Week 12

Question 1

_______ is the fundamental process in learning and performance of motor skills in physical education and sport

Answer 1

attention

Question 2

Focalization, concentration, of consciousness are the essence of ____

Answer 2

attention

Question 3

Attention relates to _____ and _____ of ….

Answer 3

consciousness, awareness of what you’re doing (not habit)

Question 4

Attention divided into (3):

Answer 4

• alertness
• limited capacity
• selectivity

Question 5

Alertness is the ____ of attention to stimuli

Answer 5

sensitivity

Question 6

___ ____ = being ready to respond to information: can be short-term or long-term

Answer 6

paying attention

Question 7

Short-term alertness is directly related to level of ____

Answer 7

arousal

Question 8

Arousal: ???

Answer 8

general psychological and physiological activation

Question 9

Influence of arousal on performance follows what???

Answer 9

Inverted-U

Question 10

Low levels of arousal -> attention is _____
Moderate levels of arousal -> attention is ____
High levels of arousal -> attention is ____

Answer 10

• broad
• optimal
• narrow

Question 11

Long-term alertness is related to the amount of time a task is as well at the learner’s… (3)

Answer 11

fatigue, anxiety and motivation

Question 12

Skills and task presentation, practice design, and feedback influence this (______)

Answer 12

long-term alertness

e.g. practicing the same skill for extended hours promotes inactivity

Question 13

______ task: Attention task that requires a learner to keep attention focused over extended periods; however, the stimuli that the learner needs to react to occur only every now and then

Answer 13

vigilence

Question 14

Dual-task procedure

Answer 14

• Common procedure to study attentional capacity
• Requires learners to perform two tasks at same time
• Can determine how much interference a secondary task cause on a primary task
• Research and teaching application

Question 15

_____:

• Reducing the amount of attention learners use to perform a skill improves performance
• Can use the remaining attentional capacity for other activities
• Move from conscious controlled processing to automatic processing

Answer 15

Automaticity

Question 16

Controlled processing:
- a conscious process requiring _____ of attention
Automatic processing:
- An unconscious process requiring _____ attention

Answer 16

lots, less

Question 17

A goal for instructors is to help learners move towards ______ of skill performance so that they are able to allocate attention to other aspects of performance while performing the skill

Answer 17

automaticity

Question 18

Explicit learning (and negative):

Answer 18

• Learn through direct instruction on how to perform the skill
• negative: lacking problem solving, creativity, independence, very passive

Question 19

Implicit learning:

Answer 19

• Learn skills through practice tasks without direct instruction on how to complete those tasks
• more exploratory, more problem solving etc

Question 20

Instructors in physical education and sport traditionally utilise _____ rather than _____ learning approaches because they’re quick and easy to implement

Answer 20

explicit, implicit

Question 21

However, wit ____ learning, they are more likely to breakdown under fatigue, stress, pressure
- Transfer less effectively into performance

Answer 21

explicit

Question 22

By encouraging learners to focus consciously on the movement, this can switch from _____ to more __ ____

Answer 22

automatic, controlled processing

Question 23

Attentional focus: influence of instructions to…

Answer 23

consciously attend to specific information

Question 24

Internal focus to attention:

Answer 24

directing a learner’s attention to their movement (focussing on arms)

Question 25

External focus of attention:

Answer 25

directing a learner’s attention to the effects of their movement (focussing on bat)

Question 26

Memory:

Answer 26

• system that allows us to store and retain information
• Learning is intertwined with out understanding of memory
• Memory enables us to remember and recall things and to benefit from out practice and experiences

Question 27

According to James
1. ______ memory (in immediate past)

2. ______ memory (recalling distant information)

Answer 27

Primary, Secondary

Question 28

Sensory memory:

Answer 28

• information from the sensory systems
• unlimited capacity
• Brief duration (less than 1 sec)
• If it does not pass to short term memory we don’t remember it
• Works like a filter

Question 29

Short term memory:

Answer 29

• Temporary store limited capacity (7 items approx)
• Limited duration (20-30 s)
• If not paying attention, you won’t retain it

Question 30

Long-term memory:

Answer 30

• permanent store
• unlimited capacity
• unlimited duration
• Problem is process of recall and recognition

Question 31

Sensory memory lasts _____, Short term memory lasts _____, Long-term memory lasts _____

Answer 31

less than 1 second, 20-30 seconds, indefinitely

Question 32

Capacity:

• Sensory memory
• Short term
• Long term

Answer 32

• Unlimited, if does not pass to short term we won’t remember it
• Temporary store limited capacity (7 items approx)
• Unlimited capacity, permanent store

Question 33

Explicit memory test:

Answer 33

Recall information

• reproduce material
• select correct response
• multiple choice questions

Question 34

Implicit memory test:

Answer 34

Ask learners to demonstrate that they have remembered the information, without conscious recall
- short answer question

Question 35

Trace decay:

Answer 35

forgetting occurs because of the passing of time

Question 36

Interference:

Answer 36

forgetting occurs due to the interference of other information in LTM

Question 37

Proactive interference:

Answer 37

inference of old memories with new memories

Question 38

Retroactive interference:

Answer 38

new memories mix with old memories

Question 39

Implications of memory for practice design and instruction: Remember _____ skills (cycling) better than ___ (typing) or ___ skills (sport)

Answer 39

continuous, discrete, serial

Question 40

Implications of memory for practice design and instruction:

Answer 40

• Motor learning and skill acquisition principles
• Characteristic of the skill
• Movement location
• Meaningfulness of the movement

Question 41

Primacy effect (serial position effect):

Answer 41

We tend to remember things at the start and finish, not in the middle.

Question 42

Intentional memory

Answer 42

when learners expect they will be tested on information

Question 43

Incidental recall

Answer 43

when learners do not expect they will be tested

Question 44

Encoding specificity principle

Answer 44

the closer the relationship between the practice and test contexts, the better the test performance will be

Question 45

Specificity of practice

Answer 45

Try to match the learning context and performance context as closely as possible