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A level PE > Skill Aquisition > Flashcards

Skill Aquisition Flashcards

1
Q

What is transfer?

A

The influence that one skill has on the learning and performance of another

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2
Q

What are the 4 transfers of learning?

A

Positive, negative, zero and bilateral

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3
Q

What is positive transfer?

A

When the learning and performance of a skill helps the athlete learn and perform another skill
Eg/ overarm throw helps a volleyball serve

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4
Q

What is negative transfer?

A

When the learning and performance of a skill hinders the athlete when learning and performing another skill
Eg/ backhand in tennis hinders a backhand in badminton

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5
Q

What is zero transfer?

A

When learning and performance of one skill has no effect on the learning and performance of another skill
Eg/ front crawl has no effect on a penalty in football

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6
Q

What is bilateral transfer?

A

When learning and performance a skill on one side of the body leads to it being performing equally as well as on the opposite side of the body
Eg/ dribbling in basketball with both hands

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7
Q

What are the effects of positive transfer?

A
  • makes the training realistic
  • reinforcement of rewards
    -eliminate bad habits early
  • skill is well learnt before moving on
  • highlight similarities between skills
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8
Q

What are the effects of negative transfer?

A
  • understanding the requirements of the task before practicing
  • environment of practice replicates the real situation
  • conflicting skills should not be taught close together
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9
Q

What factors influence methods of presenting practice? (5)

A
  • skill type
  • level of performer
  • environment
  • time available
  • size/ structure of the group
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10
Q

What is whole practice?

A

Performing the skill in it’s entirety without breaking it into sub routines

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11
Q

What is whole-part-whole practice?

A

When the learner attempts the full skill, then one subroutine is practiced in isolation before being integrated back into the entire skill

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12
Q

What is progressive part training?

A

When the first subroutine is taught and practiced until perfected and the rest of the parts are then added sequentially until the whole skill can be performed

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13
Q

Whole practice skill characteristics

A
  • fast ballistic and discrete
  • highly organised
  • simple skill
  • autonomous
  • self paced and closed
    Eg/ golf swing
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14
Q

Positives and negatives of whole practicing

A

+ creates clear mental image
+ improves skill consistency and fluency
+ kinaesthesis can be developed
- not suitable for beginners
- can cause information overload
- can cause fatigue

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15
Q

Whole-part-whole practice characteristics

A
  • fast and ballistic
  • complex skill
  • cognitive learner
  • autonomous learners
    Eg/ front crawl
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16
Q

Positives and negatives of whole-part-whole practicing

A

+ kinaesthesis can be maintained
+ weak parts of the subroutines can be improved
+ confidence increases when siccess is achieved
- time consuming to isolate subroutines
- cannot be used with highly organised skill
- kinaesthesis can be negatively affected if the part is not integrated effectively

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17
Q

progressive part practice characteristics

A
  • low organised
  • serial
  • complex
  • dangerous
  • cognitive learner
    Eg/ triple jump
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18
Q

Positives and negatives of progressive part practice

A

+ reduces overload and fatigue
+ cofidence and motivation increases success in each part
+ focuses on one part of the skill at a time
- time consuming
- cannot be used with highly organised skills
- kinaesthesis is not fully experienced

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19
Q

What is grooving?

A

overlearning a skill by practicing to perfection

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20
Q

What are the 4 types of practice?

A

Massed, distributed, variable and mental

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21
Q

What is massed practice?

A

Continuous practice without rest periods

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22
Q

What are the characteristics of massed practice?

A
  • discrete
  • closed
  • self paced
  • simple
  • highly motivated autonomous learner who is physically fit
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23
Q

Positives and negatives of massed practice

A

+ promotes and improves fitness
+ motor programmes are formed and stored in the long term memory
+ efficient use of time
- can be fatiguing
- no time for feedback unless it’s concurrent
- players eed to keep motivated

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24
Q

What is distributed practice?

A

Practice with rest periods included

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25
Q

What are the characteristics of distributed practice?

A
  • complex
  • serial and low organised
  • externally paced
  • open
  • dangerous
  • continuous
  • cognitive, unmotivated performer who is not physically fit
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26
Q

Positives and negatives of distributed practice

A

+ good for beginners
+ allows time for terminal feedback
+ allows time for recovery after a tough session
- time consuming
- not useful for autonomous learners
- causes negative feedback because breaks are not productive

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27
Q

What is varied practice?

A

Practising skills in a constantly changing environment

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28
Q

What are the characteristics of varied practice?

