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Physical Education > Unit 3 skill acquisition > Flashcards

Unit 3 skill acquisition Flashcards

1
Q

what is the definition of a skill?

A

skill is the learned ability to choose and perform the right techniques at the right time effectively within competition

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2
Q

definition of ability

A

qualities we have as a person that we have inherited from parents

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3
Q

definition of learning

A

it is the more or less permanent change in behaviour that is reflected in a change in performance

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4
Q

definition of performance

A

it is a demonstration of the solving of a problem or task at any given moment in time

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5
Q

what is the link between learning and performance?

A

as learning takes place we usually see a gradual improvement in performance

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6
Q

what are the types of ability?

A
  • foundation
  • genetically determined
    -enduring
  • pychomotor ability
  • perceptual ability
  • gross motor ability
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7
Q

what is the foundation of ability?

A

it is the learning process
to achieve this they must have certain abilities

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8
Q

what does genetically determined mean?

A

people that are born with abilities with which some find difficult to learn

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9
Q

what does enduring mean?

A

people that display ability for a long time

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10
Q

what is pyschomotor ability?

A

it enables a performer to process information about when they move

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11
Q

what is perceptual ability?

A

the ability to sense and interpret sensory inputs e.g. coordination

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12
Q

what is gross motor ability?

A

to have the ability to move in coordinated muscle movements

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13
Q

name 4 characteristics of an expert performer

A
  • accurate
  • controlled
  • consistent
  • successful
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14
Q

name 4 characteristic of a novice performer

A
  • jerky
  • inaccurate
  • slow
  • tired
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15
Q

name the classifications of skill

A
  • open/ closed skill
  • simple/ complex skill
  • externally paced/ self-paced
  • low/ high skill
  • gross/ fine skill
  • discrete/ serial/ continuous skill
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16
Q

what is an open skill? give an example

A

-a form of action that is varied to environment around performer
-has no clear beginning or end
- occurs in an unpredictable environment
- e.g. dribbling in basketball

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17
Q

what is a closed skill? give an example

A
  • it is pre-learned and habitual
  • has a clear beginning and end
  • occurs in a predictable environment
  • e.g. free throw in basketball
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18
Q

what is a simple skill? give an example

A
  • straight forward skill with few subroutines
  • little concentration needed
  • e.g. running
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19
Q

what is a complex skill? give an example

A
  • complicated skills that require lots of practise
  • habitual and learned
  • e.g. gymnastics vault
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20
Q

what is an externally paced skill? give an example

A
  • skill that is controlled by environment
  • based on opposing team or weather
  • e.g. netball pass or sailing
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21
Q

what is a self-paced skill? give an example

A
  • rate of action is controlled by performer
  • e.g. golf
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22
Q

what is a low skill? give an example

A
  • has a low organisational structure
  • it is not complicated
  • subroutines can be discrete and practised separately
  • e.g. long jump
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23
Q

what is a high skill? give an example

A

-it has a complex organisational structure
-subroutines are closely linked
- skill is practised as a whole
- e.g. gymnastics vault

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24
Q

what is a gross skill? give an example

A
  • it uses large muscle movements
  • it includes strength, endurance and power
  • e.g. weightlifting
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25
Q

what is a fine skill? give an example

A
  • it uses small delicate muscle movements
  • it includes speed and accuracy
  • e.g. cricket
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26
Q

what is a discrete skill? give an example

A
  • it has a clear beginning and end
  • performed individually
  • no links to other skills
  • can be repeated but starts again
    -e.g. javelin
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27
Q

what is a serial skill? give an example

A
  • number of individual skills linked together
  • it consists of different phases
    -e.g. triple jump ( hop, step, jump)
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28
Q

what is a continuous skill? give an example

A
  • cant be split into subroutines
  • lasts a long time
    -e.g. dribbling
29
Q

definition of methods of practise

A

it is ways in which a skill can be taught to maximise performance

30
Q

what are the factors affecting the choice of method of practise?

