Topic 5 Flashcards
Define the term skill
the consistent production of goal oriented movements, which are learned and specific to the task
Describe the different types
of skill.
Cognitive Skills - the ability to solve problems by thinking
Perceptual Skills - the process by which you sense things and interpret them
Motor Skills - the physical execution of a skill (the voluntary muscle movement)
Perceptual-motor Skills - involve the thought, interpretation and movement skills
Outline the different
approaches to classifying
motor skills.
Approaches to Classifying Motor Skills:
Gross-Fine:
Gross: Large muscle movements (e.g., walking, kicking a football)
Fine: Small, precise movements (e.g., writing, darts)
Open-Closed:
Open: Unpredictable environments (e.g., football, netball)
Closed: Stable, predictable environments (e.g., archery, free throw)
Discrete-Serial-Continuous:
Discrete: Clear start and end (e.g., golf swing, penalty kick)
Serial: Series of discrete skills (e.g., triple jump, gymnastics routine)
Continuous: No clear start or end, cyclical (e.g., swimming, cycling)
External-Internal Paced:
External: Environment controls timing (e.g., football, reacting to opponents)
Internal: Performer controls timing (e.g., javelin throw, discus)
Interaction Continuum (Individual-Coactive-Interactive):
Coactive skills are those performed at the same time as others but without confrontation interactive has confrontation
internally paced/self paced: Performed alone (e.g., high jump, archery)
externally paced/competition
Coactive: Performed with others, no contact (e.g., swimming, sprinting)
Interactive: Involves direct interaction (e.g., rugby, football)
go to notion
Compare skill profiles for
contrasting sports.
Continuum Football Archery
Gross–Fine Primarily gross movements (running, kicking) Primarily fine movements (aiming, releasing bowstring)
Open–Closed Open: Unpredictable environment with opponents Closed: Stable, controlled environment
Discrete–Serial–Continuous Continuous: Repeated actions during the game (running, passing) Discrete: Single action (shooting an arrow)
External–Internal Paced Externally paced: Reactions depend on opponents and ball movement Internally paced: Archer controls timing of each shot
Interaction Continuum Interactive: Direct interaction with opponents Individual: Performed alone, no direct interaction
Football involves dynamic, gross movements, with environmental uncertainty and direct interaction with others. Archery is more controlled, focusing on precision with minimal external influence.
Outline ability
the capacity for an individual to perform a specific skill
Distinguish between
Fleishman’s physical
proficiency abilities (physical
factors) and perceptual
motor abilities (psychomotor
factors).
Physical Proficiency Abilities - relate to the physical or structural aspects of the body, they are more health-related
Perceptual Motor Abilities - physical attributes that combine the senses, they are more skilled related
9 Fleishman’s Physical Proficiency Abilities:
- extent flexibility
- dynamic flexibility
- explosive strength
- static strength
- dynamic strength
- trunk strength
- gross body coordination
- gross body equilibrium
- stamina
6 Fleishman’s Perceptual Motor Abilities:
- reaction time
- response orientation
- speed of movement
- finger dexterity
- manual dexterity
- response integration
Define the term technique.
In general terms, technique is a “way of doing”. In the performance of a specific sports skill it is defined as the “way in which that sports skill is performed”
State the relationship
between ability, skill and
technique.
Skill = ability + selection of an appropriate technique.
Discuss the differences
between a skilled and a
novice performer.
consistency, accuracy, control, learned,
efficiency, goal-directed and fluency
Skilled Performer Novice Performer
would be very consistent as they
are an expert (autonomous) in
their sport would have many errors and not
yet be consistent as they are still in
the learning (cognitive or
associative) stage
more likely to be accurate, for the
same reasons as above less accurate in their performance
as they are less consistent and
skilled
will have more control in their
movements as they have stored
muscle memory from completing
the action so many times will have less control, comes with
lack of consistency and accuracy,
as they have not had great time for
practice
they will be knowledgeable on
their sport and technique may need assistance in
understanding the correct
technique
will be able to achieve the
desired goal much quicker than a
novice player will take a long time to reach the
desired goal
will know exactly what they want
to produce and what steps are
needed to get there may know what they want to
achieve but not the steps to get
there
difficult skills will look effortless
and smooth will look erratic and uncontrolled
Describe a simple model of
information processing
Information processing is the 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. All the approaches are only models. Input and output are assessable/observable, but the decision-making process can only be speculation
Information processing - the 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 – feedback
In response to input stimuli, the performer perceives the stimulus, and recounts by
executing an appropriate output, after their brain goes through the decision making process.
