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A-level PE > skill aquisition > Flashcards

skill aquisition Flashcards

1
Q

define skill

A

the learned ability to bring about predetermined results with the minimum outlay of time, energy or both

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2
Q

define open skill

A

a skill performed in an unpredictable environment

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3
Q

define closed skill

A

a skill performed in a predictable environment

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4
Q

define gross skill

A

a skill that uses large muscle groups

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5
Q

define fine skill

A

a skill that uses small muscle groups

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6
Q

define self-paced skill

A

when the performer controls the start and the speed of the skill

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7
Q

define externally paced skill

A

when the performer has no control over the start and the speed of the skill

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8
Q

define discrete skill

A

a skill that has a clear beginning and end

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9
Q

define serial skill

A

a skill that contains several discrete skills in order to make a more integrated movement

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10
Q

define low organised skill

A

a skill that is easily broken into parts

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11
Q

define high organised skill

A

a skill that is not easily broken into parts

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12
Q

define simple skill

A

a skill that requires few decisions when being performed

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13
Q

define complex skill

A

a skill that requires decision making using lots of information when performed

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14
Q

continua (x6)

A

Continuity - discrete (very clear start/finish), serial (chain of discrete skills), continuous (no clear start/finish)

Organisation - high (hard to break down), low (easy to break down)

Environmental influence - open (unpredictable and changing), closed (predictable)

Extent of muscles used - gross (large muscle groups), fine (smaller muscle groups)

Control and rate of execution - self paced (performer controls start and speed of skill), externally paced (no control of start or speed)

Degree of difficulty - simple (few decisions), complex (many decisions)

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15
Q

state the characteristics of skill

A

A - aesthetically pleasing
C - consistent
E - efficient
F - fluent
A - accurate
C - controlled
E - economical

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16
Q

Explain using a sports example justification of skill placement on each of the continua

A

A skill classified as one thing can change in different situations and as the game or performance develops, skills can be classified in different ways. E.g. isolated practice of basketball dribble, players lined up and practicing in turn without opposition (closed), practice of 3v2 or in game (open)

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17
Q

define transfer

A

the effect of learning and performance of one skill on the learning and performance of another

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18
Q

define positive transfer

A

when the learning of one skill helps the learning of another

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19
Q

define negative transfer

A

when the learning of one skill hinders the learning of another

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20
Q

define zero transfer

A

when the learning of one skill has no impact on the learning of another

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21
Q

define bilateral transfer

A

when the learning of one skill is passed across the body from limb to limb

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22
Q

what is a sports example of positive transfer

A

a basketball pass and netball pass (similar actions)

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23
Q

what is a sports example of negative transfer

A

tennis serve (uses the arm) and badminton serve (uses the wrist) - similar environments but different movements - leads to confusion

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24
Q

what is a sports example of zero transfer

A

the swimming arm action and foot placement in rock climbing

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25
Q

what is a sports example of bilateral transfer

A

a right-footed footballer being encouraged to use their left foot so their left foot becomes equal to their right

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26
Q

how can a coach ensure positive transfer

A

•positive transfer can be encouraged by making sure that training is realistic - the use of cones or rugby tackle bags is replaced by real people in small games
•the coach should make sure the skill is well learned before moving onto an advanced skill - slow, planned progression
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—>the coach could reward and reinforce the players for the correct adaptation of positive transfer by praising players for using skills with similar actions

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27
Q

Define whole practice

A

Practicing the skill in its entirety

28
Q

Define Whole-part-whole practice

A

Assessing the skill, identifying a weakness to practice, then putting the skill back together

29
Q

Define progress part practice

A

Practicing the first part of the skill then adding parts gradually, sometimes called chaining

30
Q

Define chaining

A

Linking the sub-routines, or parts of the task, together in order when practicing

31
Q

Evaluate whole practice

A

Use when: skill is fast, highly organised, can be broken down, simple, feel of whole task is required, advanced performer, links need maintaining

E.g. golf swing

Advantages: create images (memory), realistic (positive transfer), consistency, good habits, automatic

Disadvantages: unnecessary demands (unable to cope), fatigue if no break, too much info to process

32
Q

Evaluate whole-part-whole practice

A

Use when: beginner doing complex task

Advantages: motivation after correcting weakness, immediate feedback, improve performance, correct errors, integration of sub-routines maintained, maintain feel for whole skill

Disadvantages: negative transfer if parts not put whole in same session, time consuming

33
Q

Evaluate progressive part practice

A

Used when: skill is low organised, can be broken down so each part is clear, complex skill - feature isolated

Advantages: focus on one aspect, rest (reduce fatigue), increase motivation from success of a part, improve confidence

Disadvantages: time consuming, neglect feel of whole task, negative transfer between each sequence of the skill

34
Q

Define massed practice

A

No rest intervals

35
Q

Define distributed practice

A

Rest intervals

36
Q

Define mental practice

A

Going over the skill in the mind without movement

37
Q

Define varied practice

A

Changing the practice type + the practice drills

38
Q

Evaluate massed practice

A

When Skill is: discrete, simple, closed, highly organised, self-paced
Advantages: forms motor programmes, increase fitness, enhances over learning, good for habitual responses, efficient
Disadvantages: no time for feedback, fatigue, too demanding
E.g. basketball player practicing a free throw

