Skill Aquisition Yr 1 Flashcards
Difficulty continuum
Simple skills - few sub-routines, taught as a whole
Eg. Sprint start in swimming
Complex skills - lots of attention and decisions, taught in stages
Eg. Slip catch in cricket
Environmental continuum
Open skills - unpredictable, lots of decision making
Eg. Passing in football
Closed - predictable, little decision making
Eg. Tennis serve
Pacing continuum
External - controlled by environment, involves reaction
Eg. Sprint start
Self - controlled by performer, habitual
Eg. Tennis serve
Muscular involvement continuum
Gross - large muscle movement, little need for precision
Eg. Olympic weight lifting
Fine - smal muscle group, need for precision and hand-eye coordination
Eg. Snooker shot
Continuity continuum
Discrete - clear beginning and end
Eg. Penalty flick
Serial - number of sub-routines, several phases
Eg. Triple jump
Continuous - no definite beginning and end
Eg. Cycling
Organisational continuum
Low - uncomplicated, discrete sub-routines
Eg. Gymnastics routine
High - can’t be practiced separately, complex
Eg. Golf swing
Whole practice
Entirety
Develops kinaesthetic feel
Eg. Cycling
Part practice
Fractionalisation
Skill broken down, parts are practiced in parts then put together
Eg. Triple jump
Whole part whole practice
Entirety, fractionalisation, entirety
Eg. Swimming
Progressive part practice
Segmentation, chaining
Eg. Dance routine
Massed practice
Repeated, no rest
Eg. Shooting in football Closed
Distributed practice
Work, rest, work
Eg. Gymnastics floor routine
Varied practice
Changing
Eg. Passing in football
Fixed practice
Unchanging
Eg. Penalty kick
Evaluate whole practice
Kinaesthetic feel
Quicker
De-motivation
Info overload
Evaluate progressive part practice
Complex skills
No info overload
Time consuming
Evaluate part practice
Reduce info overload
Develops confidence
Increase motivation
Difficult to develop kinaesthetic feel
Difficult to transfer
Evaluate whole-part-whole practice
Quicker
Kinaesthetic feel
Not suitable for highly organised skills
Evaluate massed practice
Good for experienced performers
Simple and discreet skills
Leads to fatigue
Can be de-motivating
Evaluate distributed practice
Prevents boardem
Low fitness levels needed
Time consuming
Skills need reintroducing
Evaluate fixed practice
Good for closed skills
Makes movement habitual
Not suitable for open skills
Evaluate varied practice
Develops schema
Increased decision making
Motor programmes need to be established
Not suitable for closed skills
What is transfer
The influence that one skill has on the learning and performance of another
Describe positive transfer
One skill enhances the learning and performance of another
Eg. Overarm throw can aid javelin throw
Describe negative transfer
One skill impedes the development of another
Eg. Tennis shot requires firm wrist it badminton needs relaxed wrist
Describe proactive transfer
Previously learnt skill influence learning of new ones
Eg. Overarm throw to javelin
Describe retroactive transfer
Newly learned skills influence skills already learnt
Eg. Football to rugby
Describe bilateral transfer
Skills can be transferred from side of the body to the other
Eg. Striking with both feet in football
How coach a coach optimise positive transfer
- highlight similarities between skills
- use similar practice situations
- activities replicate situations
- highlight similarities in information processing
Describe operant conditioning as a theory of learning
- Association - link stimulus to response
- Correct behaviour is reinforced
- Strengthens the s-r bond
- Performer will learn skill faster if reinforcement
- Trial and error
- Negative reinforcement strengthens s-r bond
- Punishments can weaken s-r bond
- Environmental manipulation could improve bond
- Shaping learning shapes or modifies behaviour
- Thorndikes law should be considered
