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Sports and health HL IB > Unit 5: Skill in sports > Flashcards

Unit 5: Skill in sports Flashcards

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1
Q

Define the term skill

A

Skill is the consistent production of goal-oriented
movements, which are learned and specific to the
task. Requires certain type of abilities.

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2
Q

State the relationship between ability, skill and
technique

A

Skill = Ability + selection of correct technique

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3
Q

Discuss the differences between a skilled and a
novice performer (7 points)

A

To perform something:
- Effortlessly learned
- Accurate
- Controlled
- With fluent movements
- Clear goal-oriented –> no additional responses
- Energy efficient
- Consistently

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4
Q

Define the term technique

A

The way in which a sport skill is performed

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5
Q

Define the term ability

A

Ability refers to a general trait or capacity of the
individual that is related to the performance and
performance potential of a variety of skills or tasks.

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6
Q

Describe the different types of skill in regard to MOVEMENT

A
  1. Motor: emphasizes movement and not
    thinking
  2. Perceptual: includes using the senses to
    read a situation, how well you anticipate something
  3. Perceptual motor: Interpretation of external stimuli and following with a motor response
  4. Cognitive: Emphasizes thinking and decision-making with NO movement
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7
Q

What type of skill (regarding movement) are weightlifting, sprinting and racing?

A

Motor skills

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8
Q

What type of skill (regarding movement) are golf green reading or rock climbing wall reading?

A

Perceptual skills

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9
Q

What type of skill (regarding movement and effect of other player or element) is dribbling around an opponent?

A

Perceptual motor skill and open

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10
Q

What type of skill (regarding movement) is chess or pre-game planning?

A

Cognitive skills

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11
Q

Outline the different
approaches to classifying
motor skills

A

Number of muscles used:
1. Gross: involve large muscle groups
2. Fine: involve smaller muscle groups

Affected by another player or element:
1. Open (external paced): can’t predict what’ll happen, as environmental conditions impact it
2. Closed (internally paced): predictable environment

Number of competitors:
1. Individual: athlete performs in isolation
2. Coactive: performed with someone else but with
no direct confrontation or interaction
3. Interactive: performed in direct
confrontation with others

Nature of the movement:
1. Discrete: clear start and finish, 1 execution
2. Serial: linking together skills to form a
complex one, steps
3. Continuous: repetitive, rhythmical, takes place
over a long period of time

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12
Q

What type of skill (regarding number of muscles used) are jumping or running?

A

Gross skills

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13
Q

What type of skill (regarding number of muscles used) are catching, darts and piano?

A

Fine skills

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14
Q

What type of skill (affected by another player or element and by number of competitors) is archery?

A

Closed and individual skill

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15
Q

What type of skill (affected by number of competitors) is high jump?

A

Individual skill

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16
Q

What type of skill (affected by number of competitors) are swimming and the 100 meter sprint?

A

Coactive skill

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17
Q

What type of skill (affected by number of competitors) are rugby, football and water
polo?

A

Interactive skill

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18
Q

What type of skill (regarding nature of the movement) are a penalti shot and gymnastics roll?

A

Discrete skill

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19
Q

What type of skill (regarding nature of the movement) is a triple jump?

A

Serial skill

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20
Q

What type of skill (regarding nature of the movement) is cycling and running?

A

Continous skill

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21
Q

Distinguish between Fleishman’s physical
proficiency abilities and perceptual motor abilities

A

Physical proficiency abilities:
1. Physical factors
2. Flexibility
3. Strength
4. Stamina
5. Balance
6. Coordination

Perceptual motor abilities:
1. Psychomotor factors
2. Manual dexterity
4. Reaction time
5. Aiming
6. Response orientation
7. Control precision

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22
Q

Describe a simple model of
information processing.

A

Information processing is the system by which we take information from our surrounding environment, use it to make a decision and then produce a response: (input – decision-making – output)
All the approaches are only models. Input and output are assessable/observable, but the decision-making process can only be speculation.

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23
Q

What is the purpose of Welford’s model?

A

A model that explains the different steps that go on in your brain and body to be able to process the information.

