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PE paper 2 > skill aquisition > Flashcards

skill aquisition Flashcards

1
Q

4 types of guidance

A

visual, verbal , mechanical manual

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2
Q

visual guidance - positive and negative

A

showing someone what to do
Pro- creates mental image
Con - demostration could be poor
suitable for cognitive learners

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3
Q

verbal guidance - positive and negative

A

explaining by talking
pro - gives finer details
con - verbal overload for complex skills
suitable for autonomous players

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4
Q

mechanical guidance - positive and negative

A

using equipment to guide
pro- gives confidence in dangerous skills
con - can create false sense of confidence
suitable for cognitive learners

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5
Q

manual guidance - positive and negative

A

giving physical support
pro- gives kinaesthesis
con- can provide false sense of security - over confidence
good for cognitive learners

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6
Q

massed practice

A

a skill being repeatedly practiced without a rest period

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7
Q

distributed practice

A

a skill being practiced in chunks and then resting and the practicing the skill again

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8
Q

eg of complex skill

A

a long corner in hockey as loads of factors have to be considered

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9
Q

eg of simple skill

A

running as doesn’t require much decision making

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10
Q

simple to complex skill continium

A

the amount of decisions to make during a skill

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11
Q

open to closed skill continium

A

the extent to which the environment has an effect on the skill

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12
Q

fine to gross skill continium

A

if the muscle groups required for skill are large or small

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13
Q

eg of open skill

A

catching a high ball in cricket when outside

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14
Q

eg of closed skill

A

free throw in basket ball

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15
Q

eg of fine skill

A

a dart throw as small muscle group used

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16
Q

eg of gross skill

A

a rugby tackle as large muscle groups are used

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17
Q

organisation skill continuum

A

if a skill is able to be broken down into subroutines

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18
Q

eg of high organisation skill

A

a somersault as can’t be broken down into sub routines

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19
Q

eg of low organisation skill

A

triple jump as easily broken down into subroutines

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20
Q

pacing continnum

A

extent to which a skill is self paced or externally paced

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21
Q

eg of self paced skill

A

a serve in tennis

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22
Q

eg of externally paced skill

A

recieving a pass in hockey

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23
Q

operant conditioning

A

learning by association with environment, the action is shaped and reinforced

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24
Q

OC- positive reinforcement

A

rewarding a player with praise when skill is performed correctly

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25
OC - negative reinforcement
when a skill is done right the coach will stop shouting
26
OC- shaping
praising something for being done correctly even if end result isn't great
27
OC- punishment
coach shouting at player when performance is bad
28
OC- rewards
an external factor ( item or praise) given when something is done right
29
eval of rewards in OC
- good as can speed up process of learning - good as effective for young children - reward can mean more than the activity - once reward is removed , motivation is lost
30
negative feedback
focusing on weaknesses in performance good for experts as can be aware of what they've done wrong
31
knowledge of performance
feedback on technique and performance and not the end results good for experts as they can adjust play can show them they played well even if bad result
32
positive feedback
focusing on the things that went well good for beginners as motivating
33
knowledge of result
feedback on result of the game - weather it was a win or a loss
34
SMART goals
specific measurable acheivable recordable timed
35
3 benefits of goal setting
focus attention increase motivation build confidence
36
what makes a goal effective
if it follows the SMART principle
37
negative of goal setting
if don't follow smart principle
38
continuity continuum
discrete - obvious beginning or end ( football pass) serial - follow a specific sequence ( triple jump) continuous - no obvious beginning or end ( running )
39
positive transfer
when the learning of one skill positively effects the learning of another
40
negative transfer
when the learning of one skill negatively effects the learning of another
41
bilateral transfer
when learn a skill with one side of your body and teach it to yourself on the other side of the body
42
proactive transfer
when a previously learnt skill influences a new skill
43
retroactive transfer
when a new skill influences a previously learnt skill
44
how to optimise effect of positive transfer
understanding similarities between skills make sure the first skill is learnt well
45
how to minimise negative transfer
making sure the athlete understands the differences
46
cognitive theory of learning
understanding the problem as a whole and thinking about the factors that affect will help the athlete learn the skill, learning through thinking and understanding rather than connecting stimuli
47
cognitive stage of learning
performer is inconsistent and makes mistakes
48
associative stages of learning
becomes more consistent and gains a greater understanding and makes less mistakes
49
autonomous stage of learning
the performer is consistent and effective and requires little thought to perform the skill. Dominant response is correct
50
part practice - positive and negative
skill is broken down into small parts and once these are mastered it's brought back together - good for beginners - takes longer
51
whole practice -positive and negative
skill is taught in its whole , not broken down - can overload for begginers - helps develop kinaesthesis
52
progressive part practice - positive and negative
the different parts of skill are taught and gradually brought together - good for high organisation skills - if one part isn't good then effects all of it
53
whole part whole practice - positive
skill is taught as a whole , then broken down into parts , then done as a whole again - useful for beginners as can gain a feel but also be gradual -
54
fixed practice- positive
whole movement of a skill is repeatedly practiced in same situations - quickly learnt
55
varied practice- positive
skill is repeatedly practiced in different situations - helps them gain decision making
56
Thorndike's 3 laws
the laws are linked to OC as they explain how strong the SR bond is depends on the extent to which they're applied
57
Thorndikes laws of exercise
repetition or rehearsal of the SR bonds are more likely to strengthen them
58
Thorndikes laws of effect
the more pleasant an outcome is the more likely the action will be repeated
59
Thorndike's law of readiness
the performer must be ready , both physically and mentally
60
4 processes of SLT
attention retention - remembering motor reproduction motivation
61
intrinsic feedback - positive and negative
type of feedback that's internal and comes from propio receptors in muscles - readily available and likely to be accurate - if at cognitive stage then not effective as not developed kinaesthesis
62
extrinsic feedback - positive and negative
an external source telling you how you performed - may lead to improvements as athlete may not be aware of problem - inaccurate feedback can lead to demotivation or negative transfer
63
strategies to remember information
chunking , rehearsal , association
64
Sensory register
takes information from the environment goes to STM my selective attention duration - milliseconds capacity - unlimited
65
selective attention
relevant info is filtered through into STM and irrelevant info is lost or forgotten
66
STM
duration - 18-30s capacity - 7 +- 2 if info is rehearsed it can pass into LTM
67
LTM
duration - unlimited capacity - unlimited continuous rehearsal will lead to a skill being autonomic
68
Craick and Lockhart memory model- depth of processing model
info will be transferred to LTM if - info is considered - info is understood - info has a meaning
69
Craick and Lockhart memory model- levels of processing
structural level - what words look like phonetic level - what words sound like semantic level - what words mean
70
MSM- advantages and disadvantages
simplifies memory process so understandable too simplified
71
Levels of processing - advantages and disadvantages
explains well that the longer we consider info , the more we remember it longer processing time doesn't always lead to better recall.

PE paper 2 (2 decks)

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