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Physical Education > U3AoS1 - Skill Acquisition > Flashcards

U3AoS1 - Skill Acquisition Flashcards

1
Q

Motor (movement) skill

A

Special form of skills that require movement of the body or limbs

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2
Q

Skill acquisition

A

The science that underpins movement learning and execution
- more commonly termed motor learning and control

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3
Q

Internal sensory information

A

Visual, auditory, touch and proprioception

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4
Q

What is proprioception?

A

Body awareness in time and space

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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

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6
Q

Cues

A

Relevant and irrelevant

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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

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8
Q

Fundamental movement skills

A

Are the basic movements traditionally associated with activity

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9
Q

Fundamental skill list

A
  • catch
  • kick
  • run
  • vertical leap
  • dodge
  • leap
  • ball bounce
  • vertical throw
  • punt
  • forehead strike
  • two - handed strike
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10
Q

Sport specific skills

A

More complex then FMS and are often a sequence of FMS

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11
Q

What are the stages of learning?

A
  • cognitive
  • associative
  • autonomous
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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
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13
Q

Performance of cognitive learners

A
  • inconsistent performance
  • stiff and unrelaxed movements
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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
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15
Q

Associative learners practice type

A

Blocked and random practice

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16
Q

Feedback type of associative learners

A
  • Augmented
  • Internal feedback beginning to develop
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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
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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
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19
Q

Practice type for autonomous learners

A
  • Random
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20
Q

Feedback type for autonomous learners

A

Internal - knowledge of performance

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21
Q

What is movement precision referring to?

A
  • fine motor skills
  • gross motor skills
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22
Q

What is type of movement referring to?

A
  • discrete
  • serial
  • continuous
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23
Q

What is predictability of environment referring to?

A
  • open
  • closed
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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

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25
Q

Gross motor skills (with examples)

A

The use of large muscle groups to perform skills that require strength, power and force
- long jump
- footy kick
- batter in cricket

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26
Q

Define discrete skill (with examples)

A
  • movements of short duration
  • clear beginning or end
  • kicking a soccer ball
  • golf swing
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27
Q

Define serial skill (with examples)

A

Series of discrete skills linked to create a more complex skill
- triple jump
- tennis serve

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28
Q

Define continuous skill (with examples)

A
  • no clear beginning or end
  • movement continues for as long as performer wishes
  • repetitive action of same movement
  • run
  • swim
  • cycle
  • row
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29
Q

What are closed skills?

A
  • predictable environment
  • self-paced
  • determined by athlete
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30
Q

What are open skills

A
  • changing/unpredictable environment
  • externally paced
    Note: some sports more open then others
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31
Q

What is practise distribution?

A

Ratio of time spent actively practicing compared to time resting and listening to instructions
- frequency/duration

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32
Q

Define massed practice

A
  • Long duration
  • Less Frequent sessions
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33
Q

Define distributed practice

A
  • more frequent
  • shorter periods
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34
Q

What is blocked practise?

A

Repetitive practice of the same skills
- isolation of skills
- little practice variability
- direct instruction
- closed skills

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35
Q

Effectiveness of blocked practice

A
  • good for quickly learning mechanics of skills
  • skills may not be transferred successfully into game settings
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36
Q

Suitability of blocked practise

A
  • cognitive
  • associative
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37
Q

Define random practice

A

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

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38
Q

Effectiveness of Random practise

A

Skills less likely to break down under pressure

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39
Q

Suitability of random practise

A
  • associative
  • autonomous
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40
Q

Define “Feedback”

A

Information the performer receives about skills or performances

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41
Q

Types of feedback

A
  • Knowledge of results
  • Knowledge of performance
  • Intrinsic feedback
  • Augmented feedback
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42
Q

Define Knowledge of results

A

Outcome of the skill

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43
Q

What are the benefits of knowledge of results?

A
  • provides motivation/confidence to cognitive learner
  • success results in greater perseverance in practice
  • greater practice opportunities
  • increased skill level
44
Q

Why do cognitive learners prefer knowledge of results?

A

Reduces no. of cues so they can focus on performing the skill

45
Q

Define “Knowledge of performance”

A

Feedback about the process of performing the skill

46
Q

Benefit of Knowledge of Performance

A

Effective error correction, providing qualitative data about skill performance

47
Q

Who should receive “Knowledge of Performance” feedback

A

Associative/Autonomous
Able to focus on external cues

48
Q

Define intrinsic feedback

A

Received directly from performers sensory system

49
Q

Suitability of intrinsic feedback

A

Autonomous

50
Q

Define augmented feedback

A

Obtained from external source

51
Q

Examples of providing Knowledge of performance

A

Coach giving verbal feedback/ video analysis

52
Q

Define concurrent feedback

A

Experienced by performer whilst completing the action.

53
Q

Define terminal feedback

A

Feedback received after the completion of the skill or performance

54
Q

Benefit of concurrent feedback

A

Raise the player’s awareness of their performance

55
Q

What is Qualitative feedback?

A

Descriptive feedback about performance

56
Q

What is Quantitative feedback?

A
  • Evidence
  • Numerical
57
Q

What is correct feedback

A
  • What is done well
  • Motivate and engages the athlete
58
Q

What is incorrect feedback

A
  • What is done incorrectly
  • Focus on skill error and ability to improve technique
59
Q

What is a skill and drill approach?

A
  • 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
Q

What stage of learning is Direct Instruction most suitable to?

