U3AoS1 - Skill Acquisition Flashcards
1
Q
Motor (movement) skill
A
Special form of skills that require movement of the body or limbs
2
Q
Skill acquisition
A
The science that underpins movement learning and execution
- more commonly termed motor learning and control
3
Q
Internal sensory information
A
Visual, auditory, touch and proprioception
4
Q
What is proprioception?
A
Body awareness in time and space
5
Q
Perception action coupling
A
Working together of the central nervous system and muscles
- body perceives stimulus via the CNS
- message delivered via muscles to perform
6
Q
Cues
A
Relevant and irrelevant
7
Q
Intrinsic Cue success for learners
A
Cognitive - not very successful at using intrinsic feedback
Autonomous and associative learners - much better at attending to external cues and using intrinsic information and feedback
8
Q
Fundamental movement skills
A
Are the basic movements traditionally associated with activity
9
Q
Fundamental skill list
A
- catch
- kick
- run
- vertical leap
- dodge
- leap
- ball bounce
- vertical throw
- punt
- forehead strike
- two - handed strike
10
Q
Sport specific skills
A
More complex then FMS and are often a sequence of FMS
11
Q
What are the stages of learning?
A
- cognitive
- associative
- autonomous
12
Q
Characteristics of the cognitive stage
A
- beginner stage
- learning the mechanics of the skill
- substantial attention required to understand and perform skill
- many errors made
- learners have difficulty attending to external cues
- can’t make use of intrinsic feedback
- mentally trying to comprehend the movement requirements of the motor skill
- attention on movement production
- not yet developed error detection and correction
13
Q
Performance of cognitive learners
A
- inconsistent performance
- stiff and unrelaxed movements
14
Q
Associative Learning Characteristics
A
- movement patterns become refined
- intrinsic feedback for error correction
- increased awareness of environmental and external cues
- aware of tactical information
15
Q
Associative learners practice type
A
Blocked and random practice
16
Q
Feedback type of associative learners
A
- Augmented
- Internal feedback beginning to develop
17
Q
Movements of associative learners
A
- refine technique and movement pattern
- more consistent, make fewer errors
- can detect cause of some errors
- develop strategies to eliminate them
- more attention to external stimuli
18
Q
Autonomous stage characteristics
A
- automatic stage
- little attention required
- can make use of intrinsic senses
- focus on developing strategies and tactics
- automatic skills
- detect and correct errors
- performance variables are small
- focus on tactics
19
Q
Practice type for autonomous learners
A
- Random
20
Q
Feedback type for autonomous learners
A
Internal - knowledge of performance
21
Q
What is movement precision referring to?
A
- fine motor skills
- gross motor skills
22
Q
What is type of movement referring to?
A
- discrete
- serial
- continuous
23
Q
What is predictability of environment referring to?
A
- open
- closed
24
Q
What are fine motor skills? (with examples)
A
The use of small muscle groups to perform skills that require precision.
darts
- hookey
- spin bowler
- golf
- netball
25
Gross motor skills (with examples)
The use of large muscle groups to perform skills that require strength, power and force
- long jump
- footy kick
- batter in cricket
26
Define discrete skill (with examples)
- movements of short duration
- clear beginning or end
- kicking a soccer ball
- golf swing
27
Define serial skill (with examples)
Series of discrete skills linked to create a more complex skill
- triple jump
- tennis serve
28
Define continuous skill (with examples)
- no clear beginning or end
- movement continues for as long as performer wishes
- repetitive action of same movement
- run
- swim
- cycle
- row
29
What are closed skills?
- predictable environment
- self-paced
- determined by athlete
30
What are open skills
- changing/unpredictable environment
- externally paced
Note: some sports more open then others
31
What is practise distribution?
Ratio of time spent actively practicing compared to time resting and listening to instructions
- frequency/duration
32
Define massed practice
- Long duration
- Less Frequent sessions
33
Define distributed practice
- more frequent
- shorter periods
34
What is blocked practise?
Repetitive practice of the same skills
- isolation of skills
- little practice variability
- direct instruction
- closed skills
35
Effectiveness of blocked practice
- good for quickly learning mechanics of skills
- skills may not be transferred successfully into game settings
36
Suitability of blocked practise
- cognitive
- associative
37
Define random practice
Practicing skills out of sequence (in a random order)
- competition prepared
- develop tactics and strategies
- skills effectively transfer into games/ between sports
- decreased skill errors during games
38
Effectiveness of Random practise
Skills less likely to break down under pressure
39
Suitability of random practise
- associative
- autonomous
40
Define "Feedback"
Information the performer receives about skills or performances
41
Types of feedback
- Knowledge of results
- Knowledge of performance
- Intrinsic feedback
- Augmented feedback
42
Define Knowledge of results
Outcome of the skill
43
What are the benefits of knowledge of results?
- provides motivation/confidence to cognitive learner
- success results in greater perseverance in practice
- greater practice opportunities
- increased skill level
44
Why do cognitive learners prefer knowledge of results?
Reduces no. of cues so they can focus on performing the skill
45
Define "Knowledge of performance"
Feedback about the process of performing the skill
46
Benefit of Knowledge of Performance
Effective error correction, providing qualitative data about skill performance
47
Who should receive "Knowledge of Performance" feedback
Associative/Autonomous
Able to focus on external cues
48
Define intrinsic feedback
Received directly from performers sensory system
49
Suitability of intrinsic feedback
Autonomous
50
Define augmented feedback
Obtained from external source
51
Examples of providing Knowledge of performance
Coach giving verbal feedback/ video analysis
52
Define concurrent feedback
Experienced by performer whilst completing the action.