39
Q

Evaluate distributed practice

A

when Skill is: continuous, complex, low organised, can break it down, serial, externally paced
Advantages: allows recovery, less mental pressure, allows mental rehearsal/feedback, reduces danger
Disadvantages: time consuming, negative transfer.
E.g. a Swimmer practicing stroke technique in training

40
Q

Evaluate varied practice

A

When skill is: complex, easy part at first then add, open, externally paced
Advantages: builds a schema, gives motivation, allow adaptation Disadvantages: time consuming, possibility of a negative transfer, fatigue, too demanding
E.g. players practicing a football pass

41
Q

Evaluate mental practice

A

When Skill is: serial, complex, novice + expert, internal: emotions, external: mental picture of environment
Advantages: improves reaction time, builds motor programmes, builds confidence, controls anxiety
Disadvantages: must be correct, environment must be calm
E.g. a performer on the trampoline going over the routine before competition

42
Q

State the 3 stages of learning

A

•cognitive
•associative
•autonomous

43
Q

Define + Explain the cognitive stage of learning

A

The first stage of learning used by a novice. Understanding + sub-routines explored by trial + error.

•think carefully about their actions (understanding is limited)
•extrinsic feedback required
•slow + uncoordinated movements
•motor programmes not yet developed
•trial + error approach
E.g. novice hockey player working out the actions of a pass

44
Q

Define + Explain the associative stage of learning

A

The second stage of learning as motor programmes are developed + performance is smoother.

•movement from competent beginner to accomplished performer
•lots of practice
•trial + error may still be used
•more intrinsic feedback
•moving towards elite
•smoother, more controlled + coordinated movement

45
Q

Define + Explain the autonomous stage of learning

A

The final stage of learning used by expert when movement is detailed + specific.

•actions are fluent, efficient + automatic
•concentrate on finer details (basics are habitual)
•motor programme fully developed

46
Q

Define learning

A

A permanent change in behaviour as a result of practice

47
Q

Define performance

A

A temporary occurrence that can change from time to time because of many external + internal influences

48
Q

Define feedback

A

Information to aid error correction

49
Q

Define positive feedback

A

Encouragement

50
Q

Define negative feedback

A

Error correction

51
Q

Define extrinsic feedback

A

From an outside source

52
Q

Define intrinsic feedback

A

From within

53
Q

Define knowledge of results

A

Concerns the outcome

54
Q

Define knowledge of performance

A

About technique

55
Q

Link stages of learning + type of feedback

A

Cognitive - positive, extrinsic, result
Associative - a mixture of everything
Autonomous - negative, intrinsic, performance

56
Q

Define plateau

A

A period of no improvement in performance

57
Q

Define + explain drive reduction

A

An end-of-task period when performance gets worse

Performer gained success + initial drive to succeed lost, challenge of mastering task overcome + new challenge or extension needed to maintain motivation

58
Q

Explain the learning curve graph

A

A graphic illustration showing how rate of learning of performer doing a closed skill over a period of time can vary

Stage 1 - slow rate of learning + poor performance, new task + cognitive stage of learning

Stage 2 - rapid acceleration in rate of learning, mastering task + gain some success, reinforcement + motivation

Stage 3 - no improvement in rate of learning + plateau in performance

Stage 4 - period towards end of task, performance decreases due to fatigue

59
Q

State causes of the plateau

A

•lack of motivation
•boredom
•coaching
•limit of ability
•targets set too low
•fatigue

60
Q

State solutions to the plateau effect

A

•task extended, new targets/goals
•new coach
•more praise + positive reinforcement from coach
•take rests
•more variety to task
•plateau explained to performer (don’t take personal responsibility for lack of improvement)
•feedback

61
Q

Define visual guidance

A

Guidance that can be seen, a demonstration

62
Q

Define verbal guidance

A

An explanation

63
Q

Define manual guidance

A

Physical support

64
Q

Define mechanical guidance

A

An artificial aid

65
Q

Evaluate the methods of guidance

A

Visual:
Advantages - creates mental image, highlights specific weakness
Disadvantages - must be accurate or will be copied incorrectly, if too much information can cause confusion

Verbal:
Advantages - creates mental image, gives technical or tactical advice
Disadvantages - too much information can cause confusion, may lose concentration, may not understand technical terms, may give wrong type of feedback

Manual:
Advantages - eliminates danger, builds confidence, decreases fear + anxiety
Disadvantages - if over-used = effect performance, interfere with feel or lose confidence, closeness to coach may be off-putting

Mechanical:
Advantages - builds confidence, eliminates danger, early feel of whole task, can be used with disabled or injured
Disadvantages - if over-used = interfere with feel, loss of confidence, not feel independent so lose motivation, incorrect intrinsic feedback

A-level PE (4 decks)

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