A
  • type of skill
  • complexity of skill
  • environment
  • ability of performer
  • motivation of performer
31
Q

name the methods of practise

A
  • fixed practise
  • variable practise
  • whole practise
  • part practise
  • progressive part practise
  • distributed practise
  • massed practise
  • mental practise
32
Q

what is fixed practise? give an example

A

-they are closed skills that need to be learned over
- environment that stays the same
- e.g. long jump

33
Q

what is variable practise? give an example

A
  • they are open skills practised in a changing environment
  • e.g. 3v2 attacking in basketball
34
Q

what is whole practise? give an example

A
  • skills that are in high organisation
  • need to be taught as a whole
  • e.g. dribbling
35
Q

what is part practise? give an example

A
  • skills that are low in organisation
  • broken into subroutines
  • to reduce overload
  • e.g. shotput
36
Q

what is progressive part practise? give an example

A
  • different parts of a skill are practised and linked together to create a complex skill
  • suitable for serial skills
  • e.g. triple jump
37
Q

what is distributed practise? give an example

A
  • lots of rest intervals
  • good for beginners who are learning
  • e.g. weightlifting
38
Q

what is massed practise? give an example

A
  • no rest intervals in a long session
  • good for discrete skills
  • has a negative transfer
  • e.g. golf swing
39
Q

what is mental practise? give an example

A
  • mental rehearsal of a skill without physical movement
  • top level athletes use this to visualise them doing the skill
  • e.g. gymnastics tumble
40
Q

what are the stages of learning?

A
  • cognitive
  • associative
  • automonous
41
Q

what is the cognitive stage of learning?

A
  • used for beginners
  • improvement is rapid
  • movement is jerky and uncoordinated
  • demands high attention and concentration
42
Q

what is the associative stage of learning?

A
  • intermediate level
  • improvement is less rapid
  • consistency and coordination improve rapidly
  • detailed feedback is utilised
43
Q

what is the autonomous stage of learning?

A
  • performance is automatic
  • advanced level
  • less errors detected but can resolve them without help
  • attention demand reduces
44
Q

what are the types of guidance?

A
  • visual
  • verbal
  • mechanical
  • manual
45
Q

what is visual guidance?

A
  • used in cognitive stage of learning
  • performer learns through demonstrations by video/ model/ poster
46
Q

what is verbal guidance?

A
  • used for all stages of learning
  • it accompanies visual
  • the amount of guidance must be controlled
47
Q

what is manual guidance?

A
  • used in cognitive stage of learning
  • it is physical support to place limbs in correct positions
  • useful for safety reasons
48
Q

what is mechanical guidance?

A

-it is used by mechanical aid ( somersault ring for trampolinists)
- gives confidence and ensures safety
- not to be over done as over- reliance can occur

49
Q

definition of feedback

A

information used during and after a skill

50
Q

what is the importance of feedback?

A
  • to gain an insight into performance and quality
  • feedback is high to coach as it can improve skill levels
51
Q

what is concurrent feedback?

A
  • used during a performance
  • improves skills while in action
52
Q

what is terminal feedback?

A
  • used after a performance has finished
53
Q

what are the types of feedback?

A
  • intrinsic
  • extrinsic
54
Q

what is intrinsic feedback?

A
  • feedback from the performer
  • they can gain feedback through watching competitors
  • associative/ autonomous stage of learning
  • feedback from within the body is known as proprioceptive feedback
55
Q

what is the knowledge of performance in extrinsic feedback?

A
  • it is feedback from the coach or video
  • can include the quality, rhythm or aesthetics
56
Q

what is the knowledge of results in extrinsic feedback?

A
  • souces of information; coach , video, tv
  • information on outcome: success/ failure, distance/ time/ height
57
Q

what is important when giving feedback?

A
  • performer understands information
  • it is accurate and well-informed
  • info is selective and specific
  • encourage intrinsic feedback
58
Q

what are the functions of giving feedback?

A
  • motivational
  • informational
  • reinforcement
59
Q

what are the types of transfer of learning?

A
  • positive
  • negative
  • bilateral
  • proactive
  • retroactive
60
Q

what is positive transfer? give an example

A

learning 1 task is enhanced by learning in another task
e.g. a golf stroke may be enhanced by player being good at cricket

61
Q

what is negative transfer? give an example

A

learning a new task is interfered with knowledge of a similar activity
e.g. wrist for badminton interfere with wrist for tennis

62
Q

what is bilateral transfer? give an example

A

the transfer of limb to limb
e.g. footballer learns to kick football with non- preferred foot but gets reference from good side by brain

63
Q

what is proactive transfer? give an example

A

the influence of 1 skill on a skill that hasnt been learned yet
e.g. forehand drive in tennis is modified to forehand drive with top spin

64
Q

what is retroactive transfer? give an example

A

the influence of 1 skill on a skill that has been previously learned
e.g. hockey player learns flick skill which may negatively effect on learned push skill

65
Q

what else can bilateral transfer be known as?

A

lateralisation

66
Q

what are the stages of observational learning?

A
  • demonstration
  • attention
  • retention
  • motor reproduction
  • motivation
  • matching performance
67
Q

what is Bandura’s theory?

A

a performer is more likely to copy significant other or role models that are seen as high status

68
Q
A
69
Q
A

Physical Education (4 decks)

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