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⚡️PE YEAR 12 > Skilled Performace > Flashcards

Skilled Performace Flashcards

1
Q

Definition of skill

A

The learned ability to bring about predetermined results with maximum certainty and efficiently

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2
Q

Main features of a skill

A

🍒objective- goal direction and pre determined. Ie have an outcome want to achieve

🍒Leaned- not innate, go through same stages of learning as everyone but make it look easy

🍒Movement efficient- don’t waste energy, easy minimum effort, action performed fluently

🍒Aesthetically pleasing

🍒consistently successful

🍒recognisable it linked to technical model- compared to ‘full marks model’ ie sequence of movement allows skill performed efficiently, effectively, with accuracy. Covers positioning, technique, timing, recovery

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3
Q

Basic skills

A

🍒Form the foundation of more complex skills.
🍒Don’t include complicated movement.
🍒often generic to many sports
🍒sports people need to master these first before attempting complex skills
🍒eg running, jumping, throwing

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4
Q

Complex skills

A

🍒more difficult
🍒complicated movements require high levels of coordination and control
🍒usually sports specific
🍒eg serve in tennis, throwing a discus

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5
Q

The discrete, serial, continuous continuum

A

Concerned with whether or not an observer can see a definite beginning or end to the movement, whether it is composed of a number of separate elements, or whether movement has no clear beginning or end

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6
Q

Discrete

A

🍒well defined beginning and end
🍒usually a brief single specific skill
🍒skill repeated just start at beginning
🍒eg basketball free throw, golf shot

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7
Q

Serial

A

🍒number of discrete skills in a sequence
🍒order is important
🍒each movement has a stimulus and response
🍒eg triple jump

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8
Q

Continuous

A

🍒poorly defined beginning and end
🍒activity is ongoing
🍒end of movement is the beginning of next
🍒eg cycling, running, swimming

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9
Q

Open skills

A

🍒affected by the environment or performed in a dynamic changing situation or environment

🍒predominantly perceptual with no clear beginning or end

🍒long pass in soccer

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10
Q

Closed

A

🍒performed in a stable, unchanging environment, where environment had little or no impact on the performance

🍒predominantly habitual with a clear beginning and end little decision making required

🍒eg forward roll in gymnastic

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11
Q

Different types of skills

A

🍒Cognitive- involves 🧠 working eg reading coaching points or eg reading instructions over and over to learn how to serve in badminton.

🍒perceptual- involves interpretation of info and making divisions on it. Eg in badminton you look which area of court to serve too

🍒motor- involve control of muscles in carrying out movements eg forward roll

🍒perceptual motor- involves perceptual, motor and cognitive skills. Involve knowing what to do, behind able to interpret and make right decision for the situation and behind able to execute skill efficiently.
Eg I’m badminton seeing the shuttlecock cove over net and knowing what shot could be played, deciding on the best option and then performing the shot effectively with sound technique.

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12
Q

Cognitive skills

A

🍒Cognitive- involves 🧠 working eg reading coaching points or eg reading instructions over and over to learn how to serve in badminton.

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13
Q

Perceptual skills

A

🍒perceptual- involves interpretation of info and making divisions on it. Eg in badminton you look which area of court to serve too

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14
Q

Motor skills

A

🍒motor- involve control of muscles in carrying out movements eg forward roll

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15
Q

Perceptual motor skill

A

🍒perceptual motor- involves perceptual, motor and cognitive skills. Involve knowing what to do, behind able to interpret and make right decision for the situation and behind able to execute skill efficiently.
Eg I’m badminton seeing the shuttlecock cove over net and knowing what shot could be played, deciding on the best option and then performing the shot effectively with sound technique

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16
Q

Coordination definition

A

Ability of the brain and muscle to work together to perform smooth accurate movements.

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17
Q

Test for co ordination

A

Alternative Hand Wall Toss- Hand-eye coordination

🍒mark a certain distance from wall usually 2 meters

🍒stand behind line facing wall

🍒ball thrown underarm off wall with left hand and caught with right hand then vice versa.

🍒Usually continues for a set time period with number of successful catches counted

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18
Q

Balance definition

A

The ability to be in a state of equilibrium whether static or moving. About being in a position to be able to perform the sequence of movements of a skill under control

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19
Q

Test for balance

A

Stork stand

🍒stand on both feet with hands on hips.

