Topic 5, 10 and 11 Flashcards
Describe friction
Force exerted by a surface as an object moves across it or makes an effort to move across it
Value of force of friction, Ff = μR
μ = coefficient of friction
R = normal reaction force
Describe the coefficient of friction
dimensionless scaler quantity
= force of friction/ force normal
magnitude of coefficient of friction depends on the materials in contact(steel and ice is low) (rubber sole or ground has high)
the greater the interaction between the molecules of the interfacing services the greater the coefficient
usually max is 2
ranges from 0-1
distinguish between the coefficient of static friction and fynamic friction
Dynamic friction: when the force applied is sufficient to overcome static friction of the object (it moves) lower than the coefficient of static friction
Static: force is applied to attempt to move a stationary object but doesnt
Explain the influence of friction on sports performance
sports shoes: allow for more friction so the person doesn´t fall
winter sports: we want less friction so we make the surface of the skies as smooth as possible
Define drag
forces acting to oppose the motion of an object through a fluid medium (air, water)
factors that influence the amount of drag
clothing, equipment for cycling (helmet, bycicle)
body position
drag increases with speed
annotate a free-body diagram
Traditional VS non-linear pedagogy
Traditional: simple transmission of fixed knowledge from coach to athlete
-content focused
-coach-led
-coach has full responsability how when and what is the learning
Non-linear: non-linear, unpredictable manner, coach and athlete explore a situation together
-connectivity coach athlete
-process oriented learning
-creative processes
Newell´s constraints-led approach to teaching motor skills
Motor learning: ongoing dynamic, non-linear process, influenced by constraints
types of constraints
Athlete constraints
-self-organization
-movement patterns
-cognition
-decision-making
environmental constraints
-physical factors (gravity, altitude, light, size…)
-social factors )peer pressure, cultural expectations)
Task constraints
-foal of the specific task
-rules on actions or conditions
-rules on the equipment used
Ways to manipulate constraints:
-modify equipment available
-size of playing areas
-setting relevant tasks
-suggesting imagery ideas
-enforcing specific rules
how a constraints led approach to learning can influence motivation
Athlete: minimizing the number of rules (allow forward passes in rugby)
environment: limit space available to participants
Task: modify equipment so that there is more chance of success
define “skill”
consistent production of goal-oriented movements, which are learned and specific to the task
Different types of skills
Cognitive- ability to understand something (planning)
Perceptual-acquiring information from your senses
motor-something you physically do
perceptual-motor- interpret stimuli and respond with motor stimuli
classification of motor skills
gross-large muscle groups are involved
(walking)
fine-small muscle groups are involved (playing the piano)
open-affected by environmental conditions (rebound)
closed-controlled environment (archery)
discrete-clear start and finish brief and well defined (forward roll)
serial-linking together of skills to form a longer more complex movement (roundoff backhandspring)
continuous-the end of one cycle of movement is the beggining of the next (swimming)
externally paced-time and form are determined by what is happening elsewhere in the environment (sailor adjusts the sails because of the wind)
Internally paced- the performer has control over the rate at which the action takes place (gymnastics floor routine)
interaction continuum
-individual: away from others in isolation
-coactive:performed at the same time as someone else
-interactive: other performers are directly involved and can involve confrontation (team sports)
Outline ability
general trait or capacity of the individual that is related to the performance and performance potential of a variety of skills or tasks
define technique
way in which that sports skill is performed
relationship between ability, skill and technique
Skill = ability + selection of an appropriate technique
differences between skilled and novice performer
consistency- a performer can achieve the tasks successfully repeatedly
accuracy-skilled players selectively tend to recognize, analyse and interpret visual information more accurately and make the correct decision
control-ability to vary precisely the parameters of the motor production, such as force, speed and duration, to suit specific performance constraints
learned- in order to produce a skilled performance the player must practice so underlying abilities are enhanced it requires practice and results from experience
efficiency- experienced performer can fit the energy required to the demands of the task
goal-directed-goal-oriented movements
fluency- movements are linked with no noticeable breaks
describe a simple model of information processing
system by which we take information from our surrounding environment, use it to make a decision and then produce a response: input-decision-making- output
(input and output are assessable/observable)
input — black box (decision making) — output
components associated with sensory input
exteroceptors- a sense organ or part of the body, such as the eye or the ear, that reacts to information or changes from outside the body
proprioceptors-a sensory receptor which receives stimuli from within the body, especially one that responds to position and movement.
