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2074 - Skill Acq > Week 2 > Flashcards

Week 2 Flashcards

1
Q

What does the degrees of freedom relate to?

A

The control and coordination of all the independent variables in performing a motor skill

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2
Q

What are the different types of social ecology models? 7

A
  • Sports Education
  • Games-based or game-sense approaches
  • Teaching games for understanding (TGfU)
  • Students-designed games or games-making approaches
  • Cooperative learning model
  • Teaching Personal and Social Responsibility
  • Mosston’s spectrum of teaching styles (not a model but used to teach into models
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3
Q

What is the Sports Ed model?

A

A unit which is student run, they participate in all aspects in and around playing, administration, promotion etc

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4
Q

What is the Games-based model?

A

Using modified games-like activities ahead of decontextualized skill based activities aka drills

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5
Q

What is the Teaching games for understanding (TGfU) model?

A

It prioritises understanding tactics and play over technique

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6
Q

What are the 3 main parts of the learner’s social-ecology of the learner?

A
  1. Their body
  2. Their social/cultural context ( how we learn sports)
  3. Their immediate and wider environment
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7
Q

In regards to the learner’s social-ecology, what are some examples of their body?

A
  • genetics
  • capabilities
  • motivations
  • coordination
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8
Q

In regards to the learner’s social-ecology, what are some examples of their social/cultural context?

A
  • peers
  • teachers
  • school
  • parents
  • community
  • religions
  • other ‘isms’
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9
Q

In regards to the learner’s social-ecology, what are some examples of their environment?

A
  • pre-existing building/facilities
  • policy
  • natural environment/landscape (ice vs desert)
  • weather
  • parents that can take you to sports
  • siblings that play sports
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10
Q

What are the theoretical framework models for teaching HPE? 2

A
  1. Cognitive model (working memory, schema)
  2. Motor program theories
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11
Q

What are the 3 main parts of the cognitive models of skill learning?

A

Different ways our brain controls movement
- closed vs open loop control of motor tasks
- speed accuracy trade-off

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12
Q

What are the 3 main parts of the cognitive models of skill learning?

A
  • closed vs open loop control of motor tasks
  • speed accuracy trade-off
  • motor program theories
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13
Q

What is the motor program theory?

A

A movement plan, stored in memory (the brain), that contains all the commands for the effectors (muscles) to carry out the motor skill

  • you can run into storage problems, so in comes the generalised motor program
  • overarm throw, tennis hit, kick
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14
Q

What is the generalised motor program

A
  • A motor program that represents a class of similar skills or skill variations, so that it can be modified to specific movement requirements
  • Central concepts in this view are invariant features, parameters, and the schema
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15
Q

What does invariant features mean?

A

Things that do not change, the parts of GMP that stay consistent
- sequence or order
- relative timing
- relative force

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16
Q

What are parameters?

A

Things that do/need to change, things that GMP modifies
- overall duration, force, direction, what set of limbs (RHS/LHS)

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17
Q

What does Fit’s Law relate to?

A

The speed-accuracy trade-off

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18
Q

Filt’s law stipulates that movement time is influenced by what 2 things

A

Amplitude and target size

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19
Q

According to motor program theory, the generalised motor program contains

A

The invariant features, parameters and the schema

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20
Q

The close similarity of performance over a series of performances is called what?

A

Stability and consistency

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21
Q

Gmp- to throw a ball different distances what must the learner modify?

A

Parameters of movement

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22
Q

What is Schema?

A

It is a set of rules used to modify the parameters
- recall - initial organisation of the program, what stimuli we see/have
- recognition - how did it go, results

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23
Q

Dynamic system theory approach factors include: 7

A

not about the brain but the body and the constraints, think nature (leaf falling is random at the start and then falls into a pattern

  • non-linear dynamics and complexity
  • self organisation - body solves the movement problem give the interaction of constraints
  • constraints: task, environment body (organismic)
  • Attractors and non-linear transitions (ball in hollowed out attractor well), tapping task, treadmill, walk to walk
  • affordances: shapes and guide movements that tell us what to do
  • perception-action coupling - seeing opportunities for action
  • degrees of freedom, when learning will initially reduce, then we open up and eventually we exploit them
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24
Q

What is the constraints based approach to teaching in PE?

A

using the constraints to learn, a baby cant walk as it doesn’t have the leg strength to hold itself up so it crawls using arms and legs to compensate

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25
Q

According to cognitive evaluation theory, if an instructor in physical education or sport provides a reward that makes the learner feel more in control of their behaviour this will lead to what?

A

an increase in intrinsic motivation

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26
Q

Do students enjoy competing and testing themselves against others and should we use language like this, “How can we fake our opponent to create an opportunity to score?”

A

No, just over half usa students do enjoy it

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27
Q

What is amotivation

A

A lack of motivation and self-determination where the learner has no desire to participate is characteristic of

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27
Q

What is amotivation

A

A lack of motivation and self-determination where the learner has no desire to participate is characteristic of

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28
Q

A learner who attributes difficulty in learning a skill to ____________ is likely to feel that they will never be good at the skill

A

Ability

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29
Q

A learner who is always concerned with comparing ability to others and winning has

A

an ego goal orientation

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30
Q

A learning environment that that is perceived to reinforce social comparison, competition, and punishment for mistakes is a

A

performance climate

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31
Q

How much effort a learner puts into an activity is related to the

A

Intensity of effort

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32
Q

Attributing all successes to internal causes is an example of what?