🍒lift one leg. Toes of this leg placed against knee of standing leg

🍒you then raise heel of standing leg and stand on toes

🍒watch starts and stops is 1) lose balance 2) hell touches floor 3) foot comes away from knee

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20
Q

Reaction time

A

Time taken for the body (or part) yo respond to a stimulus. Time lapses from the presentation of stimulus to start of response

Eg time taken from shut gun at 100 m spring
React to opponents shot in badminton

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21
Q

Test for reaction time

A

Ruler drop test

🍭a 1m in help by tester between outstretched index finger and thumb of the performers dominant hand.

🍭performers thumb level with 0 on ruler

🍭ruler then dropped by tester and performer must catch ASAP

🍭read off the ruler how many cm took to catch. Lower number better reaction time

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22
Q

Agility definition

A

Ability to change direction efficiently and effectively when moving at speed. About being able to start, stop or change from forwards or backwards or to sideways quickly and with CONTROL.
Consistently good more likely regarded as skilled

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23
Q

Test for agility

A

Illinois agility test

🍭lye down in front with hands by shoulder. When instructed to start get to feet and complete marked course in shortest time possible. Final time compared against scoring chats

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24
Q

Factors that unpin a skilled performance

A 
🍭specificity 
🍭validly -test what you want to test 
🍭reliable- same every time 
🍭conditions and environment 
🍭protocol 
🍭accuracy of measurement 
🍭athlete emotions, motivation and state of readiness 
🍭athlete state of heath and hydration
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25
Q

Main reasons for fitness testing

A 
🍭provides a baseline or starting point 
🍭identifies talent 
🍭identifies strengths and weaknesses 
🍭provides incentives 
🍭helps motivate
🍭monitors progress 
🍭helps set goals and targets
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26
Q

Specificity SP

A

Fitness tests must asses an individual as fitness for the activity or sport in question.

Eg little point using running endurance test to assess athletes improvement in cycling endurance

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27
Q

Validity SP

A

Testing is concerned with whether the test measures exactly what it sets out to.

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28
Q

Reliability SP

A

Accuracy of results

Test reliable it should be possible to gain same or similar results in a report test.

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29
Q

Conditions and environment SP

A

Can have a profound effect on field testing particularly when performed outdoors due to weather primarily.
Consideration should be given to effect alterations weather may have on testing environment eg slippy surface and sports performed eg temperature extremes.

Ideally tests should be performed in very similar conditions enabling comparisons to be drawn. Coach should note weather conditions recording test scores.

30
Q

Protocol SP

A

Must be followed strictly

Sane test must be used for fair comparison

31
Q

Athlete emotions motivation and state of readiness SP

A

Must be recorded before and during each test.
Not motivated lack desire to try hard and give up easily
Time of day big difference. Tired early in morning or late at night

32
Q

Athletes state of hydration and health

A

Both need to be recorded. It performed injured or feeling unwell this may result in them not reaching full potential in the tests

33
Q

Cognitive stage of learning

A

👶🏻Still trying to understand demands of task and working out what they have to do

👶🏻need to give full attention

👶🏻movements not efficient, effective or coordinated

👶🏻many errors

👶🏻you pass to next stage when you can perform skill even though may not be perfect

34
Q

Associative stage

A

👦🏽performer gradually becomes more successful and makes fewer errors

👦🏽rapid improvement

👦🏽use intrinsic or kinaesthetic feedback begin compare to mental model

👦🏽practice in wider range situations eg defender

👦🏽Longer than cognitive, vary in length due to complexity of skill

👦🏽practice skill over and over again

👦🏽think less and less about technique and more about timing and coordination

👦🏽pass from this stage perform skill automatically without thinking of timing or technique

35
Q

Autonomous

A

🍭skill improvement continues but less rapid pace

🍭less mistakes

🍭confident and in control

🍭High levels of smoothness, no stress

🍭habitual, less affected by outside distractions

🍭performer can analyse own performance and adjust own actions

🍭feedback increasingly intrinsic, negative, concurrent, related to performance

🍭performer process information easily, detect and correct errors without help, concentrate on relative cues form environment

36
Q

Guidance

A

Information given to learner in order to limit possible mistakes ensuring that correct movement patterns are carried off.