53
Define terminal feedback
Feedback received after the completion of the skill or performance
54
Benefit of concurrent feedback
Raise the player's awareness of their performance
55
What is Qualitative feedback?
Descriptive feedback about performance
56
What is Quantitative feedback?
- Evidence
- Numerical
57
What is correct feedback
- What is done well
- Motivate and engages the athlete
58
What is incorrect feedback
- What is done incorrectly
- Focus on skill error and ability to improve technique
59
What is a skill and drill approach?
- skills isolated
- assumes single correct technique
- no game experience
- tactical awareness and adaptation abilities not developed
Athletes without textbook technique negatively developed
- no development of environmental awareness
60
What stage of learning is Direct Instruction most suitable to?
- cognitive stage
- learner is able to focus on mechanics of skill
61
Benefits of direct instructional approach
- blocked practise
- effective for learning FMS
- learner understands skill
- acquires quickly
- textbook technique acquired
- external cues limited
62
Disadvantages of direct approach
- skills taught in isolation
- ineffective game transfer
- skills breakdown under pressure
- tactics and strategy not developed
63
What is a constraints based approach?
Coach implements Individual, Environmental, and Task constraints
to focus on improving aspects of team/individual
64
Benefits of a constraints-based approach
- skills taught in a more open
- develop tactics/strategies
- effective game transfer
- less likely to breakdown under pressure
- self correction using intrinsic feedback
65
Disadvantages of a constraint based approach
- longer skill development
- not textbook technique
- autonomous learner
66
What are individual constraints?
Physical, psychological and behavioral factors internal to the performer.
Coach must know athlete well.
67
Examples of individual constraints
- athletes decision skills
- injury
- fitness level
- confidence
- FMS development
- genetics
68
Why is injury an individual constraint?
Coach may need to modify practise
69
Why is fitness level an individual constraint?
Duration/intensity may need to be modified
70
Why is FMS development an individual constraint?
Determines feedback type and skills taught
71
What are environmental constraints?
Type of environment/setting, characteristics of performance location.
72
Why are environmental constraints used?
Stimulate playing/match environment
73
Examples of environment-based constraints
Climate, lighting, playing surface
- geography (mountains/surf)
- coach influence (style)
- peer/family influence
74
What are task based constraints?
Factors that can be manipulated to manipulate performance
75
Examples of task based constraints
- rules of the sport
- modify equipment
- court/field dimensions
- player numbers
76
How can equipment be modified?
- size of bats, racquets, balls
77
How can player numbers be modified?
Ratio of offence/defence
78
Benefits of task-based constraints
Allows cognitive learners to improve performance
79
What are the sociocultural factors?
- Family
- Cultural norms/beliefs
- Peers
- Gender
- Socio-economic status
- Local community
80
Family
- Parent role modelling
- Family activity values
- Financial support
- Assistant accessing facilities
81
Positive family factors
- individuals have greater intrinsic motivation to be active
- deliberate play can be encouraged by family
82
Cultural Norms and Beliefs
Strong cultural identity with sports leads to increased participation/greater development of SSS.
83
Peers
Active friends more likely to participate in deliberate play
84
Benefit of active friends
- enables children to self-discover skills/modify rules
- enhances motivation/ development of FMS and SSS
85
Social support
Active with someone results in overcoming barriers such as perceived lack of time/poor weather conditions
86
Gender
factors can be barriers to female sports
87
What are some examples of female sport barriers?
- lack of opportunity and role modelling
- gender specific facilities
- stereotyping
- less funding and opportunities
- less women in administrative roles
88
Socioeconomic status
- lower SES mean lower levels of activity and skill
Can't access memberships, equipment, registration, travel costs
May not be aware of the risks of a sedentary lifestyle
89
Local community
Skill development can be influenced by sports prevalent in the local community
- lack of numbers
- greater focus
90
Deliberate Play
Unsupervised learning environment where children devise their own interpretation of sport and competition enabling discovery-based learning.
91
Examples of deliberate play
- backyard cricket
- kicking a ball
- made up games
92
Deliberate practice
Highly structured practice usually overseen by a coach to develop specific FMS and SSS through augmented feedback
93
Observational learning
Learning via watching sport, help builds culture and tradition
94
What are the steps to Qualitative Analysis?
1. Preparation
2. Observation
3. Evaluation
4. Intervention
95
Preparation
Critical features of a skill
Know your athlete
Details of observation
Effective instruction
96
Critical features example
eg. angle of release, follow through etc.
97
Know your athlete
- Physiological/psychological information
- strengths/weakness
- gender
- skill level
- injuries
- FMS development
98
Details of observation
- what will be observed
- angle
- vantage points
- no. of cameras
- no. of observations
99
Effective instruction
Type of instruction/feedback given to the performer, vary on stage of learning
100
Digital recording
- replay multiple times
- athlete can watch
- slow down/ pause
- observed by multiple coaches for feedback
101
Digital observation
- subjective
- experience of analyst
- singular feedback
- no reference for comparison
- memory dependent
- overlook aspects
- labour intensive
102
Evaluation
- identify positives and areas for improvement
- 4 - 8 critical features observed/evaluated at one time
- critical features ranked on a scale from adequate to inadequate
103
Error correction
1. Modify Practice
2. Exaggeration
3. Visual Model
4. Manual Guidance
104
Modify practice
- part vs whole
- open vs closed
- massed vs distributed
105
Exaggeration
Overexaggerate certain aspects of a skill to emphasise technique
106
Visual model
Instructor demonstrate or show footage of correct technique
107
Manual guidance
- improves proprioception
- instructor moves body through correct technique
