Topic 5, 10 and 11

Question 1

Describe friction

Answer 1

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

Question 2

Describe the coefficient of friction

Answer 2

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

Question 3

distinguish between the coefficient of static friction and fynamic friction

Answer 3

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

Question 4

Explain the influence of friction on sports performance

Answer 4

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

Question 5

Define drag

Answer 5

forces acting to oppose the motion of an object through a fluid medium (air, water)

Question 6

factors that influence the amount of drag

Answer 6

clothing, equipment for cycling (helmet, bycicle)
body position
drag increases with speed

Question 7

annotate a free-body diagram

Question 8

Traditional VS non-linear pedagogy

Answer 8

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

Question 9

Newell´s constraints-led approach to teaching motor skills

Answer 9

Motor learning: ongoing dynamic, non-linear process, influenced by constraints

Question 10

types of constraints

Answer 10

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

Question 11

how a constraints led approach to learning can influence motivation

Answer 11

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

Question 12

define “skill”

Answer 12

consistent production of goal-oriented movements, which are learned and specific to the task

Question 13

Different types of skills

Answer 13

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

Question 14

classification of motor skills

Answer 14

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)

Question 15

Outline ability

Answer 15

general trait or capacity of the individual that is related to the performance and performance potential of a variety of skills or tasks

Question 16

define technique

Answer 16

way in which that sports skill is performed

Question 17

relationship between ability, skill and technique

Answer 17

Skill = ability + selection of an appropriate technique

Question 18

differences between skilled and novice performer

Answer 18

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

Question 19

describe a simple model of information processing

Answer 19

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

Question 20

components associated with sensory input

Answer 20

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.

Question 21

selective attention and memory

Answer 21

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

Question 22

methods of memory improvement

Answer 22

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

Question 23

response time

Answer 23

response time = reaction time + movement time

Question 24

determinants of response time

Answer 24

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

Question 25

Welford´s model

Question 26

Fleishman´s physical proficiency abilities (physical factors) vs perceptual motor abilities (psychomotor factors)

Answer 26

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

Question 27

Fosbury flop VS Western roll for high jump

Answer 27

western roll technique requires more ability because more explosive force is needed to achieve it

Question 28

signal detection process

Answer 28

detection-comparison-recognition process (DCR)

Question 29

short-term sensory store, short-term memory and long-term memory

Answer 29

Capacity
limited
limited
Unlimited

Durantion
5
10
-

Retrieval
Unlikely
Selective
Easy

Question 30

evaluate the concept of psychological refractory period (PRP

Answer 30

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

Question 31

describe a motor program

Answer 31

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

Question 32

different motor programs

Answer 32

Open loop -movement without resourse to feedback (batting)

Closed loop- movements slow enough to alter in the process (running)

Question 33

role of feedback in information processing

Answer 33

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

Question 34

role of feedback with the learning process

Answer 34

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.​

Question 35

learning VS performance

Answer 35

Learning relatively permanent change in performance due to experience, excluding changes because of maturation and degeneration

Performance: temporary occurence, flunctuating over time

Question 36

Phases of learning

Answer 36

cognitive/verbal
Associate/motor- learner understand the aim of the activity movement patterns are more fluent
autonomous: movement patters are well integrated and automatic

Question 37

types of learning curves

Answer 37

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

Question 38

annotate a free-body diagram

Question 39

factors that contribute to different rates of learning

Answer 39

Physical maturity
Physical Fitness
Individual differences of coaches
age
difficulty of task
teaching environment
motivation

Question 40

Define transfer

Answer 40

the process by which learning in one situation aids or hinders learning in another, often similar, situation

Question 41

Types of transfer

Answer 41

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

Question 42

Types of practice

Answer 42

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)

Question 43

Types of presentation

Answer 43

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

Question 44

Teaching Style

Answer 44

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

Question 45

Explain the signal detection process

Answer 45

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.

Question 46

Outline the different types of drag

Answer 46

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