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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

Central nervous system is made up of…

A

Brain and spinal cord

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4
Q

Process of the central nervous system

A

Sensory input, integration and motor output

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5
Q

Internal sensory information

A

Visual, auditory, touch and proprioception

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6
Q

What is proprioception?

A

Body awareness in time and space

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7
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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8
Q

Cues

A

Relevant and irrelevant

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9
Q

Level of success with intrinsic cues

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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10
Q

Fundamental movement skills

A

Are the basic movements traditionally associated with activity

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11
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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12
Q

Sport specific skills

A

More complex then FMS and are often a sequence of FMS

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13
Q

What are the stages of learning?

A
  • cognitive
  • associative
  • autonomous
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14
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
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15
Q

What are cognitive learners focusing on?

A
  • 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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16
Q

Performance of cognitive learners

A
  • inconsistent performance
  • stiff and unrelaxed movements
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17
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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18
Q

Associative learners practice type

A

Blocked and random practice

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19
Q

Feedback type of associative learners

A
  • Augmented
  • Internal feedback beginning to develop
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20
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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21
Q

Autonomous stage characteristics

A
  • automatic stage
  • little attention required
  • can make use of intrinsic senses
  • focus on developing strategies and tactics
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22
Q

Practice type for autonomous learners

A
  • Random
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23
Q

Feedback type for autonomous learners

A

Internal - knowledge of performance

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24
Q

Movement and awareness of Autonomous learners

A
  • automatic skills
  • detect and correct errors
  • performance variables are small
  • focus on tactics
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25
Q

How are skills classified?

A

Based on characteristics
- assists skill session planning
- evaluate performance
- give appropriate feedback

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26
Q

What is movement precision referring to?

A
  • fine motor skills
  • gross motor skills
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27
Q

What is type of movement referring to?

A
  • discrete
  • serial
  • continuous
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28
Q

What is predictability of environment referring to?

A
  • open
  • closed
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29
Q

What are fine motor skills?

A

The use of small muscle groups to perform skills that require precision.

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30
Q

Example of fine motor skills

A
  • darts
  • hookey
  • spin bowler
  • golf
  • netball
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31
Q

Gross motor skills

A

The use of large muscle groups to perform skills that require strength, power and force

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32
Q

Gross motor skill examples

A
  • long jump
  • footy kick
  • batter in cricket
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33
Q

Define discrete skill

A
  • movements of short duration
  • clear beginning or end
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34
Q

Examples of a discrete skill

A
  • kicking a soccer ball
  • golf swing
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35
Q

Define serial skill

A

Series of discrete skills linked to create a more complex skill

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36
Q

Serial skill examples

A
  • triple jump
  • tennis serve
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37
Q

Define continuous skill

A
  • no clear beginning or end
  • movement continues for as long as performer wishes
  • repetitive action of same movement
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38
Q

Continuous skill examples

A
  • run
  • swim
  • cycle
  • row
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39
Q

What are closed skills?

A
  • predictable environment
  • self-paced
  • determined by athlete
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40
Q

What are open skills

A
  • changing/unpredictable environment
  • externally paced
    Note: some sports more open then others
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41
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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42
Q

Define massed practice

A
  • Long duration
  • Less Frequent sessions
43
Q

Define distributed practice

A
  • more frequent
  • shorter periods
44
Q

What is blocked practise?

A

Repetitive practice of the same skills

45
Q

Characteristics of blocked practice

A
  • isolation of skills
  • little practice variability
  • direct instruction
  • closed skills
46
Q

Effectiveness of blocked practice

A
  • good for quickly learning mechanics of skills
  • skills may not be transferred successfully into game settings
47
Q

Suitability of blocked practise

A
  • cognitive
  • associative
48
Q

Define random practice

A

Practising skills out of sequence (in a random order)

49
Q

Random practice characteristics

A
  • competition prepared
  • develop tactics and strategies
  • skills effectively transfer into games/ between sports
  • decreased skill errors during games
50
Q

Effectiveness of Random practise

A
  • skills less likely to break down under pressure
51
Q

Suitability of random practise

A
  • associative
  • autonomous
52
Q

Define “Feedback”

A

Information the performer receives about skills or performances
- Usually from coaches or performers

53
Q

Types of feedback

A
  • Knowledge of results
  • Knowledge of performance
  • Intrinsic feedback
  • Augmented feedback
54
Q

Define Knowledge of results

A

Outcome of the skill

55
Q

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
56
Q

Why should cognitive learners use knowledge of results for feedback?