Feedback is then often given, so that the response can be altered to be made better if
necessary.
Example - Penalty kick in football:
Input: the goalie observes the angle of the kickerDecision Making: the goalie makes a decision on where to diveOutput: the goalie follows with a diving movementFeedback: the brain receives feedback on the movement, which is apple for the next shot
Describe Welford’s model of
information processing.
Welford’s model (1968) includes:
* sense organs
* perception
* short-term memory
* long-term memory
* decision-making
* effector control
* feedback.
Welford’s model suggests that we:
- take in information through our senses and temporarily store all of these inputs prior
to sorting them out - the inputs that are seen as relevant to the decision, are then stored in the short-term
memory - a decision is made by comparing the information in the short-term memory with
previous experiences stored in the long-term memory - with reference to the long term memory for the required action the decision is
carried out - the action and the results are stored for future reference
- the whole process then begins again
Outline the components
associated with sensory
input.
Consider exteroceptors, proprioceptors and
interoceptors
The sensory input is gathered by three forms of receptors in the sensory system:
Exteroceptors - they provide information about the external environment
↳touch, pressure, temperature, light, sound, taste, smell
Proprioceptors - provide information about the position and posture of our body in space
↳ they detect movement
Interoceptors - pass information from within the body’s internal organs such as the heart
and lungs to the brain via the nervous system
Explain the signal-detection
process.
Often referred to as the detection–comparison–
recognition process (DCR).
Limit to background noise, intensity of the
stimulus, efficiency of the sense organs, early
signal detection and improving signal detection.
- it is the process by which the brain interprets and makes sense of the information it is receiving from the sensory organs
- likelihood of detection is influenced by sensitivity of sense organs (ex eyes)
- likelihood of detection is influenced by experience with familiar signals
- selective attention can be improved through learning from past experience
- sdpSignal detection (perception) is the process by which the brain makes sense of
the atimudi received
Short memory stores large amounts of information for a very short time
Selective attention looks out for anticipated stimuli
Selected stimuli is then compared to long term memory to select appropriate respons
Often referred to as the Detection-Compårison-Recognition process (DCR
detection – comparison – recognition (DCR)
Detection: identification of the stimulusComparison: gather stimuli and compare to memory stores
Recognition: the stimuli is matched to one stored in the memory
Signal detection
- Important information is called a ‘signal’
- Non-essential information is known as ‘noise’
- Factors affecting signal detection:
- Intensity: how intense a stimulus is can affect the performers chances of detecting it
- Sense organs: if someone has an impairment in one of their sense organs then they’ll obviously perform worse
- Training: can create early signal detection bc the performer knows what to look for and how to react. & psychological training to help cancel out noise
Distinguish between the
characteristics of short-term
sensory store, short-term
memory and long-term
memory
Short-term Sensory Store:
- Information enters the sensory system and is held there for a short period of time
- Separate sections for each sense
- Large capacity but for less than a second
- Filters out irrelevant information so that the system doesn’t overload
- It cannot retrieve previous informationShort-term Memory:
- Holds information for several seconds, it can hold 5-9 items
- Low capacity and short duration
- Deals with present informationLong-term Memory:
- Stores information from past experiences
- Unlimited capacity - not everything can be retrieved
- Information can be stored for a very long time
Discuss the relationship
between selective attention
and memory.
Selective attention (SA) operates in the short-term sensory store (STSS). Only the relevant information is passed to the short-term memory (STM) where it is held for several seconds.
Selective Attention ensures that information overload does not occur and prevents confusion, as the brain would not be able to cope with streams of information. A filtering mechanism operates, which separates the relevant information from the irrelevant (noise) information so that athletes concentrate on one cue or stimulus (for example, the ball, position of player in a game of tennis) to the exclusion of others. SA is very important when accuracy or fast responses are required and can be improved by learning through past experience and interaction with long-term memory
- *Sporting Example:* - In a football game when passing the ball, you may remember all of the training you have done on the skill and other variations of the move, but with the aid of selective attention, you recall and only think about where you have to go, in the position you are in and the situation you are in.
