yr 12 core 2 Flashcards
Flashcard 1: Stages of Skill Acquisition - Cognitive Stage
Q: What is the Cognitive Stage of Skill Acquisition? Describe its key features and provide an example.
A: In the Cognitive Stage, the learner is focused on understanding the basics of a new skill. This stage involves significant conscious thought and a lot of trial and error. Performance is often inconsistent, and mistakes are frequent as the learner is unfamiliar with the skill’s requirements.
Key Features: Requires concentrated effort, conscious thought, and step-by-step guidance; learners need detailed instruction and frequent feedback.
Example: A beginner soccer player learning how to kick a ball, with awkward, choppy movements and requiring specific directions on technique.
Flashcard 2: Stages of Skill Acquisition - Associative Stage
Q: What happens during the Associative Stage of Skill Acquisition? Explain key features and an example.
A: In the Associative Stage, learners refine their skills through practice, resulting in more accurate and consistent performance with fewer errors. This stage involves the transition from understanding the basics to applying and fine-tuning movements.
Key Features: Skill becomes smoother with practice; errors are reduced; learners benefit from targeted feedback to correct minor mistakes and build muscle memory.
Example: The soccer player’s kicks improve, becoming more accurate and controlled; they can now execute the skill while running, showing better coordination and fluidity.
Flashcard 3: Stages of Skill Acquisition - Autonomous Stage
Q: What characterizes the Autonomous Stage of Skill Acquisition? Include key features and an example.
A: In the Autonomous Stage, the skill has become nearly automatic, allowing the performer to execute it with little conscious thought. They can focus on strategy and other external factors instead of basic technique.
Key Features: High consistency, minimal errors, and fluidity in movement; little conscious thought is required, allowing focus on other aspects like tactics and game strategy.
Example: A soccer player dribbles, passes, and shoots while reacting to defenders, all without thinking about each specific movement.
Flashcard 4: Factors Affecting Skill Acquisition - Characteristics of the Learner
Q: What learner characteristics affect skill acquisition? Give examples for each characteristic.
A: Learner characteristics greatly influence how quickly and effectively skills are acquired.
Personality: Traits like confidence, motivation, and perseverance support faster learning and better handling of setbacks.
Hereditary Factors: Genetic aspects like muscle type, gender, and height can influence physical abilities.
Example: An athlete with fast-twitch muscle fibers might excel in sprinting.
Confidence: Higher confidence improves performance under pressure.
Prior Experience: Skills can transfer from one sport to another.
Example: A basketball player might quickly pick up volleyball because both involve hand-eye coordination.
Flashcard 5: Nature of the Skill - Types of Motor Skills
Q: What are Fine and Gross Motor Skills? Describe their characteristics and give examples.
A: Fine Motor Skills involve small, precise movements using smaller muscle groups. They require a high level of control and accuracy.
Example: Archery, which involves steady hands and precise aim.
Gross Motor Skills involve larger muscle groups and are used for broader, more powerful movements.
Example: Sprinting, where leg and core strength are used to propel the body forward with force.
Flashcard 6: Nature of the Skill - Open vs Closed Skills
Q: What is the difference between Open and Closed Skills? Provide characteristics and examples of each.
A: Open Skills are performed in unpredictable environments where the performer must adapt to changes, often responding to opponents, weather, or other variables.
Example: Passing a football during a game, where player positions and ball movement constantly change.
Closed Skills are executed in stable, predictable environments where the performer can focus on the movement without external disruptions.
Example: A gymnast performing a routine on a balance beam in a controlled setting, where the conditions are consistent.
Flashcard 7: Practice Methods - Massed vs Distributed Practice
Q: What are Massed and Distributed Practice methods? Explain each and give an example of when to use them.
A: Massed Practice involves continuous practice with minimal rest, ideal for building endurance and in time-limited scenarios. It’s effective for simpler, repetitive skills that benefit from longer practice sessions.
Example: Shooting free throws for an hour straight; helpful for athletes needing endurance or time-constrained practice.
Distributed Practice includes frequent rest intervals, which prevents fatigue and is best for complex skills that require careful attention.
Example: Practicing soccer dribbling for 10 minutes, then resting and resuming; it’s ideal for complex or new skills to prevent overload.
Flashcard 8: Feedback - Types and Timing
Q: What are the types of feedback in skill acquisition? Explain Internal vs External, and Concurrent vs Delayed feedback with examples.
Example: A gymnast feeling their balance shift during a routine.
External Feedback is provided by outside sources, like a coach or video analysis, helping identify errors the performer might not notice.
Example: A coach correcting a swimmer’s stroke.
Concurrent Feedback is given during the performance, allowing immediate adjustments.
Example: A coach giving instructions as a player dribbles.
Delayed Feedback is provided after the performance, allowing the performer to reflect.
Example: A tennis player reviewing their match with a coach the next day.