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24
Q

Outline the components associated with sensory
input

A
  • Exteroceptors: detects changes from the outside world, through senses
  • Proprioceptors: provides information about position of limbs, allows you to feel your body, like muscles and tendons
  • Interoceptors: detects internal changes within body, like chemoreceptors, baroreceptors
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25
Q

Explain the signal-detection process (5 points)

A

Also referred to as the detection–comparison–
recognition process (DCR). It states that the probability of detecting a signal depends on:

  • Background noise (a lot of stimulus)
  • Intensity of the stimulus
  • Efficiency of the sense organs (due to discapacity or pain)
  • Early and improving signal detection, or level of arousal
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26
Q

Definition and purpose of selective attention

A

Consciously trying to focus to filter information that we need and don’t need. Discarding alternative stimuli to avoid burnout or overload.

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27
Q

What is retrieval capacity?

A

The ability to access information when you need it, remembering

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28
Q

Discuss the relationship between selective attention
and memory (5 points)

A
  • Selective attention operates in the short-
    term sensory store, where only the relevant information is passed
  • SA ensures that information overload does not occur
    and prevents confusion, as the brain would not
    be able to cope with streams of information.
  • Filtering mechanism operates, which separates the
    relevant information from the irrelevant (noise)
    information so that athletes concentrate on one
    stimulus
  • SA is very important when accuracy or fast
    responses are required
  • Can be improved by learning through experience and interaction with long-term memory.
29
Q

Compare different methods of memory improvement (8 points)

A
  • Rehearsal: repeat same scenario
  • Coding: change concept for code (nmonic rule)
  • Brevity: summarizing
  • Clarity: explaining
  • Chunking: separating info in smaller groups
  • Organization: classification and mind-mapping
  • Association: link with thing you know
  • Practice: repeat action
30
Q

Define the term response time

A

Response time= reaction time + movement time

31
Q

Define the term reaction time

A

Time taken from the detection of stimulus until the beginning of response

32
Q

Define the term movement time

A

Time taken from the beginning of the response to the end of response

33
Q

How much does response time take and what does it vary on?

A

300ms and depends on age + gender

34
Q

Outline factors that determine response time (6 points)

A
  • Stimulus transmission: quality of stimulus
  • Detection: how well receptors are working
  • Recognition: association with memory
  • Decision to respond: level of arousal
  • Nerve transmission time: depends on neurons + nervous system
  • Initiation of action: muscles
35
Q

How does response time relate with Hick’s law?

A

The more alternative stimuli present in an environment, the more it will take to respond, so RESPONSE TIME is SLOWER.

36
Q

Evaluate the concept of the psychological refractory
period (PRP)

A

The 1 stimulus analyzed by the brain will produce a 1 response, however if during the production of that response there is a 2 stimulus it will later produce a 2 response. However, the time between stimulus 2 and the end of response 1 is called “psychological refractory period”. An unavoidable short time period where players can be deceived from the new stimulus as they continue to respond to first stimulus. Explains dummies and dodges.

37
Q

Describe a motor program

A

A set of movements stored as a whole in the memory, regardless of whether feedback is used in their execution.

38
Q

Describe the two types of motor programs

A

OPEN LOOP: doesn’t receive intrinsic feedback (usually short or fast motor programs)
CLOSED LOOP: receives intrinsic feedback (usually seen in prolonged motor programs like running, where you are able to receive feedback while performing)

39
Q

Describe an executive motor program

A

A number of motor programs put together, coordination of motor programs
- complex skills
- sequencial subroutines

40
Q

What is “Adams’ concepts of memory trace and
perceptual trace” in motor programs?

A

In motor programs a trace of perception is left after ending the exercise, perceptual trace of the feel of the movement, comparing the movement in progress with a correct memory movement.

41
Q

Outline the role of feedback in information-processing models (8 points)

A

Intrinsic: no outside help, feel of movement
Extrinsic: information provided by someone or something
- Terminal: after performance
- Concurrent: during performance

Knowledge of results: outcome in numbers, graphs, stats
Knowledge of performance: nature of movement, what you did when performing

Positive: highlights things well done
Negative: highlights errors

42
Q

What issue might pose, giving an athlete extrinsic concurrent feedback?

