Skills (2.1) Flashcards
motor programme
.series of subroutines organised in specific order to perform a movement
.stored in LTM
3 broad classifications
how precise
environment
definite beginning and end
subroutine
separate movements that make up a skill
attentional wastage
when a performers concentration is misdirected (distracted)
kinaesthetic sense
sense of physical feeling we get
proprioreceptors send info to the brain
simple skill
little effort/cognitive ability
few subroutines
complex skill
lots of effort/concentration
takes time to learn
many subroutines
open skill
continuously changing environment
usually e paced
closed skill
environment stays same
usually s paced
self paced skill
you control the rate you do a skill and how it is performed
usually closed
externally paced
environment controls the rate you perform a skill
usually open
gross skill
large muscle groups
not very precise
fine skill
small muscle groups
precise
discrete skill
brief, well defined movements
clear beginning and end
single specific skills
serial skill
group of discrete skills put together to make a more complex skill
linked discrete skills
continuous skill
no clear beginning or end
end of one cycle is start of another
low organistaion
easy and uncomplicated
discrete movements practised separately to improve technique
high organisation
complex
number of phases that cant be broken down or practised separately
requires lots of attention
part practise
isolating a sub routine to practise
whole practise
teaching skill without breaking it down
whole - part - whole practise
skill as a whole
subroutine
skill as a whole
progressive part practise
parts are progressively built on until full skill learned
massed practise
long practise periods with no rest
skill continuously repeated
distributed practise
has breaks for rest/feedback
used for learning new skills
fixed practise
practise resembles competition
closed skills
variable practise
a lot of open skills/interaction
performer practises different experiences of the same skill
positive transfer
when one skill helps the learning of another skill
negative transfer
when one skill makes learning a new skill harder
proactive transfer
past skill affects future skill
retroactive transfer
new skill affects old skill
bi lateral transfer
learning of a skill transfers from one limb to another
associationist
.group of theories relating to connecting stimulus and response (SR theories)
.an individual is conditioned by stimuli which are connected to an appropriate response
reinforcement
process that increases chances of learned behaviour to occur
strengthens SR bond
can be positive or negative
positive reinforcement
stimulus given when desired response occurs
negative reinforcement
stimulus is withdrawn when desired response occurs
e.g removal of criticism when skill is completed
punishment
giving a stimulus to prevent a response from occuring
operant conditioning
associationist/connectionist view of learning how S and R conncect trial and error change behaviour not stimulus Skinners rat 1964
complete reinforcement
learning is faster when reward given on every occasion
partial reinforcement
if reward given after number of correct responses, learning is slower but lasts longer
Thorndikes Law 3 parts
law of exercise
law of effect
law of readiness
law of exercise
.repeating SR connections is more likely to strengthen them
.reinforcement
law of effect
.if response followed by a ‘satisfier’ SR bond strengthened
.if response followed by ‘annoyer’ SR bond weakened
.pleasant outcomes motivate
law of readiness
performer must be physically and mentally ready for the task
Hull’s drive theory
.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
Gestalist theory
.theory of perception - cognitive
.take into account our environment and past experiences
.supports whole practise
.opposes command style of teaching
Bandura social learning theory
If model shows behaviour that fits social norms, its more likely to be copied
Things that affect Bandura’s theory
relevance to individual similarity to model warm and friendly adults (more) reinforced behaviour (more) powerful models (more)
process of observational learning (4)
attention
retention
motor reproduction
motivation
Fitts and Posner 1967
3 stages of learning
cognitive
associative
autonomous
Stage 1: cognitive
.goals are established .trial and error .lots of feedback .demonstrations useful .relevant cues useful .successful movements reinforced
Stage 2: associative
.practices .associates movement to mental image (visualise) .feedback important .more relevant cues recognised .motor programmes/sub routines formed
Stage 3: autonomous
.skills automatic .little conscious thought .concentrate on peripheral strategies/tactics .LTM .short reaction time .some never reach this stage
Multi-store model advantages (2)
.simplifies the memory process
.explains how those with brain damage may have issues with memory
Multi-store model disadvantages (2)
.too simplified (e.g why are some pieces of info easier to understand)
.doesn’t prove relation between STM and LTM
Levels of processing advantages (2)
.explains that understanding info makes it easier to remember
.longer we analyse info - the more we remember it
Levels of processing disadvantages (3)
.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
Craik and Lockhart levels of processing model explanation
.explains how memory works
.info will be remembered if it is: considered, understood, has meaning
depth of processing def
amount of information that is remembered
Craik and Lockhart’s model
structural (looks like) = shallow - usually forgotten
phonetic (sounds like) = STM - usually forgotten
semantic (meaning) = LTM - LTM
(considered - understood - meaning)
