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Sport > Skill Aquisition Yr 1 > Flashcards

Skill Aquisition Yr 1 Flashcards

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Sports Trivia flashcards
1
Q

Difficulty continuum

A

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

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2
Q

Environmental continuum

A

Open skills - unpredictable, lots of decision making
Eg. Passing in football

Closed - predictable, little decision making
Eg. Tennis serve

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3
Q

Pacing continuum

A

External - controlled by environment, involves reaction
Eg. Sprint start

Self - controlled by performer, habitual
Eg. Tennis serve

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4
Q

Muscular involvement continuum

A

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

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5
Q

Continuity continuum

A

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

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6
Q

Organisational continuum

A

Low - uncomplicated, discrete sub-routines
Eg. Gymnastics routine

High - can’t be practiced separately, complex
Eg. Golf swing

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7
Q

Whole practice

A

Entirety
Develops kinaesthetic feel
Eg. Cycling

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8
Q

Part practice

A

Fractionalisation
Skill broken down, parts are practiced in parts then put together
Eg. Triple jump

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9
Q

Whole part whole practice

A

Entirety, fractionalisation, entirety
Eg. Swimming

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10
Q

Progressive part practice

A

Segmentation, chaining
Eg. Dance routine

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11
Q

Massed practice

A

Repeated, no rest
Eg. Shooting in football Closed

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12
Q

Distributed practice

A

Work, rest, work
Eg. Gymnastics floor routine

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13
Q

Varied practice

A

Changing
Eg. Passing in football

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14
Q

Fixed practice

A

Unchanging
Eg. Penalty kick

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15
Q

Evaluate whole practice

A

Kinaesthetic feel
Quicker

De-motivation
Info overload

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16
Q

Evaluate progressive part practice

A

Complex skills
No info overload

Time consuming

17
Q

Evaluate part practice

A

Reduce info overload
Develops confidence
Increase motivation

Difficult to develop kinaesthetic feel
Difficult to transfer

18
Q

Evaluate whole-part-whole practice

A

Quicker
Kinaesthetic feel

Not suitable for highly organised skills

19
Q

Evaluate massed practice

A

Good for experienced performers
Simple and discreet skills

Leads to fatigue
Can be de-motivating

20
Q

Evaluate distributed practice

A

Prevents boardem
Low fitness levels needed

Time consuming
Skills need reintroducing

21
Q

Evaluate fixed practice

A

Good for closed skills
Makes movement habitual

Not suitable for open skills

22
Q

Evaluate varied practice

A

Develops schema
Increased decision making

Motor programmes need to be established
Not suitable for closed skills

23
Q

What is transfer

A

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

24
Q

Describe positive transfer

A

One skill enhances the learning and performance of another
Eg. Overarm throw can aid javelin throw

25
Q

Describe negative transfer

A

One skill impedes the development of another
Eg. Tennis shot requires firm wrist it badminton needs relaxed wrist

26
Q

Describe proactive transfer

A

Previously learnt skill influence learning of new ones
Eg. Overarm throw to javelin

27
Q

Describe retroactive transfer

A

Newly learned skills influence skills already learnt
Eg. Football to rugby

28
Q

Describe bilateral transfer

A

Skills can be transferred from side of the body to the other
Eg. Striking with both feet in football

29
Q

How coach a coach optimise positive transfer

A
  • highlight similarities between skills
  • use similar practice situations
  • activities replicate situations
  • highlight similarities in information processing
30
Q

Describe operant conditioning as a theory of learning

A
  1. Association - link stimulus to response
  2. Correct behaviour is reinforced
  3. Strengthens the s-r bond
  4. Performer will learn skill faster if reinforcement
  5. Trial and error
  6. Negative reinforcement strengthens s-r bond
  7. Punishments can weaken s-r bond
  8. Environmental manipulation could improve bond
  9. Shaping learning shapes or modifies behaviour
  10. Thorndikes law should be considered

Sport (4 decks)

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