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PE > Skill Aquisition > Flashcards

Skill Aquisition Flashcards

1
Q

Skill

A

the ability to do something well.

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2
Q

Motor skill

A

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

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3
Q

3 types of motor/movement skills

A

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

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4
Q

Movement Precision

A

fine and gross motor skills.

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5
Q

Fine motor skills

A

recruiting smaller muscle groups for precision eg. throwing darts.

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6
Q

Gross motor skills

A

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

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7
Q

Type of movement

A

discrete, continuous and serial.

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8
Q

Discrete motor skill

A

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

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9
Q

Continuous motor skill

A

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

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10
Q

Serial motor skill

A

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

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11
Q

Predictability of environment

A

Closed and open motor skill

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12
Q

Closed motor skill

A

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

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13
Q

Open motor skill

A

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

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14
Q

Fundamental motor skills

A

foundation skills that provide basis for developing sport-specific skills

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15
Q

3 fundamental motor skills

A

locomoter, stability and manipulative.

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16
Q

Locomoter motor skills

A

walk through space eg. running

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17
Q

Stability motor skills

A

balance and control of body

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18
Q

Manipulative motor skills

A

control of an object eg. throwing, catching.

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19
Q

3 stages of learning

A

Cognitive, associative and autonomous

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20
Q

Cognitive stage

A

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.

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21
Q

Associative stage

A

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

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22
Q

Autonomous stage

A

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

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23
Q

Practice Distribution

A

Scheduling of practice sessions: massed and distributed practice

24
Q

Massed practice

A

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

25
Q

Distributed practice

A

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

26
Q

Practice variability

A

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

27
Q

Blocked practice

A

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

28
Q

Random practice

A

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

29
Q

Part and Whole practice

A

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

30
Q

Feedback

A

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

31
Q

Intrinsic feedback

A

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

32
Q

Augmented feedback

A

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

33
Q

Knowledge of results

A

refers to feedback about the outcome of the task.

34
Q

Knowledge of performance

A

refers to the characteristics of the task.

35
Q

Frequency of feedback

A

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

36
Q

The link between motor skill development, participation and performance

A

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.

37
Q

Qualitative vs Quantitative Assessment

A

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

38
Q

Qualitative movement analysis

A

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.

39
Q

4 principles of Qualitative movement analysis

A

preparation, observation, evaluation and error correction.

40
Q

Preparation

A

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.

41
Q

Observation

A

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

42
Q

Evaluation

A

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

43
Q

Inter-rater reliability

A

degree of agreement between judges.

44
Q

Intra-rater reliability

A

consistency of ratings given by judge (bias).

45
Q

Reliability

A

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

46
Q

Validity

A

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

47
Q

Error Correction

A

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

48
Q

Direct coaching

A

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

49
Q

Advantages and disadvantages of direct coaching

A

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

50
Q

Constraints-based approach to coaching

A

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).

51
Q

Individual constraints

A

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

52
Q

Environmental constraints

A

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

53
Q

Task constraints

A

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

54
Q

Sociocultural influences

A

CULTURAL: education, values, race, religion

SOCIAL: time, personality, self-belief, moitvation, active role models

55
Q

Characteristics that affect performance

A

prior experience, confidence, heredity, ability, personality

56
Q

Perceived competence

A

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

PE (3 decks)

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