interoceptors-molecular sensors or receptors in neurons that directly detect various interoceptive signals and transduce them into electrical, hormonal, or other non-neural signals to be integrated and interpreted by the brain.
selective attention and memory
Selective attention - focusing on relevant information while ignoring irrelevant information
Memory- the process of storing information and motor programs within the nervous system
SA is important when accuracy or fast response and can be improved by learning through past experience and interaction with the LTM
methods of memory improvement
rehearsal- going over the skill
coding-characteristics of the incoming stimuli are compared with with those of similar stimuli which habe been learned and stored
brevity-keeping cues short because STM is limited (not too many coaching points at once)
clarity- Concise, clear and simple information
chunking-items of information are grouped together to memorize more
organization-easier to learn when structured in a meaningful manner
association-a stimulus and a response are connected in the mind of the performer (link to something they already know)
practice-rehearsing the skill
response time
response time = reaction time + movement time
determinants of response time
response time is an ability with individual and group varience (gender, age)
reaction time- stimulus transmission, detection, recognition, decision to respond, nerve transmission time and initiation of action
Hick´s law- the time it takes for a person to make a decision depending on the choices available. As you double the number of stimulus- response couplings, reaction time increases
Welford´s model
Fleishman´s physical proficiency abilities (physical factors) vs perceptual motor abilities (psychomotor factors)
Physical proficiency abilities: related to motor skill
-static flexibility
-dynamic flexibility
-static strength
Perceptual-motor abilities: related to physical and cognitive skills
-reaction time
-multi-limb coordination
-speed of arm movement
Fosbury flop VS Western roll for high jump
western roll technique requires more ability because more explosive force is needed to achieve it
signal detection process
detection-comparison-recognition process (DCR)
short-term sensory store, short-term memory and long-term memory
Capacity
limited
limited
Unlimited
Durantion
5
10
-
Retrieval
Unlikely
Selective
Easy
evaluate the concept of psychological refractory period (PRP
look at diagram
when 2 stimulus are presented close together, the reaction time to the second stimulus is slower than normal reaction time
S! has to conclude processing before the processing of S2
single channel theory - only being able to focus on one thing/stimulus at a timeh
describe a motor program
Any planned movement that has to be learned
whole plan- movement as a whole
coordination of subroutines (breaking down in chunks)
-relegating executive programs to subroutines
executive programs - overall motor program which governs the performance of a skill and integrates the component of subroutines
different motor programs
Open loop -movement without resourse to feedback (batting)
Closed loop- movements slow enough to alter in the process (running)
role of feedback in information processing
Intrinsic feedback: self regulated (outside help is not needed)
Extrinsic: provided by others (coach, teammates or devices)
knowledge of results: post-response info based o the outcome of the action
Knowledge of performance: post-response info based on the nature of the movement
positive/ negative
perscriptive: explaining7demostrating what should be done and how
Concurrent: feedback received during the skill
Terminal: feedback received at the completion of the skill
role of feedback with the learning process
Reinforcement of Learning – the giving of a reward such that the rewarded behavior will be repeated
Motivation – the internal state of a performer which drives them to behave or perform in a particular way.
Adaptation of Performance – intrinsic feedback (e.g. a javelin thrower might know that the throw ‘felt good’, but waits in anticipation of the javelin to land to see if the throw is as long as he feels it is.