A
  • open
  • externally paced
  • complex
  • cognitive, unmotivated performer
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29
Q

Positives and negatives of varied practice

A

+ allows player to adapt to changing environment
+ positive transfer from training to games
+ increases motivation and confidence
- time consuming
- might cause fatigue and overload
- risk of negative transfer if skill is not integrated properly

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30
Q

What is mental practice?

A

When an athlete goes through a performance in their mind without creating movement

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31
Q

What are the characteristics of mental practice?

A
  • complex
  • serial
  • cognitive (short key parts)
  • autonoumous (specific strategies)
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32
Q

Positives and negatives of mental practice

A

+ increases confidence and reduces anxiety
+ performers can see themselves as successful
+ stimulates muscles
- mental image might not be accurate
- difficult if environment isn’t quiet

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33
Q

What is internal mental practice?

A

Seeing yourself perform from within through your own eyes and being aware of your emotions

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34
Q

What is external mental practice?

A

Seeing your performance from an outside perspective where your body is like a spectator

35
Q

What is learning?

A

A permanent change of behaviour as a result of practice

36
Q

What is performance?

A

A temporary occurance that can change from time to time because of many internal and external influences

37
Q

What are motor programmes?

A

A set of movements stored in long term memory that specify the components of a skill

38
Q

What are the 3 stages of learning?

A

Cognitive, associative and autonomous

39
Q

Cognitive stage of learning

A

The first stage of learning used by a novice, understanding subroutines which are explored by trial and error

40
Q

What are the characteristics of the cognitive learning stage?

A
  • uncoordinated movement
  • many mistakes made
  • require guidance for cues to focus on
  • attention is on how to perform the skill
41
Q

Associative stage of learning

A

The second stage of learning as motor programmes are developing and performance is smoother

42
Q

What are the characteristics of the associative learning stage?

A
  • smoother movement
  • errors become fewer and less gross
  • begin to use internal feedback to detect errors
  • practice skill in variety of conditions
43
Q

Autonomous stage of learning

A

The final stage of learning used by an expert when the movement is detailed and specific

44
Q

What are the characteristics of the autonomous learning stage?

A
  • movement is automatic, controlled and detailed
  • motor programmes fully formed
  • confidence increases so less need for feedback
  • concentrate on fine details and tactics
45
Q

What is a learning plateau?

A

A period of no improvement in practice

46
Q

What is drive reduction?

A

Decline in the rate of learning and improvement, causing the performance to deteriorate

47
Q

What are the causes of learning plateau?

A
  • lack of motivation
  • reached ability limit
  • poor coaching
  • incorrect goal setting (too high/ low)
  • lack of fitness
48
Q

What are the solutions for a learning plateau?

A
  • use more praise and rienforcement
  • use varied practice
  • alternative coaching methods
  • set goals using SMARTER principles
  • training more often and intensly
49
Q

What is feedback?

A

Informations revieved by a performer to aid error correction

50
Q

What is the purpose of feedback?

A
  • rienforce correct actions
  • correct errors
  • eliminate bad habits
  • act as a motivator
  • build confidence
51
Q

What are the 6 types of feedback?

A

negative, positive, intrinsic, extrinsic, knowledge of performance and knowledge of results

52
Q

What is positive feedback?

A
  • information about what was correct, so it is rienforced and more likely to be repeated in the future
  • offers motivation to maintain effort
  • rienforces stimulus responce bond
53
Q

What is negative feedback?

A
  • information about incorrect actions, so that they are not repeated and errors can be corrected
  • gives clarity about what needs to be improved
  • can be demotivating
54
Q

What is intrinsic feedback?

A
  • feedback from within using kinaesthesis
  • recieved by internal proprioreceptors
55
Q

What is extrinsic feedback?

A
  • feedback from an outside source
  • performer gains a view of what needs to be improved and how they need to do this
56
Q

What is knowledge of performance?

A

Information about why the skill was successful/ unsuccessful, including technique and quality of movement

57
Q

What is knowledge of resuts?

A

Information about whether or not a skill was successful/ unsuccessful, feedback about the outcome

58
Q

What is guidance?

A

It’s used to aid/ enhance the learning of a skill

59
Q

What are the 4 methods of training?

A

visual, verbal, manual and mechanical

60
Q

What is verbal guidance?

A

Gidance given through a verbal format, used to explain the tasks and direct performers to the key points of a task

61
Q

Positives and negatives of verbal guidance

A

+ can be given immediately during a performance
+ good for open skills that require a quick thought process
+ used with visual guidance
- information overload
- loss of concentration from lengthy explanations
- cognitive learners dont understand technical terms

62
Q

What is visual guidance?

