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Year 2 > Skill researchers > Flashcards

Skill researchers Flashcards

1
Q

Lebeau et al. (2016)

A

QE

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2
Q

Vine et al. (2012)

A

QE meta-analysis

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3
Q

Moore et al. (2014)

A

QE and rifle shooting

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4
Q

Wilson et al. (2011)

A

QE and technical skill

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5
Q

Wilson et al. (2010)

A

QE and surgery

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6
Q

Vine et al. (2011)

A

golf putts and QE

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7
Q

Miles et al. (2015)

A

children with DCD and QE

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8
Q

the Waterloo foundation

A

DCD children and QE

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9
Q

Wood et al. (2017)

A

DCD children and QE

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10
Q

Seger (1994)

A

explicit processes definition

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11
Q

Kellogg (1982)

A

implicit processes definition

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12
Q

Reber (1989)

A

implicit learning definition

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13
Q

Baars (1998)

A

benefits of IL

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14
Q

Reber (1992)

A

benefits of IL

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15
Q

Masters (1992)

A

IML definition

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16
Q

Norman (1982)

A

pressure and IML

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17
Q

Baumeister (1984)

A

self-focus theories of choking

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18
Q

Masters and Maxwell (2008)

A

theory of reinvestment

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19
Q

Maxwell et al. (2000)

A

choking by reinvestment

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20
Q

Gallicchio et al. (2015)

A

neurophysiological evidence for IML

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21
Q

Abernethy et al. (2012)

A

why might IML be useful - anticipation

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22
Q

Kal et al. (2018)

A

why might IML be useful - for and against

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23
Q

Masters et al. (2004)

A

Parkinson’s disease and IML

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24
Q

Masters (1992)

A

dual task learning - random letter generation and golf putt

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25
Q

Gentner (1983)

A

analogy learning

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26
Q

Maxwell et al. (2003)

A

reduced feedback and IML

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27
Q

Maxwell et al. (2016)

A

motor ability and IML

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28
Q

Mullen and Hardy (2010)

A

holistic goals and IML

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29
Q

Englert and Oudejans (2014)

A

distraction and IML

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30
Q

Oudejans et al. (2011)

A

distraction/performance worries and IML

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31
Q

Lam et al. (2010)

A

IML and PRTs

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32
Q

Zhu et al. (2011)

A

T3-Fz coherence and IML

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33
Q

Moore et al. (2013)

A

performance context and golf performance

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34
Q

Masters et al. (2005)

A

MSRS

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35
Q

Wong et al. (2008/9)

A

reinvestment and falling in older adults

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36
Q

Uiga et al. (2016)

A

reinvestment and locomotion in older adults

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37
Q

Malhotra et al. (2015)

A

movement self-consciousness and performance

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38
Q

Malhotra et al. (n.d.)

A

conscious control of movements

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39
Q

Oudejans et al. (2010)

A

direction of attention under pressure

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40
Q

Toner and Moran (2014)

A

against reinvestment

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41
Q

Toner and Moran (2015)

A

somatic reflection

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42
Q

Masters et al. (2000)

A

speed of acquisition and IML

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43
Q

Goh et al. (2012)

A

task dependence, speed of learning and IML

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44
Q

Maxwell et al. (2001)

A

errorful/less learning and explicit/implicit learning

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45
Q

Capio et al. (2011)

A

errorless learning and performance

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46
Q

Chauvel et al. (2012)

A

infrequent error learners and performance

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47
Q

Liao and Masters (2001)

A

analogy learning and performance

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48
Q

Kleynen et al. (2014)

A

analogies and stroke and walking

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49
Q

Goodwin et al. (2015)

A

analogies and PD

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50
Q

Capio et al. (2019)

A

novices and analogy learning

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51
Q

Galton (1869)

A

limits on modifiability of performance

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52
Q

Ericsson et al. (1993)

A

music expertise

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53
Q

Jones (n.d.)

A

developing sport expertise

54
Q

Starkes et al. (1996)

A

enjoyment in deliberate practice

55
Q

Cote et al. (2007)

A

Developmental Model of Sports Participation

56
Q

Cote et al. (2012)

A

underlying principle of sport programmes

57
Q

Baker et al. (2003)

A

less than 10000 hours needed to become expert

58
Q

Haugaasen and Jordet (2012)

A

starting age of soccer players and elite performance

59
Q

Baker et al. (2008)

A

sampling is critical to decision making expertise in sport

60
Q

Baker and Cote (2003)

A

can you make it if you sample? - team ball sports

61
Q

Gibbons et al. (2002)

A

can you make it if you sample? - no. sports tried

62
Q

Fraser-Thomas et al. (2008)

A

psychological and physical costs to early specialisation

63
Q

Law et al. (2007)

A

Olympic gymnasts and early specialisation

64
Q

Gould (2010)

A

specialisation or diversification? - psychology

65
Q

Cote (1999)

A

deliberate play

66
Q

Soberlak and Cote (2003)

A

ice-hockey players and early diversification

67
Q

Ford et al. (n.d.)

A

football research

68
Q

Haugaasen and Jordet (2012; 2)

A

developing expertise in football

69
Q

Helsen et al. (1998)

A

number of hours accumulated in Belgian players

70
Q

Ford and Williams (2012)

A

soccer players and early engagement

71
Q

Ford et al. (2012)

A

sport participation and expertise across countries

72
Q

Ford et al. (2010)

A

what activities are being coached - training/playing form

73
Q

Low et al. (2013)

A

What activities are being coached - playing/training form

74
Q

Roca et al. (2012)

A

what leads to better PCEs?

