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A level P.E > Skills (2.1) > Flashcards

Skills (2.1) Flashcards

1
Q

motor programme

A

.series of subroutines organised in specific order to perform a movement
.stored in LTM

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2
Q

3 broad classifications

A

how precise
environment
definite beginning and end

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3
Q

subroutine

A

separate movements that make up a skill

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4
Q

attentional wastage

A

when a performers concentration is misdirected (distracted)

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5
Q

kinaesthetic sense

A

sense of physical feeling we get

proprioreceptors send info to the brain

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6
Q

simple skill

A

little effort/cognitive ability

few subroutines

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7
Q

complex skill

A

lots of effort/concentration
takes time to learn
many subroutines

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8
Q

open skill

A

continuously changing environment

usually e paced

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9
Q

closed skill

A

environment stays same

usually s paced

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10
Q

self paced skill

A

you control the rate you do a skill and how it is performed

usually closed

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11
Q

externally paced

A

environment controls the rate you perform a skill

usually open

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12
Q

gross skill

A

large muscle groups

not very precise

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13
Q

fine skill

A

small muscle groups

precise

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14
Q

discrete skill

A

brief, well defined movements
clear beginning and end
single specific skills

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15
Q

serial skill

A

group of discrete skills put together to make a more complex skill
linked discrete skills

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16
Q

continuous skill

A

no clear beginning or end

end of one cycle is start of another

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17
Q

low organistaion

A

easy and uncomplicated

discrete movements practised separately to improve technique

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18
Q

high organisation

A

complex
number of phases that cant be broken down or practised separately
requires lots of attention

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19
Q

part practise

A

isolating a sub routine to practise

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20
Q

whole practise

A

teaching skill without breaking it down

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21
Q

whole - part - whole practise

A

skill as a whole
subroutine
skill as a whole

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22
Q

progressive part practise

A

parts are progressively built on until full skill learned

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23
Q

massed practise

A

long practise periods with no rest

skill continuously repeated

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24
Q

distributed practise

A

has breaks for rest/feedback

used for learning new skills

25
Q

fixed practise

A

practise resembles competition

closed skills

26
Q

variable practise

A

a lot of open skills/interaction

performer practises different experiences of the same skill

27
Q

positive transfer

A

when one skill helps the learning of another skill

28
Q

negative transfer

A

when one skill makes learning a new skill harder

29
Q

proactive transfer

A

past skill affects future skill

30
Q

retroactive transfer

A

new skill affects old skill

31
Q

bi lateral transfer

A

learning of a skill transfers from one limb to another

32
Q

associationist

A

.group of theories relating to connecting stimulus and response (SR theories)
.an individual is conditioned by stimuli which are connected to an appropriate response

33
Q

reinforcement

A

process that increases chances of learned behaviour to occur
strengthens SR bond
can be positive or negative

34
Q

positive reinforcement

A

stimulus given when desired response occurs

35
Q

negative reinforcement

A

stimulus is withdrawn when desired response occurs

e.g removal of criticism when skill is completed

36
Q

punishment

A

giving a stimulus to prevent a response from occuring

37
Q

operant conditioning

A 
associationist/connectionist view of learning
how S and R conncect
trial and error
change behaviour not stimulus
Skinners rat 1964
38
Q

complete reinforcement

A

learning is faster when reward given on every occasion

39
Q

partial reinforcement

A

if reward given after number of correct responses, learning is slower but lasts longer

40
Q

Thorndikes Law 3 parts

A

law of exercise
law of effect
law of readiness

41
Q

law of exercise

A

.repeating SR connections is more likely to strengthen them

.reinforcement

42
Q

law of effect

A

.if response followed by a ‘satisfier’ SR bond strengthened
.if response followed by ‘annoyer’ SR bond weakened
.pleasant outcomes motivate

43
Q

law of readiness

A

performer must be physically and mentally ready for the task

44
Q

Hull’s drive theory

A

.performer must be motivated to strengthen SR bond
.too much repetition could lead to ‘inhibitation’, which could demotivate and weaken SR bonds
.demotivation can be overcome with rest or with new goals

45
Q

Gestalist theory

A

.theory of perception - cognitive
.take into account our environment and past experiences
.supports whole practise
.opposes command style of teaching

46
Q

Bandura social learning theory

A

If model shows behaviour that fits social norms, its more likely to be copied

47
Q

Things that affect Bandura’s theory

A 
relevance to individual
similarity to model
warm and friendly adults (more)
reinforced behaviour (more)
powerful models (more)
48
Q

process of observational learning (4)

A

attention
retention
motor reproduction
motivation

49
Q

Fitts and Posner 1967

A

3 stages of learning
cognitive
associative
autonomous

50
Q

Stage 1: cognitive

A 
.goals are established
.trial and error
.lots of feedback
.demonstrations useful
.relevant cues useful
.successful movements reinforced
51
Q

Stage 2: associative

A 
.practices
.associates movement to mental image (visualise)
.feedback important
.more relevant cues recognised
.motor programmes/sub routines formed
52
Q

Stage 3: autonomous

A 
.skills automatic
.little conscious thought
.concentrate on peripheral strategies/tactics
.LTM
.short reaction time
.some never reach this stage
53
Q

Multi-store model advantages (2)

A

.simplifies the memory process

.explains how those with brain damage may have issues with memory

54
Q

Multi-store model disadvantages (2)

A

.too simplified (e.g why are some pieces of info easier to understand)
.doesn’t prove relation between STM and LTM

55
Q

Levels of processing advantages (2)

A

.explains that understanding info makes it easier to remember
.longer we analyse info - the more we remember it

56
Q

Levels of processing disadvantages (3)

A

.difficult explaining what ‘deep’ processing is
.doesn’t take into account individual differences
.not always true - longer it takes to learn something does not always lead to better recall

57
Q

Craik and Lockhart levels of processing model explanation

A

.explains how memory works

.info will be remembered if it is: considered, understood, has meaning

58
Q

depth of processing def

A

amount of information that is remembered

59
Q

Craik and Lockhart’s model

A

structural (looks like) = shallow - usually forgotten
phonetic (sounds like) = STM - usually forgotten
semantic (meaning) = LTM - LTM

(considered - understood - meaning)

A level P.E (21 decks)

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