 38

Qualitative movement analysis

Answer 38

Used by professionals to improve human movement by diagnosis of strengths and weaknesses of players and teams, for talent ID, to predict future performance results.

Question 39

4 principles of Qualitative movement analysis

Answer 39

preparation, observation, evaluation and error correction.

Question 40

Preparation

Answer 40

Outlines the purpose of analysis - What, why, how is being analysed? How progress will be tracked and when as well as what characteristics outline a skilled performance.

Question 41

Observation

Answer 41

Can be live or recorded, however is subjective to coach or observer due to their knowledge of the game/skill, technique training.

Question 42

Evaluation

Answer 42

a judgement of quality that identifies the problem, what causes this problem and how to solve the problem.

Question 43

Inter-rater reliability

Answer 43

degree of agreement between judges.

Question 44

Intra-rater reliability

Answer 44

consistency of ratings given by judge (bias).

Question 45

Reliability

Answer 45

ability of a test to produce similar results when conducted in a similar situation.

Question 46

Validity

Answer 46

ability of a test to measure what it intends to measure.

Question 47

Error Correction

Answer 47

through analysis, strategies are applied to minimise and correct wekanesses through direct or constraints based approaches.

Question 48

Direct coaching

Answer 48

Traditional coaching method, highly structured drills with feedback provided by coach. Progress made from closed to open environment. (Beneficial for beginners in cognitive stage)

Question 49

Advantages and disadvantages of direct coaching

Answer 49

explicit learning, effective in early stage of learning, time efficient, keeps learner 'on task' HOWEVER, boring repetitious drills, learners become overly dependant on coach's instructions for success, doesn't develop decision-making skills

Question 50

Constraints-based approach to coaching

Answer 50

factors that influence learning at any given time are 'constraints', this approach modifies interactions between three categories (individual, environmental and task constraints). (Beneficial for associative and autonomous stages).

Question 51

Individual constraints

Answer 51

body size (height, weight), fitness level, technical skills, decision making

Question 52

Environmental constraints

Answer 52

weather conditions, terrain, locality where someone is raised, cultural norms, peer gorups

Question 53

Task constraints

Answer 53

Rules of the sport, player numbers, field dimensions, equipment

Question 54

Sociocultural influences

Answer 54

CULTURAL: education, values, race, religion SOCIAL: time, personality, self-belief, moitvation, active role models

Question 55

Characteristics that affect performance

Answer 55

prior experience, confidence, heredity, ability, personality

Question 56

Perceived competence

Answer 56

the extent to which a person feels he or she has the necessary attributes in order to succeed.