A
  • reduce no. of cues
  • focus on performing the skill
57
Q

Define “Knowledge of performance”

A

Feedback about the process of performing the skill

58
Q

Benefit of Knowledge of Performance

A

Effective error correction, providing qualitative data about skill performance
- facilitates learning

59
Q

Who should receive “Knowledge of Performance” feedback

A

Associative/Autonomous
Able to focus on external cues

60
Q

Define intrinsic feedback

A

Received directly from performers sensory system

61
Q

Suitability of intrinsic feedback

A

Autonomous

62
Q

Define augmented feedback

A

Obtained from external source
- knowledge of performance/results

63
Q

Examples of providing Knowledge of performance

A

Coach giving verbal feedback/ video analysis

64
Q

Define concurrent feedback

A

Experienced by performer whilst completing the action.

65
Q

Define terminal feedback

A

Feedback received after the completion of the skill or performance

66
Q

Benefit of concurrent feedback

A

Raise the player’s awareness of their performance

67
Q

What is Qualitative feedback?

A

Descriptive feedback about performance

68
Q

What is Quantitative feedback?

A
  • Evidence
  • Numerical
69
Q

What is correct feedback

A
  • What is done well
  • Motivate and engages the athlete
70
Q

What is incorrect feedback

A
  • What is done incorrectly
  • Focus on skill error and ability to improve technique
71
Q

What is instructional approach?

A
  • Coaching methods
72
Q

How are sports traditionally taught?

A

Skill and drill approach

73
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
74
Q

Why is skill and drill not preferred?

A

Athletes without textbook technique negatively developed
- no development of environmental awareness

75
Q

Outline constraint-based techniques

A
  • improves game sense/transfer
  • problem solving and adaptation to open environments
  • explores techniques to suit needs
76
Q

Suitability of direct instruction

A
  • cognitive stage
  • learner is able to focus on mechanics of skill
77
Q

Benefits of direct instructional approach

A
  • blocked practise
  • effective for learning FMS
  • learner understands skill
  • acquires quickly
  • textbook technique acquired
  • external cues limited
78
Q

Disadvantages of direct approach

A
  • skills taught in isolation
  • ineffective game transfer
  • skills breakdown under pressure
  • tactics and strategy not developed
79
Q

What is a constraints based approach?

A
  • Coach implements Individual, Environmental, and Task constraints
  • focus on improving aspects of team/individual
80
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
81
Q

Disadvantages of a constraint based approach

A
  • longer skill development
  • not textbook technique
  • autonomous learner
82
Q

What are individual constraints?

A

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

83
Q

Examples of individual constraints

A
  • athletes decision skills
  • injury
  • fitness level
  • confidence
  • FMS development
  • genetics
84
Q

Why is injury an individual constraint?

A

Coach may need to modify practise

85
Q

Why is fitness level an individual constraint?

A

Duration/intensity may need to be modified

86
Q

Why is FMS development an individual constraint?

A

Determines feedback type and skills taught

87
Q

What are environmental constraints?

A

Type of environment/setting, characteristics of performance location.

88
Q

Why are environmental constraints used?

A

Stimulate playing/match environment

89
Q

Examples of environment-based constraints

A

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

90
Q

What are task based constraints?

A

Factors that can be manipulated to manipulate performance

91
Q

Examples of task based constraints

A
  • rules of the sport
  • modify equipment
  • court/field dimensions
  • player numbers
92
Q

How can equipment be modified?

A
  • size of bats, racquets, balls
93
Q

How can player numbers be modified?

A

Ratio of offence/defence

94
Q

Benefits of task-based constraints

A

Allows cognitive learners to improve performance

95
Q

What is the sociocultural model?

A

Multidimensional framework outlining factors/barriers impacting skill development

96
Q

What are the sociocultural factors?

A
  • Family
  • Cultural norms/beliefs
  • Peers
  • Gender
  • Socio-economic status
  • Local community
97
Q

Family

A
  • Parent role modelling
  • Family activity values
  • Financial support
  • Assistant accessing facilities
98
Q

Positive family factors

A
  • individuals have greater intrinsic motivation to be active
  • deliberate play can be encouraged by family
99
Q

Cultural Norms and Beliefs

A

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

100
Q

Peers

A

Active friends more likely to participate in deliberate play

101
Q

Benefit of active friends

A
  • enables children to self-discover skills/modify rules
  • enhances motivation/ development of FMS and SSS
102
Q

Social support

A

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

103
Q

Gender

A

factors can be barriers to female sports

104
Q
A

Physical Education (7 decks)

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