A

Might disturb as alternative stimuli

43
Q

What issue might pose, giving an athlete negative feedback?

A

Demotivating

44
Q

Outline the role of feedback with the learning process (4 points)

A
  • Reinforces learning
  • Motivates
  • Adaptation and performance
  • Punishment
45
Q

SE SEPARA ACA CON 5.3

A
46
Q

Distinguish between learning
and performance

A

Learning: a relatively permanent change in
performance brought about by experience,
excluding changes due to maturation and
degeneration.

Learning (alternative definition): A change in performance over time.

Performance: a temporary occurrence, fluctuating over time.

47
Q

Describe the phases (stages)
of learning

A

Cognitive/verbal:
1. Early phase
2. Memory of instructions
3. Many mistakes
4. Uncoordinated movement

Associative/motor:
1. Intermediate phase
2. Practice is required, still cognitive
3. Some mistakes, inconsistent
4. Still not very coordinated

Autonomous:
1. Final phase
2. Consistently
3. No cognitive

48
Q

Discuss factors that contribute to the different
rates of learning (7 points)

A

Limit to:
- Physical maturation
- Physical fitness
- Individual differences of coaches (the way they teach you)
- Age
- Difficulty of task
- Teaching environment (depends on alternative stimuli)
- Motivation

49
Q

Define the concept of transfer

A

Transfer of training refers to the effect that practice on one task has on the learning or performance of another task

Positive: practice of one task facilitates the learning of another one

Negative: practice of one task has a negative effect on the learning of another one

50
Q

Outline the types of transfer

A
  • Skill to skill: another skill to coordinate this skill
  • Practice to performance: doing skill multiple times
  • Abilities to skills: learning abilities to help skill (like reaction time)
  • Bilateral: when using limbs, practicing the weaker part of limb
  • Stage to stage: practicing in steps or parts
  • Principles to skills: intellectualizing what’s behind the motion (6 points)
51
Q

Outline the different types of
practice

A
  • Distributed: practice interrupted with rest between activities, reduces fatigue
  • Massed: no rest and no interruptions
  • Fixed or blocked: doing something over and over (aaa, bbb, ccc)
  • Variable or random: practice of movement and then another (abc, cba, bac), different types of exercises
  • Serial: practice different movements in one order (abc, abc, abc)
  • Mental: practice in brain what you have to do –> cognitive
52
Q

Explain the different types of presentation

A
  • Whole: skill practiced in its entirity
  • Whole–part–whole: learner first tries the whole skill to get a feel of movement, then practice individual parts before integrating back into whole skill
  • Progressive part: learner experiences initial movement and then adds a new movement to the previous part building a sequence, allows each part to be mastered when skill is difficult
  • Part: parts are practiced in isolation, allows performer to master each part, used when learning skill in sequence is not vital
53
Q

Define task presentation

A

The way in which the coach presents the activity

54
Q

What is the down-side to being presented a skill through the “whole” method?

A

May be demotivating

55
Q

Outline the spectrum of teaching styles

A
  • Command: (for each individual) give orders as the coach says, when they say
  • Reciprocal: (peer work in pairs/trios) coach sets agenda but steps away a little for reciprocal feedback
  • Problem-solving: (group work) coach sets a problem and lets them find a solution
56
Q

When is the command teaching style good to use?

A

Good for large groups or closed skills

57
Q

When is the command teaching style NOT good to use?

A

When working with heterogeneous groups

58
Q

Why is the problem-solving teaching style good to use?

A

Good for self-esteem and good to solve problems during the actual sport.

59
Q

What allows information to go from the STSS to the STM?

A

Paying attention, and selecting attention

60
Q

What allows information to go from the STM to the LTM?

A

Repetition or rehearsal mostly

61
Q

Slide 100 presentation

A
62
Q

Slide 102 presentation

A
63
Q

Slide 104 presentation

A
64
Q

Slide 106 presentation

A
65
Q

Slide 109 presentation

A
66
Q

Slide 111 presentation

A
67
Q

Slide 114 presentation

A
68
Q

Slide 117 presentation

A
69
Q
A

Sports and health HL IB (16 decks)

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