37
Q

Visual guidance

A

👁observe the technique being performed

👁demonstrations/ DVD/ images/ YOUTUBE

👁clear idea of movement patterns, technique and analysis of technique

👁helps develop a mental image

👁important for safety to prevent injury through incorrect technique

👁suitable for learning of cognitive/ associative stage

👁specific cues highlighted

👁suitable large groups

👁motivate by using a significant other/ role model

👁user in conjunction with verbal guidance

38
Q

Verbal guidance

A

👂🏼listen to someone yelling you what to do

👂🏼verbal briefing reduces stimulus uncertainty by drawing the learners attention to specific details of certain movements

👂🏼language is clear
👂🏼short
👂🏼appropriate to learner
👂🏼very pitch and tone emphasis points

39
Q

Physical/ manual

A

💪🏼someone physically moves you into position and takes you manually through the sequences of movements

💪🏼difficult/ dangerous
💪🏼good for beginners
💪🏼permits kinaesthetic feel
💪🏼not for too long

40
Q

Disadvantage of visual guidance

A

👁depends on coaches ability to demonstrate a good model

👁may need expensive equipment eg camera

👁some skills may be too complicated to be absorbed by learner

41
Q

Disadvantage of verbal guidance

A

👂🏼coach must have ability to express necessary informations

👂🏼less effective in early stages of learning

👂🏼some techniques are difficult to verbally describe

👂🏼can become boring if too long

👂🏼not all performers can relate words to a mental picture

42
Q

Manual/physical guidance

A

💪🏼limited use in group situations

💪🏼limited in fast/ complex movements

43
Q

How to decide what method of guidance

A

🍬performers stage of learning. Basic skills learnt quickly from demonstration. Complex need to be broken down into combinations V&V usually most successful

🍬persons predominant learning style

🍬depends on nature of task

🍬depends on situation/ facilities / time available

🍬depends on motivation/ personality of performer

🍬depends on group size

44
Q

Types of practice

A 
💕whole approach 
💕whole part approach 
💕part approach 
💕condition games
💕problem solving 
💕fixed/ drill 
💕mental 
💕variable
45
Q

Whole approach

A

🍪practice skill in its entirety.

🍪use of skill complex/ hard to break down/ high organisation / discrete / simple

🍪use whole skill to gain a feel/ appreciate flow/ kinaesthetic/ sequence

🍪depends on state of learning / beginner /experience

🍪automatic / cognitive stage

🍪safety- no chance of injury

🍪time- short of time

🍪highly motivation as success not certain

🍪eg somersault, snooker/pool shot, tennis serve, penalty kick

🍪performer-experienced, Hugh levels of attention, later stages leaning. Older

46
Q

Advantages/ disadvantage whole approach

A

👍🏻develop awareness of whole movement
👍🏻experience timing needed to execute skill successfully

👎🏻difficult to use with complex skills
👎🏻difficult for novice performers to execute initially
👎🏻not good for dangerous skills

47
Q

Part approach

A

🥠skill as a whole broken down into parts. Practice each part in isolation eg long jump practice run up in isolation.

🥠High complexity
🥠independent subroutines
🥠slow or serial tasks where skill as a whole is of long duration
🥠dangerous skills

🥠eg triple jump, clean and jerk weight lifting, trampoline X10 moves routine

🥠performer beginner, limited attention span, early stages learning, problems with particular aspect of skill, limited motivation

48
Q

Advantages / disadvantage part approach

A

👍🏻complex skills broken into different parts and learnt in different stages
👍🏻allows performer develop confidence when practising
👍🏻allows teacher focus on specific areas causing problems
👍🏻maintains motivation levels

👎🏻time so consuming
👎🏻hinders development of continuing and timing of complete skill
👎🏻may reduce overall kinetic awareness
👎🏻highly organised skill difficult break down

49
Q

Whole part whole

A

🍪🥠🍪 first practice whole, identify difficult components or weaknesses, practiced separately. When sufficiently fluent part recombined into whole Movement for further practice

50
Q

Advantages / disadvantages of whole part whole approach

A

👍🏻feel for whole skill before break up and practice weaknesses
👍🏻identify weak part and practice in part practice you will become more successful
👍🏻practices can be focused

👎🏻transfer from part to whole may be difficult

51
Q

Mental

A

Visualising yourself doing the skill over and over again in your mind.