A
  • cognitive stage
  • learner is able to focus on mechanics of skill
61
Q

Benefits of direct instructional approach

A
  • blocked practise
  • effective for learning FMS
  • learner understands skill
  • acquires quickly
  • textbook technique acquired
  • external cues limited
62
Q

Disadvantages of direct approach

A
  • skills taught in isolation
  • ineffective game transfer
  • skills breakdown under pressure
  • tactics and strategy not developed
63
Q

What is a constraints based approach?

A

Coach implements Individual, Environmental, and Task constraints
to focus on improving aspects of team/individual

64
Q

Benefits of a constraints-based approach

A
  • skills taught in a more open
  • develop tactics/strategies
  • effective game transfer
  • less likely to breakdown under pressure
  • self correction using intrinsic feedback
65
Q

Disadvantages of a constraint based approach

A
  • longer skill development
  • not textbook technique
  • autonomous learner
66
Q

What are individual constraints?

A

Physical, psychological and behavioral factors internal to the performer.
Coach must know athlete well.

67
Q

Examples of individual constraints

A
  • athletes decision skills
  • injury
  • fitness level
  • confidence
  • FMS development
  • genetics
68
Q

Why is injury an individual constraint?

A

Coach may need to modify practise

69
Q

Why is fitness level an individual constraint?

A

Duration/intensity may need to be modified

70
Q

Why is FMS development an individual constraint?

A

Determines feedback type and skills taught

71
Q

What are environmental constraints?

A

Type of environment/setting, characteristics of performance location.

72
Q

Why are environmental constraints used?

A

Stimulate playing/match environment

73
Q

Examples of environment-based constraints

A

Climate, lighting, playing surface
- geography (mountains/surf)
- coach influence (style)
- peer/family influence

74
Q

What are task based constraints?

A

Factors that can be manipulated to manipulate performance

75
Q

Examples of task based constraints

A
  • rules of the sport
  • modify equipment
  • court/field dimensions
  • player numbers
76
Q

How can equipment be modified?

A
  • size of bats, racquets, balls
77
Q

How can player numbers be modified?

A

Ratio of offence/defence

78
Q

Benefits of task-based constraints

A

Allows cognitive learners to improve performance

79
Q

What are the sociocultural factors?

A
  • Family
  • Cultural norms/beliefs
  • Peers
  • Gender
  • Socio-economic status
  • Local community
80
Q

Family

A
  • Parent role modelling
  • Family activity values
  • Financial support
  • Assistant accessing facilities
81
Q

Positive family factors

A
  • individuals have greater intrinsic motivation to be active
  • deliberate play can be encouraged by family
82
Q

Cultural Norms and Beliefs

A

Strong cultural identity with sports leads to increased participation/greater development of SSS.

83
Q

Peers

A

Active friends more likely to participate in deliberate play

84
Q

Benefit of active friends

A
  • enables children to self-discover skills/modify rules
  • enhances motivation/ development of FMS and SSS
85
Q

Social support

A

Active with someone results in overcoming barriers such as perceived lack of time/poor weather conditions

86
Q

Gender

A

factors can be barriers to female sports

87
Q

What are some examples of female sport barriers?

A
  • lack of opportunity and role modelling
  • gender specific facilities
  • stereotyping
  • less funding and opportunities
  • less women in administrative roles
88
Q

Socioeconomic status

A
  • 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
Q

Local community

A

Skill development can be influenced by sports prevalent in the local community
- lack of numbers
- greater focus

90
Q

Deliberate Play

A

Unsupervised learning environment where children devise their own interpretation of sport and competition enabling discovery-based learning.

91
Q

Examples of deliberate play

A
  • backyard cricket
  • kicking a ball
  • made up games
92
Q

Deliberate practice

A

Highly structured practice usually overseen by a coach to develop specific FMS and SSS through augmented feedback

93
Q

Observational learning

A

Learning via watching sport, help builds culture and tradition

94
Q

What are the steps to Qualitative Analysis?

A
  1. Preparation
  2. Observation
  3. Evaluation
  4. Intervention
95
Q

Preparation

A

Critical features of a skill
Know your athlete
Details of observation
Effective instruction

96
Q

Critical features example

A

eg. angle of release, follow through etc.

97
Q

Know your athlete

A
  • Physiological/psychological information
  • strengths/weakness
  • gender
  • skill level
  • injuries
  • FMS development
98
Q

Details of observation

A
  • what will be observed
  • angle
  • vantage points
  • no. of cameras
  • no. of observations
99
Q

Effective instruction

A

Type of instruction/feedback given to the performer, vary on stage of learning

100
Q

Digital recording

A
  • replay multiple times
  • athlete can watch
  • slow down/ pause
  • observed by multiple coaches for feedback
101
Q

Digital observation

A
  • subjective
  • experience of analyst
  • singular feedback
  • no reference for comparison
  • memory dependent
  • overlook aspects
  • labour intensive
102
Q

Evaluation

A
  • 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
Q

Error correction

A
  1. Modify Practice
  2. Exaggeration
  3. Visual Model
  4. Manual Guidance
104
Q

Modify practice

A
  • part vs whole
  • open vs closed
  • massed vs distributed
105
Q

Exaggeration

A

Overexaggerate certain aspects of a skill to emphasise technique

106
Q

Visual model

A

Instructor demonstrate or show footage of correct technique

107
Q

Manual guidance

A
  • improves proprioception
  • instructor moves body through correct technique

Physical Education (12 decks)

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