Punishment – an unpleasant response designed to prevent the occurrence of unwanted behavior.
learning VS performance
Learning relatively permanent change in performance due to experience, excluding changes because of maturation and degeneration
Performance: temporary occurence, flunctuating over time
Phases of learning
cognitive/verbal
Associate/motor- learner understand the aim of the activity movement patterns are more fluent
autonomous: movement patters are well integrated and automatic
types of learning curves
positive acceleration: little increase in quality of performance but then rapid gains towards the end
negative acceleration: learning was effective early but than the rate slows down
Linear: easy to learn, which is rare (just a straight line up)
Plateau: no appreciable gains in learning are taking place
annotate a free-body diagram
factors that contribute to different rates of learning
Physical maturity
Physical Fitness
Individual differences of coaches
age
difficulty of task
teaching environment
motivation
Define transfer
the process by which learning in one situation aids or hinders learning in another, often similar, situation
Types of transfer
Positive- the practice of one task has a facilitating effect on the learning (run and improve cardiovascular system and swim better)
Negative- learning occuring in one situation which has damaging effect on learning in another (hypertrophy of muscles in the arms due to training which impact shooting in Basketball)
Skill to skill- throwing a ball to throughing a javelin
practice to performance- betting in baseball against a pitching machine
abilities to skill-improving dynamic strength in order to start races better
Bilateral - A soccer player learning to kick with his or her weaker foot
Stage to Stage- from 3 on 3 basketball to full game
principles to skills- from knowing that the angle you through a javelin at will impact the distance
Types of practice
Distributed: program in which practice sessions have longer rests in between (sprint)
-new/complex skill
-attention span short
-danger of injury
-low motivation
Massed: program of practice interspersed with rest periods, practice sessions are longer
-simple skill
-high motivation
-to stimulate fatigue
-learners are experienced
Fixed: training a skill in isolation. Practiced repeatedly. Good for closed skills
Variable: training which allows an open skill to be practiced in a variety of situations to allow a strong shema to be established
Mental: the performer, without moving, runs through the performance in his mind. (whatch a demostration, read/listen to instructions, mental imagery)
Types of presentation
Whole: the whole task/skill is presented
Whole-part-whole: the learner is introduced to the whole skill initially or a modified version, the skill is then broken down into parts and practiced separately, they are integrated into the whole skill after
Progressive part: the learner is presented with the parts in small steps building up to the whole
Part: the learner is presented with the parts
Teaching Style
Command: Teacher/coach driven (orders are given)
Reciprocal: Peer teaching/coaching; also teacher/coach driven (peer assessment) questions are asked
Problem solving (divergent style): The coach/teacher presents the problem/task and lets the learner work out a solution
Explain the signal detection process
Signal vs. Noise: “signal” as the important information that we aim to perceive, while “noise” encompasses any other irrelevant data. Noise could be external (like background chatter) or internal (such as self-doubt or distractions). Identifying a signal successfully depends on distinguishing it from this noise.
d' (Sensitivity): person's ability to discern a specific signal amidst noise. Sensitivity varies depending on factors like the efficiency of one's sensory systems (e.g., sharpness of sight or hearing) and prior experience with the signal (familiar signals are more easily recognised than unfamiliar ones). Criterion (C): person’s readiness to detect a signal, influenced by their level of arousal and subjective bias. A low arousal level might make a person overlook the signal (an omission error), while high arousal or prioritising the signal too much could lead to mistakenly detecting it even if it isn't there (a commission error). Improving Detection: being alert enough without becoming overly focused—and by practising selective attention, which helps filter out noise effectively.
Outline the different types of drag
Surface: body moves through fluid its outer surface catches a layer of the fluid nearby, slowing it down slowing it down compared to the fluid further away and so causing drag.
Form: body pushes against a fluid, the fluid pushes back (action reaction) Streamline the body to minimize surface area facing direction
Wave: body moves along a fluid and some fluid is displaced to form a wave causing additional forces that oppose motion
Suggest how to develop a simple notation system for team games
Scattergrams - used to explore patterns between two sets of data by plotting points
Frequency tables - A frequency distribution table is a method to organize the data given so that it makes it more meaningful and easier to understand.
Sequential systems - A sequential logic system uses feedback to allow the current output state to influence future input states