Should include all aspects of skill and all body parts involved.

Take into account environmental and other factors eg 💨, 🌧, crowd, judges.

Engage senses 👁👂🏼👅👃🏼✋🏼

52
Q

Fixed drill

A

Practising skill under same conditions each time. Good way to learn a closer skill.

-closed skill need to be practised under same environment each time not effected by external environmental factors-
Eg
Handstand 
Throwing discus 
Triple jump 
Basketball free throw
53
Q

Variable practise

A

Practising skill in a variety of different contexts and conditions. Good way to learn open skill.

-open skill practiced in a variety of situations which match changing conditions in the sport-
Eg 
Tackling in rugby
Dodging in netball 
Shooting in hockey 
Shooting in netball
54
Q

Problem solving

A

Given situations in which you perform your skill while trying out different solutions. Net games and invasion games most likely to use this type of practice. Involves thinking about strategies and tactics as well as practising your skills

55
Q

Conditioned games

A

Means playing game but with certain restrictions being applied to it that are not normally part of the rules eg two touch to encourage passing. Type and difficulty of the practice you use depends on complexity of skill and stage learner at

56
Q

One continuous practice

A

Massed

Allows for continuity in learning progress
However, tired, bored, lose concentration
More effective learners high fitness and motivation

57
Q

Spaced practice

A

Short sessions over a number of weeks for focus maintained

Time for rest and practice before next session

Practice not done what was taught may be lost and little progress made.

Suited lower levels of fitness and experience

58
Q

What does SMART stand for

A 
Specific 
Measurable 
Attainable 
Realistic
Time bound
59
Q

Arousal definition

A

Your state of alertness. It is both a physical and mental condition.

60
Q

What raises arousal levels

A

❣️mental imagery- call up images of your goal

❣️coach or manage motivating you with a pep talk

❣️seeing the opposition and their determination

❣️coach or manger giving you a special role

61
Q

Arousal levels lowered by

A

❣️relaxation technique - lowers your heart rate, slows breathing, removes tension

❣️mental imagery- image yourself performing well and being successful

62
Q

Describe arousal levels

A

People tend naturally over anxious or excited when they do thing eg competition. Personality trait means arousal levels are often high.

If people are relaxed and calm about things it means arousal level are low.

Perform poorly either way.

Optimum zone in between where you will perform at your best.

63
Q

Intrinsic feedback

A

❣️provides information on the ‘feel’ of performing the sequence of movements.

❣️inc info on balance and tension in muscles.

❣️what you need during/ after you have performed/ practised skill.

❣️feelings provide you with information about your performance and can be valued helping analyse it

❣️proprioceptors in muscles, tendons and joints
❣️interceptors infernal organs of the body

64
Q

Extrinsic feedback

A

Provides information on performance from external sources. Can be gathered by you, teacher, coach, video clip.

65
Q

KR

A

Provides information on your performance eg you see the ball going into the net or basket, your time was 12 seconds, your service was in.
Comes from exteroceptors eyes and ears

❣️external and usually terminal.

66
Q

KP

A

Provides information on the quality of your performance- tell how well you performed irrespective of the result comes from coaches/spectators/fellow players.

❣️internal external with use of high defo camera
Both pos and neg. if neg you should take correcting action to improve technique or performance.

67
Q

Concurrent feedback

A

❣️during skill action- can motivate/ reinforce

❣️most often internal from proprioceptors also he from a coach

68
Q

Terminal feedback

A

❣️following skill performance- motivate/ reinforce/ correct.

❣️may be delayed!

69
Q

Cognitive stage - feedback

A

❣️positive

❣️terminal feedback as need to give all attention to performance of skill and just solely concentrate on that

❣️extrinsic feedback linked to KR

❣️ie more interested seeing ball go into net than focus on technique

70
Q

Autonomous stage- feedback

A

❣️deal better than beginner with negative feedback

❣️ concurrent feedback

❣️KP and internal feedback from proprioceptors

⚡️PE YEAR 12 (14 decks)

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