skills acquisition Flashcards
characteristics of skills
aesthetically pleasing
concistent
efficient
fluent
accurate
control
economical
ability
qualities and characteristics you are born with and these allow a person to learn or acquire a new skill
skill
a learned ability or trait with the intention of brining about predetermined results with max certainty and minimum outlay of time energy or both
low organised
easily broken into parts
high organised
not easily broken into parts
open skills
performed in an unpredictable environment
closed skill
performed in a predictable environment
gross skill
uses large muscle groups
fine skill
used smaller muscle groups
self paced
you control the pace and when to start the movement
externally paced
performer has no control over pace and when to start
discrete
clear beginning and end
one sharp action
continuous
no clear beginning and end, one part is beginning of a new part
serial
contains several discrete skills in order to make a more integrated movement
3 methods of presenting practise
whole part whole
progressive part
whole practice
whole practice
perform the skill in its entirety without breaking it down into subroutines
used when the skill is
fast
closed
self paced
highly organised
simple
progressive part practice
each part of the skill added gradually
used when the skill is
complex
serial
externally paced
low organised
whole part whole practise
perform the skill as a whole to get initial movement of the skill, isolate the weakness and practice parts of the skill and then perform the skill as a whole again
used when the skill is
complex
fast
difficult to isolate the parts of the skill but the performer has a weakness
transfer
effect of learning and performance of one skill on the learning and performance of another
positive transfer
when the learning of one skill helps the learning of another
negative transfer
when the learning of one skill hinders the learning of another skill
zero transfer
when the learning of one skill has no impact on the learning of another skill
bilateral transfer
when the learning of one skill is passed across from limb to limb
how to ensure positive transfer
make sure training is realistic
make sure one skill is learned well before doing a more advanced skill
coach can reward with praise and encouragement
massed practice
when the skill is undertaken without a break
distributed practice
when a rest interval is taken during the practice session
varied practice
when different types of practices and different drills are used
mental practice
when the performer goes through the performance in their mind without movement
ads and disads of masses practices
ads
forms motor programmmes
increases fitness
enhances over learning
good for habitual responses
efficient
disads
no time for feedback
fatigue
too demanding
ads and disads of distribution practice
ads
allows recover
less mental pressure
allows mental rehearsal
reduces danger
disads
time consuming
negative transfer
breaks can be a distraction
not useful for expert players
ads and disads for varied practice
ads
builds a schema
gives motivation
allows adaptation
disads
time consuming
negative transfer
fatigue
too demanding
ads and disads for mental practice
ads
builds motor programmes
improves reaction time
builds confidence
controls anxiety
disads
must be correct
environment must be calm
positive feedback
info about what was good, what is going well and offers motivation to maintain effort
may be combined with praise
negative feedback
provides info on what is going wrong so that errors can be corrected and bad habits eliminated
gives clarity for improvement
extrinsic feedback
outside source such as a coach
performer gains a view on what they need to improve on or tasks to maintain
advice on the types of practice and methods needed to improve may be given
intrinsic feedback
gains more experience
may have developed kinaesthesis
knowledge of results
indicated whether or not the skill has been successful
provides an early basis for improvement
knowledge of performance
more detailed analysis of action
provides reasons
concerned with technique and how it can be developed to produce a better performance
types of feedback for cognitive stage
benefit from encouragement and external advice
don’t have a lot of knowledge of the skill and encouragement motivates them
types of feedback for associative stage
external info to define and intrinsic feedback
uses existing knowledge of the task to make internal judgements
types of feedback for autonomous stage
detailed feedback on how to control performance
error correction
learning plateau
stage 1
rate of learning is slow and the performance level is poor
stage 2
rapid acceleration in the rate of learning performer has begun to master the task
stage 3
no improvement, the performer has reached a plateau
stage 4
Due to fatigue, the performer made deteriorate
drive reduction
an end of task period when performance may get worse
When the performer has gained success on a task, but initial drive is lost
A new challenge or extension task is needed to keep motivation
causes of the plateau
lack of motivation
boredom
coaching
limit of ability
targets are set too low
fatigue
solutions to the plateau
A new challenge given or a new target set
Find a new coach to raise levels of performance
Coach or more praise and positive reinforcement to motivate
Take a rest to avoid fatigue
Add variety to avoid boredom
Explain what the platter is so they don’t take it personally
Give feedback to the performer to help improve performance and motivation
cognitive stage
first stage of learning
Novice
Understanding and sub teams are explored by trial and error
associative stage
Second stage of learning
Performance become smoother as motor programs are developed
autonomous stage
Final stage of learning
experts
Movement is detailed and specific
who was the observational learning theory by
bandura
1977
1st process of observational learning theory
attention
making demo attractive
grabs attention of the learner selling the demo
point out why you are asking them to learn
info is loud and clear
2nd process of observational learning theory
retention
remembering the demo and being able to recall it
recall will be easier if broken down into chunks and repeating it
skill should be attempted as soon as it’s been seen so it’s fresh in their mind
3rd process of observational learning theory
motor production
having the mental and physical capability to do the task
needs to be at the same level of the person so they can understand
early stages of practice
person needs time to practice and learn before moving on
4th process of observational learning theory
motivation
having the drive to do the task needs
the drive needed to copy the demo
motivate the learner with praise and rewards
gives positive feedback and reinforcement
operant condition who by and when
skinner
1948
what is operant conditioning
the use of reinforcement to ensure that correct responses are repeated
manipulative approach
A behaviourist theory this attempts to explain how actions can be linked to stimuli
observed rates in a cage called the skinner box
the rates learnt that if they hit a mechanism in the box they would get food
principles of operant conditioning
based on trial and error
the coach may manipulate the environment
it shapes behaviour by using reinforcement
stimulus response bond
works by strengthening the link between the stimulus and the s-r bond
links include
positive reinforcement
negative reinforcement
punishment
positive reinforcement
a pleasant stimulate after the correct response
negative reinforcement
taking away an unpleasant stimulus’s after the correct responses
punishment
an unpleasant stimulus to prevent incorrect actions recurring
social development theory who by and when
vygotsky
1978
what is the social learning theory
learning by association with other
looked at development of children and decided the interaction with others plays a vital role in learning
in sport skill are learnt by a coach or more knowledgeable other
interpsychological learning
skills learnt from a coach
learning from others externally
learner uses mko to get advice etc
external advice has been absorbed learning takes place within learner
constructivism
building up learning stages based on current level of performance
suggests 3 levels of performances to assess what they need to improve( zone of proximal development)
insight learning theory
gestaltist theories
insight learning what is it
using experience and understanding to solve problems relating to the whole skill
By a group of German psychologist called the Gestalts
When a player has a problem, sporting knowledge is used to work out a solution
Concentrate on whole task
Gives a sense of self satisfaction and intrinsic motivation
Encourages performer to think for themselves and develops cognitive process
May work better than simply being told what to do by a coach
