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PE ~ skill aquisition > Skill Continuum, Transfer of Skills and Practice for Learning > Flashcards

Skill Continuum, Transfer of Skills and Practice for Learning Flashcards

1
Q

Aesthetically pleasing description

A

The skill is good to watch

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2
Q

Aesthetically pleasing sporting example

A

In gymnastics the toes are pointed during routine

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3
Q

Consistent description

A

The skill is repeated with high sucess rate

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4
Q

Consistent sporting example

A

A netballer scoring 85% of shots during the season

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5
Q

Efficient description

A

The skill is produced with least amount of energy and in quickest time

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6
Q

Efficient sporting example

A

100 meter sprint

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7
Q

Fluent description

A

The skill is preformed smoothly

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8
Q

Fluent sporting example

A

Gymnastic floor routine with twists and tumbles

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9
Q

Learned description

A

The skill has been developed through practice

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10
Q

Learned sporting example

A

A free kick in football going into the top corner

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11
Q

Accurate description

A

The skill is precise

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12
Q

Accurate sporting example

A

A penalty in football going into the corner to avoid being saved by the goalkeeper

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13
Q

Goal directed description

A

The skill is performed with a clear aim in mind

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14
Q

Goal directed sporting example

A

A slap hit in hockey to go into the bottom corner of the goal

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15
Q

Mnemonic for characteristics of skills

A

ACEFLAG

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16
Q

Continua’s

A

Open to closed
Gross to fine
Self paced to externally paced
Highly organised to low organisation
Simple to complex
Discrete to serial to continuous

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17
Q

Open description

A

The sporting environment changes while the skill is being preformed, performers must adapt and high amount of decision making requires

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18
Q

Open sporting example

A

A chest pass is an open skill because team mates and opposition move constantly around as you prepare to pass the ball

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19
Q

Closed description

A

The sporting environment and conditions are stable, enabling performer to repeat the same movement pattern, these are few decisions to make

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20
Q

Closed sporting example

A

Preforming a backwards roll in gymnastics is closed, as the environment does not change

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21
Q

Gross description

A

Large muscle groups are used to perform the skill

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22
Q

Gross sporting example

A

A sprint start, as quadriceps are used to drive out of the blocks

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23
Q

Fine description

A

Small muscles are used to preform the skill that requires precision

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24
Q

Fine sporting example

A

A dart shot as it uses muscles in the hand to stabilise dart

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25
Q

Self paced description

A

The performer is in control of the speed and timing of the skill

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26
Q

Self paced example

A

The hammer throw is a self paced because performer decides when to begin the rotations and also dictates how fast they spin

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27
Q

Externally paced description

A

The performer must adapt as they have no control of the speed and timing of the skill

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28
Q

Externally paced example

A

When receiving a hockey pass from a team mate, the performer reacts to speed and direction of pass

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29
Q

Highly organised description

A

The skill is difficult to break down into subroutines due to the speed of the action performed

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30
Q

Highly organised example

A

A sprint start because it is performed rapidly and is hard to break into subroutines

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31
Q

Low organised description

A

The skill can be broken down into subroutines and can be practised in isolation

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32
Q

Low organised example

A

Back crawl in swimming as can be broken down into arms and legs or just arms

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33
Q

Simple description

A

Limited decision making is required

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34
Q

Simple example

A

A forward roll as there is little information to process and decisions

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35
Q

Complex description

A

Several decisions must be made

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36
Q

Complex sporting example

A

Centre player in rugby, running with the ball, has to take into account their players and opposition, lots of decisions have to be made

37
Q

Discrete description

A

The skill has clear beginning and ending, one distinct ending

38
Q

Discrete example

A

Pirouette in dance

39
Q

Serial description

A

A number of discrete skills performed together sequentially

40
Q

Serial example

A

The run hop step jump and landing of a triple jump are discrete skills performed together

41
Q

Continuous description

A

The skill has no clear beginning middle and end, the end of one subroutine is the start of another

42
Q

Continuous example

A

Cycling and swimming strikes are continuous

43
Q

Transfer of learning

A
  • Positive
  • negative
  • zero
  • bilateral
44
Q

Positive description

A

Learning a skill facilitates the learning of an additional skill

45
Q

Positive example

A

Learning how to throw overarm helps with learning how to serve in volleyball

46
Q

Negative description

A

Learning a skill inhibits the learning of an additional skill

47
Q

Negative example

A

Learning the forehand drive in tennis hinders the forehand clear in badminton

48
Q

Zero description

A

No similarities between tasks and no effect on either skill

49
Q

Zero example

A

Learning to tacked in rugby has no effect on a tumble turn

50
Q

Bilateral description

A

Learning and performing a skill on one side of the body is transferred to other side