75
Q

Roland (1998)

A

some people unaware of their talents

76
Q

Tucker and Collins (2012)

A

talent/training model

77
Q

Tucker

A

role of genes in sport

78
Q

Epstein

A

role of genes in sport

79
Q

Durandt et al. (2011)

A

cost-effectiveness/use of talent id programmes and rugby games

80
Q

Vaeyens et al. (2009)

A

participation in early specific training and talent programmes

81
Q

Gulbin et al. (2013)

A

progression through a linear system does not seem to exist

82
Q

Gullich and Emrich (2012)

A

long term success in German athletes

83
Q

Lupo et al. (2019)

A

relative age effects

84
Q

Pickering et al. (2019)

A

genetics and talent

85
Q

Pitts and Evans (2018)

A

NFL performance and the Wonderlic test

86
Q

Kuhn (1988) and Jordet (2009)

A

25% of PKs are missed

87
Q

Jordet (2009)

A

England and Holland are the worst performers of PKs

88
Q

Yiannakos and Armatas (2006)

A

Pks have increasing importance in modern day football

89
Q

Savelsbergh et al. (2005)

A

most attention research has been done from the GKs perspective

90
Q

Dohmen (2008)

A

74.2% probability of scoring a goal while the goalkeeper can save the ball only in about 18.8% of cases

91
Q

Franks and Hanvey (1997)

A

the ball travels at speeds to 50-100m/h and so crosses the goal life after about 600ms

92
Q

Kuhn (1998)

A

70% of shots with gaze focused on the keeper - don’t look to where they are shooting

93
Q

Dicks et al. (2010)

A

gaze behaviour in football

94
Q

Wood and Wilson (2010)

A

gaze behaviour and shooting strategies in football PKs - implications of a keeper dependent approach

95
Q

Wood et al. (2017)

A

aiming to deceive - examining the role of the QE during deceptive aiming actions

96
Q

Wilson et al. (2009)

A

anxiety, attentional control and performance impairment

97
Q

van der Kamp (2011)

A

exploring the merits of perceptual anticipation in the soccer penalty kick

98
Q

Eysenck et al. (2007)

A

The most general assumption of ACT is that worry increases the allocation of attentional resources to the detection of threat-related stimuli in anxiety- inducing situations

99
Q

Corbetta and Shulman (2002)

A

The authors attribute this impairment of attentional control to a disruption in the balance of two attentional systems: a goal-directed (top–down) and a stimulus–driven (bottom-up) attentional system

100
Q

Wood and Wilson (2011)

A

QE training for soccer penalty kicks

101
Q

Savelsbergh et al. (2002)

A

visual search, anticipation and expertise in soccer goalkeepers

102
Q

Schollhorn et al. (2006)

A

study 1) explanation of differential learning

study 2) random variance produced better performance

103
Q

Schollhorn et al. (2010)

A

football - differential v traditional learning

104
Q

Schmidt (1991)

A

practice definition

105
Q

Shea and Cole (1990)

A

variability of practice - moving arm to target

106
Q

Henry (1960)

A

definition of specificity of learning

107
Q

Moradi et al. (2014)

A

specificity of learning - see/not see target

108
Q

Proteau et al. (1992)

A

specificity of learning - addition of visual feedback

109
Q

Schmidt (1977)

A

schema theory

110
Q

Wulf and Schmidt (1997)

A

a means to IML - random/repeated parts of the task

111
Q

Savelsbergh et al. (2010)

A

speed skating and differential learning

112
Q

Santos et al. (2018)

A

football creativity with differential learning

113
Q

Shea and Morgan (1979)

A

better learning when in diff conditions in learning and retention

114
Q

Goode and Magil (1986)

A

random, blocked and serial practice in learning a badminton serve

115
Q

Schollman (1994)

A

optimal movement pattern - discus throw

116
Q

Hossner et al. (2016)

A

DL v repetitive learning - not statistically significant

117
Q

Schollhorn and Bauer (1998)

A

no optimal javelin throw

118
Q

Schollhorn (2016)

A

challenged Hossner’s results

119
Q

Landin (1993)

A

variability of practice - better short term

120
Q

Buszard et al. (2014)

A

scaling of equipment

121
Q

Scott and Gray (2010

A

adaptation to heavier equipment

122
Q

Warren (2006)

A

behavioural dynamics

123
Q

Newell (1986)

A

what are constraints?

124
Q

Timmerman et al. (2017)

A

constraints and hockey performance

125
Q

Barris et al. (2013)

A

movement patterns and differing dive take-offs

126
Q

Tan et al. (2017)

A

herding behaviour and manipulating task constraints

127
Q

Vaeyens et al. (2008)

A

talent development criticisms

128
Q

Abbott and Collins (2004)

A

talent development programmes need to be multidimensional and highlight the role of psychology

129
Q

Gulbin and Weissensteiner (2012)

A

realistic pathways

130
Q

Tucker and Collins (2012)

A

giftedness v talent

131
Q

Collins et al.

A

The importance of psychological characteristics in transforming giftedness to talent

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