unit 3 area of study 1 : skill aquisition

Question 1

skill

Answer 1

the ability to do something well. skills can be improved through practice and experience.

Question 2

gross motor skill

Answer 2

where you use larger muscle groups and require less precision. e.g. kicking a footy.

Question 3

fine motor skill

Answer 3

is where you use smaller muscle groups and requiring greater precision. e.g. writing or throwing a dart.

Question 4

discrete motor skill

Answer 4

is a movement where there is a distinct beginning and end to the movement. e.g. basketball free throw.

Question 5

serial motor skill

Answer 5

is a group of discrete skills put together. e.g. gymnastics routine, many flips and tumbles.

Question 6

continuous motor skill

Answer 6

is a movement where there is no distinct beginning and end to the movement and continuously occurring e.g. running or swimming.

Question 7

closed motor skills

Answer 7

is where the conditions of the environment are often considered predictable, therefore are closed. e.g. taking a free throw as the individual has control over when they take the shot.

Question 8

open motor skills

Answer 8

is where the skills are often unpredictable or open due to the environment constantly changing. e.g. having a running shot on goal as there are many external factors affecting it such as defenders.

Question 9

fundamental movement skills

Answer 9

are foundation skills that provide the basis for the development of more sport-specific movement skills. they include stability skills, locomotor skills and manipulative skills.

Question 10

stability skills

Answer 10

involving balance and control.

Question 11

locomotor skills

Answer 11

enable us to move through space. e.g. waling + running

Question 12

manipulative skills

Answer 12

involves being able to control an object e.g kicking a footy.

Question 13

3 Stages of learning

Answer 13

cognitive, associative, autonomous

Question 14

cognitive stage

Answer 14

where beginners are trying to understand what the skills require to perform it. quick stage, many errors, feedback, simple/basics.

Question 15

associative stage

Answer 15

practice stage. consistently performs the skill with fewer mistakes. feedback to refine skills and reduce poor habits, can be longest stage, opportunities to practice with more variation.

Question 16

autonomous stage

Answer 16

stage where learner can perform skill almost automatically. skill requires little attention, focus on tactics and strategy, high variation, not everyone reaches this stage, psychologically player can cope under pressure.

Question 17

Part practice

Answer 17

breaking a complex skill into smaller parts and practising them individually. e.g practising ball toss only for a tennis serve.

Question 18

whole practice

Answer 18

practising all elements of the skill in one go e.g. tennis serve

Question 19

task complexity

Answer 19

is considering if the skill has many components, whether it may be appropriate to break task into segments.

Question 20

task organisation

Answer 20

refers to how dependant each segment is on the previous segment. Not all tasks can be broken down into individual segments.

Question 21

amount of practice

Answer 21

critical learning variable. during cognitive more practice will result i more improved performance. During associative and autonomous stages rate of improvemnt will reduce, hours of practice may not be appropriate for learners in cognitive.

Question 22

distributed practice

Answer 22

involves short but more frequent sessions. more time is allocated to rest between tasks during the session. he model is adopted by full time professional athletes, but is also ideal for those in cognitive.

Question 23

massed practice

Answer 23

involves less frequent sessions that last for longer period of time. rest intervals are also shorter. most non professional teams us this method to schedule around school and work,etc.

Question 24

blocked practice

Answer 24

involves practising the same skill continuously without changing to a different task. e.g. 50 free throws in a row. suitable for beginners in cognitive trying to learn and understand skill, closed environment.

Question 25

random practice

Answer 25

where you practice multiple skills in random order. e.g volleyball; spike, dig, set, etc. suitable for performers in associative and autonomous stages. helps improve the cognitive skills necessary to perform in match.

Question 26

transfer of practice

Answer 26

practice that closely resembles the game will result in greater transfer of of skill from training to game. Address and work on multiple skills. however constant game practice will not necessarily result in a greater transfer of skill development. repetitive practice can also lead to boredom.