51
Q

Bilateral example

A

Learning how to play snooker shots with one hand then and can be transferred to other side

52
Q

Coaching positive transfer

A
  • Ensure performer was learnt skill completely before developing the skill
  • make training and skills close as possible to game situations eg: replace cones with people
  • give praise/ positive reinforcement
  • avoid teaching similar skills together eg: tannins and badminton skills as increased likely hood for negative transfer
53
Q

Methods of presenting practise

A

Whole, whole-part-whole,progressive part

54
Q

Whole method

A

The skill is presented in its entirely and not broken down into subroutines

55
Q

Whole method use

A

Skill is: highly organised, continuous, simple, discrete, fast and not dangerous
Performer is: autonomous

56
Q

Whole method advantages

A

Kinaesthesis is developed, fluency between subroutines is maintained, not time consuming, creates clear mental image, easily transferred into full game, aids understanding

57
Q

Whole method disadvantages

A

Not ideal for cognitive performers, can cause information overload and fatigue, must be physically capable of producing the full skill

58
Q

Whole method examples

A

Golf swing, tennis serve, cycling, forward roll

59
Q

Whole-part-whole method

A

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

60
Q

Whole-part-whole use

A

Skill is: complex and fast
performer is: cognitive or autonomous and concentrating on a specific weakness

61
Q

Whole-part-whole advantages

A

Kinaesthesis is maintained in the whole, weak parts can be improved, fluency between subroutines is maintained in the whole, confidence and motivation improved as success made

62
Q

Whole-part-whole disadvantages

A

Time consuming, cannot be used with highly organised skillsrinathesis can be affected negatively is not integrated quickly

63
Q

Whole- part -whole example

A

Front crawl
Whole - full stroke
Part- practise arm actions
Whole - full stroke again with new arm actions

64
Q

Progressive part method

A

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

65
Q

Progressive part use

A

Skill is: low organisation, serial, complex, dangerous
Performer is: cognitive

66
Q

Progressive part advantage

A

Focusing on just one part of the skill reduces change of overload or fatigue, aids understanding of both parts, confidence and motivation increase, danger reduced

67
Q

Progressive part disadvantages

A

Very time consuming, cannot use with highly organised skills, fluency can be negatively affected, kinasthesis of skill not experienced till end

68
Q

Progressive part example

A

Triple jump:
Teach hop, then teach step, then together, teach jump then all together hop, step, and jump

69
Q

Types of practise

A

Massed
Distributed
Variable
Mental

70
Q

Massed practise

A

Continuous practice without rest periods

71
Q

Massed used

A

Spill is: discrete, closed, selfpaced, simple
Preformer is: highly motivated, autonomous, and physically fit

72
Q

Massed advantages

A

Overlearns skill so becomes habitual, motor programmes are formed, improves fitness

73
Q

Massed disadvantage

A

Caused fatigue, preformer may not be physically capable of undertaking the practice, no time for feedback

74
Q

Massed examples

A

Badminton player attempting to perfect a short serve

75
Q

Distributed practice

A

Practice with rest periods included

76
Q

Distributed use

A

Skill is: continuous, complex, serial, low organisation, externally paced, open
Performer is: cognitive, unfit, lacking motivation

77
Q

Distribute advantages

A

More effective than massed, allows time for physical recovery, allows time for mental practice, coach can give feedback, motivational

78
Q

Distributed disadvantage

A

Time consuming, can cause negative transfer

79
Q

Distributed example

A

A swimmer practicing stroke technique

80
Q

Variable practice

A

Practising skills and drills in a constantly changing environment

81
Q

Variable use

A

Skill is: open, externally paced, complex
Performer is: cognitive, lacking motivation

82
Q

Variable advantages

A

Develops a schema, Increase motivation, performer gains experience in a range of situations, positive transfer from training game

83
Q

Variable disadvantage

A

Time consuming, can cause fatigue,information over load, can cause negative transfer

84
Q

Variable example

A

In a 3 v2 drill in rugby, players develop passing technique can be use in games

85
Q

Mental practise

A

Going over a skill in the mind,internal and external

86
Q

Mental use

A

Skill is: complex, serial
Performer is: cognitive, to build image or autonomous, focus on tactics

87
Q

Mental advantages

A

Produces a clear mental image, performers can see themselves being successful, can rehearse strategies, increase confidence, reduce anxiety, muscles are stimulated, reaction time improves

88
Q

Mental disadvantage

A

Difficult for cognitive performers to complete efficiently, mental image must be accurate,difficult if environment is not quiet

89
Q

Mental example

A

Triple jump visulising stages of jump before beginning

PE ~ skill aquisition (2 decks)

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