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PE > Skill aquisition > Flashcards

Skill aquisition Flashcards

1
Q

Gross skills

A

Large muscle movement using large muscle groups

Shot put

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2
Q

Fine skills

A

Intricate movements using small muscle groups

Snooker shot

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3
Q

Open skills

A

Skills affected by the environment

A tackle in football

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4
Q

Closed skills

A

Skills not affected by the environment

Free throw in basketball

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5
Q

Discrete skills

A

brief, well define actions with a clear beginning and end

a penalty in football

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6
Q

Serial skills

A

a group of discrete skills strung together

triple jump

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7
Q

Continuous skills

A

skills with no obvious beginning or end

Walking/running

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8
Q

Externally paced skills

A

the environment controls the rate of performing a skill

tackle in football

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9
Q

Internally paced skills

A

the performer controls the rate of performing a skill

javelin throw

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10
Q

Simple skills

A

straightforward with few judgements and decision

Swimming, running

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11
Q

Complex skills

A

involve many judgements and decisions

tennis serve

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12
Q

Low organisation skills

A

easy and uncomplicated, sub-routines are easy to separate and practice
swimming strokes

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13
Q

High organisation skills

A

many sub-routines are closely linked together, they cannot be broken down and practised easily
Golf swing

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14
Q

Part practice

A

Working on an isolated sub-routine with the aim of perfecting it, low organisation-complex, allows performer to make sense of the skill, i.e just the back swing in tennis

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15
Q

Whole practice

A

skills being taught without breaking parts down, high organisation skills that can’t be broken down, gives performer a kinaesthetic feel for the skill, golf swing

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16
Q

Whole-part-whole practice

A

Practising the whole skill, then practising a subroutine in isolation, then the whole skill again, serial skills or low organisation, to recognise and correct weaknesses, tennis serve being broke down

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17
Q

Progressive-part practice

A

skills are broken down into sub-routines, then progressively taught adding parts each time, complex skills, low organisation skills and serial skills, triple jump

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18
Q

Massed practice

A

Sessions involving very short or no rest intervals, good for discrete skills of short duration, needs motivated learner, simulates elements of fatigue

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19
Q

Distributed practice

A

Sessions which involve rest intervals, continuous skills, low levels of fitness or motivation, allows performer to receive feedback

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20
Q

Fixed practice

A

A specific movement is practised repeatedly in a stable environment, closed skills, allows skills to become autonomous, good for conditions which never change

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21
Q

Varied practice

A

When a skill is practised in many environments, with open skills and where the conditions must be a realistic as possible, develops perceptual and decision making skills

22
Q

Proactive transfer

A

previously learned skill affects a skill yet to be learned

23
Q

retroactive transfer

A

newly learned skill affects a skill previously learned1

24
Q

negative transfer

A

When the learning of one skill hinders the performance of another skill

25
Q

Positive transfer

A

When the learning of one skill helps the performance of another skill

26
Q

bilateral transfer

A

the transfer of learning from one limb to another

27
Q

Operant conditioning

A

Trial and error learning, a correct response is rewarded, this reinforces the correct response, therefore the good skill is shaped

28
Q

Thorndike’s laws

A

Based on strengthening S-R bond, Law of exercise-rehearsing actions strengthens reinforcement, Law of effect- If followed by a pleasant reaction then the S-R bond is strengthened vice versa, Law of readiness, athlete must be both mentally and physically capable of performing the skill

29
Q

Cognitive theory of learning

A

Learning is achieved best by learning and understanding the whole skill, thought processes are dependent on perception, learners will use intelligence and previous experience to plan or predict a situation

30
Q

Observation learning/SLT

A

skill will be copied if the role model is a significant other, usually same gender, form of visual guidance as demonstration is usually presented, ARMM

31
Q

Cognitive stage of learning

A

Learner is trying to create a mental image of the skill, demonstrations vital, trial and error practice, lots of errors, lack of co-ordination, feedback vital

32
Q

Associative stage of learning

A

This is a practice stage, errors are fewer and smaller, big improvements, detailed verbal feedback is given, motor programmes developed, still conscious thought process

33
Q

Autonomous stage of learning

A

Little conscious thought process, they can concentrate on other factors like fine tuning the skill, less need for external feedback, more intrinsic, tactics and strategies

34
Q

Verbal guidance

A

Provided by coach usually, describe how to perform an activity, reinforces good movement and identify errors, can lead to information overload

35
Q

Visual guidance

A

Images or demonstrations are used, creates a mental picture, skill can be seen at different stages, if demonstration bad then bad habits may be performers

36
Q

Manual guidance

A

Physical support by another person, helps with confidence and safety

37
Q

mechanical guidance

A

support from a mechanical device, i.e a float in swimming, helps with confidence and safety

38
Q

Intrinsic feedback

A

From internal proprioceptors about the feel of a movement, kinaesthesis is also involved

39
Q

Extrinsic feedback

A

From external sources such as teacher/coach, received by visual and auditory systems, stimulates intrinsic

40
Q

Positive feedback

A

when movement is successful, reinforces learning

41
Q

Negative feedback

A

when movement is incorrect, negative reinforcement

42
Q

Knowledge of results

A

Feedback from the outcome of results, + or -

43
Q

Knowledge of performance

A

concerns the movement itself and the quality of it

44
Q

Effective feedback

A

Should correspond to level of the performer, limit the amount of information given, relate to individual

45
Q

Atkinson and Shiffren multi store memory model

A

Sensory-(attention)-short term-(rehearsal)-long term, can be forgotten at any point, simplifies memory process too much++-,

46
Q

Selective attention

A

relevant information is filtered through into short term memory and irrelevant information forgotten

47
Q

Chunking

A

Different pieces of information can be chunked together and remembered as one

48
Q

Craik and Lockharts levels of processing model

A

suggests information will only be remembered if it is considered, understood and has meaning. There are three levels of processing; structural, phonetic, semantic

49
Q

Phonetic level

A

processing words and sounds

50
Q

Semantic level

A

Considering the meaning of words

51
Q

Structural level

A

What the words look like

PE (3 decks)

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