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Physical education > unit 3 AOS 1 (skill acquisition) > Flashcards

unit 3 AOS 1 (skill acquisition) Flashcards

1
Q

what is a skill?

A

a skill is the ability to do something well. In sports, the focus is on motor skills such as a tennis serve, volleyball spike or hockey push.

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2
Q

what are the Three ways to classify a skill?

A

movement precision
type of movement
predictability of the movement

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3
Q

what is a Gross motor skill

A

involves recruiting large muscle groups and place less emphasis on precision, e.g. running

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4
Q

what is a fine motor skill?

A

involves recruiting smaller muscles for precision movements e.g. the finger and movements when playing darts.

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5
Q

what is a discrete motor skill?

A

have a clear beginning and end e.g a netball pas s

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6
Q

what is a serial motor skill?

A

when several discrete skills are performed in a sequence e.g. a gymnastics floor routine

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7
Q

what is a continuous motor skill?

A

have no definite beginning or end e.g. running

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8
Q

what are closed motor skills?

A

performed in surroundings where the performer has teh greatest control over the performance environment. e.g. an indoor, individual fiving routine

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9
Q

what are open motor skills?

A

performed in a less predictable environment where the conditions are constantly changing, and the performer has limited control over the environment e.g. white-water kayaking.

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10
Q

what are stability skills?

A

involving balance and control of the body

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11
Q

what are locomotor skills?

A

that enable us to move through space, such as walking and running

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12
Q

what are manipulative skills?

A

involving the control of an object, such as throwing, catching, striking and kicking

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13
Q

what are the three stages of learning?

A
  • cognitive
  • associative
  • autonomous
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14
Q

what is involved in the cognitive stage of learning (characteristics of performers) ?

A
  • beginner
  • mentally trying to comprehend the movement requirements
  • their performance is inconsistent with stiff, unrelaxed movements
  • they cannot detect errors and have not developed correction ability
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15
Q

what are some characteristics of associative learners?

A
  • beginning to refine their technique/ movement pattern
    more consistent, make fewer errors, can detect the cause of some errors and eliminate them
  • more attention to external stimuli
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16
Q

what are some characteristics of autonomous learners?

A
  • the skill is mostly automatic
  • performer can detect and correct errors and performance variables are small
  • focus is directed towards tactics
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17
Q

what is the benefit of part practice?

A

part practice can benefit cognitive learners who are still trying to understand the complete skill. by practicing parts it can increase motivational levels as beginners are able to achieve success quickly.

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18
Q

what is part practice?

A

part practice is when you break up a skill into segments and learn each aspect individually before completing it as a whole skill

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19
Q

what are two things to consider when deciding whether to use part or whole practice?

A
  • task complexity
  • task organisation
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20
Q

what is task complexity?

A

when a skill has several segments it can be considered a complex task where part practice may be ore appropriate when trying to learn the skill.

21
Q

what is task organisation?

A

task organisation refers to how dependant each segment is on the previous segment. for example, if you were to complete a cartwheel using part practice it would lose its rhythm therefore it would be difficult to complete.

22
Q

why is amount of practice critical?

A

the amount of practice is critical when trying to learn a new skill especially in early stages of learning. there is a positive relationship between improvement and practice time.

23
Q

what is distributed practice?

A

involves short but frequent training sessions.
- more time is given for rest periods between tasks within the training session - distributed practice scheduling creates a better learning environment.

24
Q

what is massed practice?

A

involves less frequent training sessions that last for a longer period of time.
- rest intervals between tasks are also reduced compared to distributed practice

25
Q

what is blocked practice?

A

practicing the same skill continually in the same training session without changing to different tasks. it is appropriate for beginners who are trying to understand and reproduce the movement.

26
Q

what is random practice?

A

The varied sequencing of different motor skills in the same training session. it is suitable for performers in the associative and autonomous stages.

27
Q

what are the two types of feedback?

A

inherent (internal)
augmented (external)

28
Q

what are the four aspects of inherent feedback?

A
  • visual
  • auditory
  • proprioception
  • touch
29
Q

what are the two external feedback types?

A
  • knowledge of results
  • knowledge of performance
30
Q

what is inherent/ intrinsic feedback?

A

when performers use their own senses to detect errors and correct them.
- this feedback is always available to the performer when they understand the goal of the task.

31
Q

what is augmented feedback?

A

from an external person such as a coach or role model, helps develop the intrinsic feedback system.

32
Q

when can augmented feedback be given?

A

it can be given during or after a performance.
- during the performance is termed concurrent feedback
- terminal feedback is given afterwards

33
Q

how should feed back be delivered?

A

clear, precise and in limited in the information it offers. learners also respond well to positive reinforcement rather than negative hurtful feedback.

34
Q

what is the difference between knowledge of results and knowledge of performance?

A

knowledge of results is specific feedback about the outcome of the task (goals scored, number of times touched, etc) whereas knowledge of performance feedback focuses of the characteristics of the performance (their technique)

35
Q

what does QMA stand for?

A

qualitative movement analysis

36
Q

what are the four stages of a QMA ?

A
  • preparation
  • observation
  • evaluation
  • error correction
37
Q

why is qualitative movement assessed. analysed ?

A
  • diagnosis of strengths and weaknesses of players or teams
  • obtain a final, result or rank in competition
  • talent identification or team selection
  • predict future performance results
38
Q

what is involved in the ‘preparation’ stage of a QMA?

A
  • determine the specific purpose of the analysis
  • utilise media technology
  • determine which player is being observed
  • how progress will be tackled (timing of observation)
39
Q

what is involved in the ‘observation’ stage of a QMA?

A
  • can be performed live and/ or recorded
  • several factors can be influencing someone’s ability to observe
  • a range of variables can be observed
  • has limitations
40
Q

what is involved in the ‘evaluation’ stage of a QMA?

A
  • ‘judgement of quality’
  • decide what the problem is
  • what is causing it
  • how can it be addressed
  • objectively (scores) / subjectively (perception/ interpretation)
41
Q

what makes a test valid?

A

the capacity of a test to measure what it is intended to.

42
Q

what makes a test reliable?

A

the ability to produce similar results when conducted in identical/ similar conditions, contexts and situations.

43
Q

what happens in the error correction stage of a QMA?

A
  • strategies developed to improve the skill that is identified as a weakness
44
Q

what are constraints?

A

boundaries that shape a learners self- organising movement pattern, understanding and decision making- making processes. factors that influence learning and performance at any moment in time.

45
Q

what can be considered as individual constraints?

A
  • body size
  • fitness level
  • mental skills
  • perceptual and decision-making skills
  • technical skill
46
Q

what are the two types of environmental constraints ?

A

physical environment and social/ cultural environment

47
Q

what are considered physical environment constraints?

A
  • locality in which a player was raised
  • noise level
  • auditory feedback or other environment features
  • gravity
  • weather conditions
  • natural light
  • terrain
  • quality practice facilities
48
Q

what can be considered social/ cultural environment constraints?

A
  • cultural norms
  • family support network
  • peer groups
  • societal expectations
  • the culture of a sport club and access to high- quality coaching
49
Q
A

Physical education (2 decks)

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