A

ego-enhancing self-serving attribution bias

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33
Q

Attributing all failures to external causes is an example of what?

A

ego-protecting self-serving attribution bias

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34
Q

In order to provide a mastery motivational climate, what strategy would be least effective:

A

Provide beginners with positive feedback and more experienced players with corrective feedback

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35
Q

Luck is an example of a what attribution?

A

unstable or external

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36
Q

Motivation includes what?

A

The direction of effort

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37
Q

Participating in an activity for a reward and not for the activity itself is characteristic of which type of motivation?

A

Extrinsic motivation - think external outside motivation

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38
Q

Given an example of Performance motivational climate

A

Playing a 15 student per side volleyball match at the conclusion of the lesson

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39
Q

According to self-determination theory, Autonomy is…

A

the feeling that you can make your own decisions and that you are in control of your behaviour.

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40
Q

What is the additive principle?

A

The theory of intrinsic and extrinsic motivation that proposes that extrinsic rewards add to intrinsic motivation is the

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41
Q

How much effort a learner puts into an activity is related to the what?

A

volume of effort

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42
Q

Activities in styles A–E engage the learner primarily in..

A

Cognitive operations such as memory and recall, identification, and sorting.

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43
Q

According to Mosston, what fundamental proposition of the spectrum is its single unifying process?

A

decision making

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44
Q

According Mosston and Ashworth, today’s classrooms are characterized by what?

A

An idiosyncratic approach to the implementation of pedagogical theories.

45
Q

What are the four stages of Mosstons pedagogical unit?

A

Objectives –> teacher –> learner –> outcomes

46
Q

What was the critical and pivotal discovery that led to a systematic and universal approach to teaching?

A

There are specific decisions that comprise any teaching–learning behavior.

47
Q

What is not part of Mosston’s system?

A

providing single choice options for examining subject matter

48
Q

Proficient Spectrum teachers have the ability to what?

A

Shift among the behaviors, as needed, to accommodate learners’ needs.

49
Q

What characterises Mosston’s Practice Style?

A

Instructor gives the learner time to work individually and privately while the teacher gives feedback

50
Q

What are some significant reason for why Mosston created the Spectrum of Teaching Styles?

A
  • the versus approach
  • the inconsistent terminology
  • the role of idiosyncrasies
51
Q

According to Mosston, what is the tool that all teachers rely on for creating worthwhile and challenging learning experiences?

A

A repertoire of teaching–learning behaviors

52
Q

doer <–> observer <–> teacher, is a reflective image of what style of Mosston’s Spectrum?

A

Reciprocal style

53
Q

Would engaging students in a solely engaging students with a fun activity create a high educative purpose in HPE?

A

No

54
Q

To recognise skill as information-in-action is an example of what model?

A

Games-based models

55
Q

Give and example of a lifewide vs lifelong feature of learning in HPE?

A

The opportunities for physical activity available to me now outside of the phys-ed class = lifewide

Prevention of heart disease through physical activity = lifelong

56
Q

The major pedagogical challenge of the Game Sense approach is…

A

In the purposeful design and shaping of small-sided games.

57
Q

Which of the following is not considered a key component of ‘learning’?

A

Is readily and directly observable

58
Q

Which “model” does this describe, Skill as the application of technique in the context of play.

A

Games-Based models

59
Q

Within the Teaching Games for Understanding model the learning process starts with either game appreciation or tactical awareness?

A

Game appreciation

60
Q

Tactical complexity refers to…

A

the teachers’ responsibility for choosing and modifying appropriate small-sided games that meet players’ skill levels.

61
Q

Is knowledge awareness noted theoretical framework that does underpin a Games-Based approach

A

no

62
Q

You are considering exploring an invasion game with soccer-like characteristics. To play students need to be able to pass the ball with their feet around 8 meters with their feet. You recognize however, that a number of students don’t have these requisite skills. What constraint/s would you change to fit a games-based approach? why?

A

You allow people to pass the ball by rolling with the hands or passing by foot.

This will allow the game to continue and they can learn the game structure before worrying about the skill.

63
Q

The principle of the game refers to what?

A

The basic purpose of the game form.

64
Q

Placing objects in order to score while opponents try to stop this is an example of what type of game?

A

Net-Wall Games (think badminton, four square, pickleball, Spikeball, table tennis, and volleyball)

65
Q

Entering a threatening area in order to reach a safe area while opponents try to stop you is a feature of what game form?

A

Striking / Fielding Games (think baseball)

66
Q

What is a key focus for teaching invasion games?

A

to put either the offence or defence at a disadvantage to force problem solving.

67
Q

What are 3 characteristic of a motor skill?

A
  • Developed through practice
  • Goal oriented
  • Involves body/limb movements

not involuntary actions

68
Q

According to the generalised motor program (GMP) what can be modified or added to meet the specific demands of the situation?

