Unit 5 Skill In Sports

Question 1

Define the term skill

Answer 1

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

Question 2

State the relationship between ability, skill and technique

Answer 2

Skill = ability + selection of correct technique

Question 3

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

Answer 3

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

Question 4

Define the term technique

Answer 4

The way in which a sport skill is performed

Question 5

Define the term ability

Answer 5

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

Question 6

Describe the different types of skill in regard to MOVEMENT

Answer 6

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

Question 7

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

Answer 7

Motor skills

Question 8

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

Answer 8

Perceptual skills

Question 9

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

Answer 9

Perceptual motor skill and open

Question 10

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

Answer 10

Cognitive skills

Question 11

Outline the different approaches to classifying motor skills

Answer 11

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 movement:
1) Discrete: Clear start, 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

Question 12

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

Answer 12

gross Skills

Question 13

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

Answer 13

Fine skills

Question 14

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

Answer 14

Closed and individual skill

Question 15

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

Answer 15

Individual skill

Question 16

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

Answer 16

Coactive

Question 17

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

Answer 17

Interactive skill

Question 18

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

Answer 18

Discrete skill

Question 19

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

Answer 19

Serial skill

Question 20

What type of skill 9regarding nature of the movement) is cycling and running?

Answer 20

Continuous skill

Question 21

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

Answer 21

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
3) Reaction time
4) Aiming
5) Response orientation
7) Control precision

Question 22

Describa a simple model of information processing

Answer 22

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

Question 23

What is the purpose of Welford’s model?

Answer 23

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

Question 24

Outline the components associated with sensory input

Answer 24

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 the body, like chemoreceptors and baroreceports

Question 25

Explain the signal detection process (5 points)

Answer 25

Also referred to as the detection-comparison-recognition process. It states the probability of detecting a signal depends on: 1) Background noise (a lot of stimulus) 2) Intensity of the stimulus 3) Efficiency of the sense organs (due to discapacity or pain) 4) Early and improving signal detection, or level of arousal

Question 26

Definition and purpose of selective attention

Answer 26

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

Question 27

What is retrieval capacity

Answer 27

The ability to access information when you need it, remembering

Question 28

Discuss the relationship between selective attention

Answer 28

* 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.

Question 29

Compare different methods of memory improvement (8 points)

Answer 29

* 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

Question 30

Define the term response time

Answer 30

Response time= reaction time + movement time

Question 31

Define the term reaction time

Answer 31

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

Question 32

Define the term movement time

Answer 32

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

Question 33

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

Answer 33

300ms and depends on age + gender

Question 34

Outline factors that determine response time (6 points)

Answer 34

* 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

Question 35

How does response time relate with Hick’s law?

Answer 35

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

Question 36

Evaluate the concept of the psychological refractory period (PRP)

Answer 36

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.

Question 37

Describe a motor program

Answer 37

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

Question 38

Describe the two types of motor programs

Answer 38

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)

Question 39

Describe an executive motor program

Answer 39

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

Question 40

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

Answer 40

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.

Question 41

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

Answer 41

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

Question 42

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

Answer 42

Might disturb as alternative stimuli

Question 43

What issue might pose, giving an athlete negative feedback?

Answer 43

Demotivating

Question 44

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

Answer 44

* Reinforces learning * Motivates * Adaptation and performance * Punishment

Question 45

Distinguish between learning and performance

Answer 45

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.

Question 46

Describe the phases (stages) of learning

Answer 46

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

Question 47

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

Answer 47

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

Question 48

Define the concept of transfer

Answer 48

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

Question 49

Outline the types of transfer

Answer 49

* 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)

Question 50

Outline the different types of practice

Answer 50

* 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

Question 51

Explain the different types of presentation

Answer 51

* 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

Question 52

Define task presentation

Answer 52

The way in which the coach presents the activity

Question 53

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

Answer 53

May be demotivating

Question 54

Outline the spectrum of teaching styles

Answer 54

* 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

Question 55

When is the command teaching style good to use?

Answer 55

Good for large groups or closed skills

Question 56

When is the command teaching style NOT good to use?

Answer 56

When working with heterogeneous groups

Question 57

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

Answer 57

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

Question 58

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

Answer 58

Paying attention, and selecting attention

Question 59

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

Answer 59

Repetition or rehearsal mostly