A

Where the performer sees the correct method to complete the skill through a demonstration, video or image

63
Q

Positives and negatives of visual guidance

A

+ illustrates what the skill should look like
+ builds clear mental image
+ highlights weaknesses
- demonstrations must be accurate
- too much info can induce overload
- performer must be able to match the demonstration

64
Q

What is manual guidance?

A

Physically supporting or manipulating the performers body forcing a responce

65
Q

Positives and negatives of manual guidance

A

+ good for cognitive learners
+ whole skill can be attempted
+ reduces axiety and builds confidence
- performer can become reliant if too much support is given
- causes bad habits if guidance interfers with the feel of the skill
- demotivating if the performer can’t complete the skill by themselves

66
Q

What is mechanical guidance

A

A device/ equipment is used to shape movements and help skill performance

67
Q

Positives and negatives of mechanical guidance

A

+ good for cognitive learners
+ can help disabled or injured athletes
+ reduces axiety and builds confidence
- performer can become reliant if too much support is given
- causes bad habits if guidance interfers with the feel of the skill
- demotivating if the performer can’t complete the skill by themselves

68
Q

What do learning theories do?

A

They provide an understanding of how we learn

69
Q

What are the 4 learning theories?

A

Cognitive theory, behaviourism, social learning theory, constructivism

70
Q

What is the cognitive learning theory?

A
  • insight learning (Gestalt)
  • learning skills through experiencing the whole skill
  • using their insight (past experiences) to adapt the skill to the sporting situation
  • part learning is not effective (reduces kinaesthesis)
  • lightbulb moment
71
Q

What is the behaviourism learning theory?

A
  • operant conditioning (Skinner)
  • The use of rienforcement to ensure the correct responces are repeated
  • strengthening the lik between a stimulus and responce
  • once bond is made it increases likelihood of desired responce being reproduced
72
Q

How could a coach apply behaviourism learning theory to training?

A
  • allow for trial and error
  • positive rienforcement for correct behaviours
  • negative rienforcement for incorrect behaviours
  • manipulate environment to ensure desirable behaviour responce
    (as a resukt behaviour is shaped)
73
Q

What are the rienforcement types in behaviourism learning theory? (3)

A
  • positive rienforcement is when a pleasant stimulus is given after a correct responce
  • negative rienforcement is when an unpleasant stimulus is removed after a correct responce
  • Punishment is and unpleasant stimulus given to prevent incorrect actions being repeated
74
Q

What is the social learning theory?

A
  • observational learning (bandura)
  • learning by watching and replicating the actions of other model performers
  • models are significant others that are held in high esteem
75
Q

What makes an action more likely to be coppied in the social learning theory?

A
  • if behaviour is observed from significant other
  • model has similar characteristics
  • actions are successful
  • actions are rienforced
76
Q

What are the 4 learning stages from the social learning theory?

A

Attention, retention, motor production and motivation

77
Q

What is attention from the social learning theory?

A
  • making the demonstrations attractive to the performer
  • point out key cues of the performance
  • perfomance must be accurate
  • role model or significant other
78
Q

What is retention from the social learning theory?

A
  • being able to remember and recall the demonstration
  • demonstration is repeated
  • allow time for performer to create mental image
79
Q

What is motor production from the social learning theory?

A
  • having the physical and mental ability to actually to perform the task
  • skill needs to be at the right stage of learning for the performer
  • performer must be physically and mentally capable of coppying the skill
80
Q

What is motivation from the social learning theory

A
  • having the drive to perform the skill
  • learner must have the drive to copy the demonstration
  • coach should generate this by using praise and rewards
81
Q

What is constructivism from the social learning theory?

A
  • learning is a social process, we learn skills from the people around us who we interact with
  • role of social interaction
  • more knowledgeable other (MKO)
  • zone of proximal development
82
Q

Role of social interaction (constructivism)

A
  • interpsychological = happens before development, performer learns from people whom they interact
  • intapsychological = individual thinks about what they can do on their own and what they have learned from others
83
Q

More knowledgeable other (constructivism)

A

A person who has greater understanding of the task than they do, they offer technical advice

84
Q

Zone of proximal development (constructivism)

A
  • learner will have three levels of a skill performance
    1) what the performer can achieve independently
    2) what a performer can achieve with the help of an MKO
    3) what the performer can not do at this moment in time

A level PE (1 decks)

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