A

Limb and muscles used

69
Q

The novelty problem is a deficiency of motor program based views which suggests that learners…

A

are unable to produce new movements or variations of learned movements because they have not developed a specific motor program for that movement.

70
Q

What doesn’t have a specific motor program?

A

perceive affordances for action if perception and action are linked.

71
Q

What does recall schema invlove?

A

specifies the movement parameters.

72
Q

The close similarity of performance over a series of performances is called what?

A

Stability and consistency.

73
Q

What is uniqueness of movement?

A

It is when movements are not repeated in exactly the same way, so that movements are not identical

74
Q

The motor program view is an example of whta type of model of motor control and learning?

A

cognative

75
Q

A motor response schema is responsible for providing what?

A

A set of rules that learners use to modify the parameters of the generalised motor program (GMP)

76
Q

A major implication for what teaching skill should look like, based upon a motor program or schema (cognitive) theory is…

A

Variable practice (i.e. different distances, forces,) is important for schema formation

77
Q

What is the main disadvantage of open-loop control?

A

It makes movement less accurate

78
Q

Fitts’ Law stipulates that movement time is influenced by what?

A

Amplitude and target size

79
Q

According to the generalised motor program (GMP) theory of motor control, to throw a ball different distances, the learner modifies the ________ of movement.

A

parameters

80
Q

What type of model of motor control and learning is the motor program?

A

Hierarchical

81
Q

Tasks that can be completed using different movements (i.e. using different muscles and joints) are called what?

A

motor equivalence

82
Q

Motor control theories that give prominence to central commands that are stored in memory are generally described as

A

motor program theories

83
Q

The novelty problem in Motor Program theory refers to:

A

The capacity to successfully perform a never before tried skill.

84
Q

Opportunities for action provided by the task or environment in relation to capabilities are known as what?

A

Affordances

85
Q

Is action drives perception or perception drives action attributed as ecological models?

A

no - Both Perception and Action drive each other is

86
Q

In dynamic systems theory, the boundaries that influence the movement capabilities of individuals are called what?

A

Constraints

87
Q

Within a dynamic systems view, movement is determined by

A

the interaction between perception of the environment and action

88
Q

Ecological models focus on what?

A

affordances in the coupling of perception and action.

89
Q

The recognition schema…

A

Is comprised of the response specifications needed for performance

90
Q

When a leaf falls from a tree what happens to its movements?

A

undergoes nonlinear changes in movement pattern

91
Q

What are recognised parameter of a generalised motor program?

A
  • Direction of movement
  • Overall duration
  • Overall force

not Overall scale

92
Q

In dynamic systems theory, order parameters refer to what?

A

Variables that specify the overall behaviour of a system

93
Q

Are erial order movement elements reliably produced in their desired sequence?

A

yes

94
Q

The term ‘motor equivalence’ suggests:

A

There are multiple ways for humans to perform a movement to achieve the same goal.

95
Q

In dynamic systems theory, the order parameter does what?

A

specifies the movement pattern produced.

96
Q

The constraints-led approach to skill acquisition is most consistent with what views of motor control?

A

Dynamic systems

97
Q

The element in the dynamic system that varies to produce changes in the movement pattern is the…

A

control parameter

98
Q

In dynamic systems theory, order parameters refer to what?

A

Variables that specify the overall behaviour of a system

99
Q

what is used to evaluate the motor program following performance

A

Recognition schema

100
Q

A task that challenges the learner by increasing complexity or difficulty is a

A

extending task

101
Q

Would increasing practice specificity will help learners perform the skill successfully in the performance context.

A

yes

102
Q

Learning tasks (activities/drills) that match learners’ needs by moving learners from simpler and easier tasks to more complex and difficult tasks are what?

A

skill progressions

103
Q

Would Relay activities that include dribbling a basketball around obstacles would be an approach for teaching basketball that is supported by research, providing lines are small and activity time is maximised?

A

no, Generally speaking, relay activities are quite decontextualised from the game. Even if they involve the skills of the game they aren’t typically in a context that they would be used in a game and so perception-action coupling is not achieved.

104
Q

In theory, higher levels of contextual interference should lead to what?

A

poorer practice performance.

105
Q

TGfU approach has learners do what?

A

Learners recognise cues of what to do (skill selection) and then how to do the skill (skill execution) based on the situation in the game

106
Q

What is a form of practice produces the highest level of contextual interference on skill learning?

A

Random

107
Q

Varying practice conditions of the same skill during practice refers to what type of variability?

A

Intraskill variability

108
Q

According to most motor learning texts, blocked practice schedules are more appropriate in…

A

Early in learning

109
Q

Which theory emphasises the importance of varying practice conditions in skill learning to help the learner develop a set of rules for modifying the parameters of movement?

A

Generalised motor program and schema

110
Q

From an Ecological Dynamics perspective, contextual interference could be considered as a process where…

A

stronger connections are built between sensory perceptions and actions - what is sensed gets more strongly linked to action

111
Q

Practice of several skills where learners don’t practice the same skill in succession is called what?

A

random practice

2074 - Skill Acq (1 decks)

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