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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
Q

OC - negative reinforcement

A

when a skill is done right the coach will stop shouting

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26
Q

OC- shaping

A

praising something for being done correctly even if end result isn’t great

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27
Q

OC- punishment

A

coach shouting at player when performance is bad

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28
Q

OC- rewards

A

an external factor ( item or praise) given when something is done right

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29
Q

eval of rewards in OC

A
  • 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
Q

negative feedback

A

focusing on weaknesses in performance
good for experts as can be aware of what they’ve done wrong

31
Q

knowledge of performance

A

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
Q

positive feedback

A

focusing on the things that went well
good for beginners as motivating

33
Q

knowledge of result

A

feedback on result of the game - weather it was a win or a loss

34
Q

SMART goals

A

specific
measurable
acheivable
recordable
timed

35
Q

3 benefits of goal setting

A

focus attention
increase motivation
build confidence

36
Q

what makes a goal effective

A

if it follows the SMART principle

37
Q

negative of goal setting

A

if don’t follow smart principle

38
Q

continuity continuum

A

discrete - obvious beginning or end ( football pass)
serial - follow a specific sequence ( triple jump)
continuous - no obvious beginning or end ( running )

39
Q

positive transfer

A

when the learning of one skill positively effects the learning of another

40
Q

negative transfer

A

when the learning of one skill negatively effects the learning of another

41
Q

bilateral transfer

A

when learn a skill with one side of your body and teach it to yourself on the other side of the body

42
Q

proactive transfer

A

when a previously learnt skill influences a new skill

43
Q

retroactive transfer

A

when a new skill influences a previously learnt skill

44
Q

how to optimise effect of positive transfer

A

understanding similarities between skills
make sure the first skill is learnt well

45
Q

how to minimise negative transfer

A

making sure the athlete understands the differences

46
Q

cognitive theory of learning

A

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
Q

cognitive stage of learning

A

performer is inconsistent and makes mistakes

48
Q

associative stages of learning

A

becomes more consistent and gains a greater understanding and makes less mistakes

49
Q

autonomous stage of learning

A

the performer is consistent and effective and requires little thought to perform the skill. Dominant response is correct

50
Q

part practice - positive and negative

A

skill is broken down into small parts and once these are mastered it’s brought back together
- good for beginners
- takes longer

51
Q

whole practice -positive and negative

A

skill is taught in its whole , not broken down
- can overload for begginers
- helps develop kinaesthesis

52
Q

progressive part practice - positive and negative

A

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
Q

whole part whole practice - positive

A

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
Q

fixed practice- positive

A

whole movement of a skill is repeatedly practiced in same situations
- quickly learnt

55
Q

varied practice- positive

A

skill is repeatedly practiced in different situations
- helps them gain decision making

56
Q

Thorndike’s 3 laws

A

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
Q

Thorndikes laws of exercise

A

repetition or rehearsal of the SR bonds are more likely to strengthen them

58
Q

Thorndikes laws of effect

A

the more pleasant an outcome is the more likely the action will be repeated

59
Q

Thorndike’s law of readiness

A

the performer must be ready , both physically and mentally

60
Q

4 processes of SLT

A

attention
retention - remembering
motor reproduction
motivation

61
Q

intrinsic feedback - positive and negative

A

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
Q

extrinsic feedback - positive and negative

A

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
Q

strategies to remember information

A

chunking , rehearsal , association

64
Q

Sensory register

A

takes information from the environment goes to STM my selective attention
duration - milliseconds
capacity - unlimited

65
Q

selective attention

A

relevant info is filtered through into STM and irrelevant info is lost or forgotten

66
Q

STM

A

duration - 18-30s
capacity - 7 +- 2
if info is rehearsed it can pass into LTM

67
Q

LTM

A

duration - unlimited
capacity - unlimited
continuous rehearsal will lead to a skill being autonomic

68
Q

Craick and Lockhart memory model- depth of processing model

A

info will be transferred to LTM if
- info is considered
- info is understood
- info has a meaning

69
Q

Craick and Lockhart memory model- levels of processing

A

structural level - what words look like
phonetic level - what words sound like
semantic level - what words mean

70
Q

MSM- advantages and disadvantages

A

simplifies memory process so understandable
too simplified

71
Q

Levels of processing - advantages and disadvantages

A

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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