Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
PE unit 3 AOS 1
skill acquisition
| Question | Answer |
|---|---|
| What are fundamental movement skills - | foundation skill that provide the basis for successful participation in a wide range of physical activity |
| Three types of fundamental skills - | locomotor skills, object control, stability skills |
| Fundamental locomotor skills - | enables us to move through space e.g walking, jogging |
| Fundamental object control - | involves the control of an object e.g bouncing, throwing |
| Fundamental stability skills - | involves balance and control of the body at rest and in motion e.g balancing, climbing. |
| Three ways movement skills can be classified - | type of movement (discrete, serial, continuous) movement precision (fine, gross) predictability of environment (closed, open) |
| Type of movement - discrete - | have an obvious beginning and end e.g drop punt, shooting a goal in netty |
| Type of movement - serial - | a combination of continuous and discrete, two or more skills performed together, completed in a sequence e.g triple jump, gymnastics |
| Type of movement - continuous - | no definite beginning or end point e.g running, cycling |
| Precision movement - fine skills - | use small muscle groups and focus on accuracy and precision e.g darts, putting in golf. |
| Precision movement- gross skills - | use large muscle groups and focus on power rather than precision e.g driving in golf, hitting a six in cricket. |
| Predictability of environment - closed skills - | predictable and stable environment where the timing is controlled by the performer e.g free throw in bball, bowling in cricket. |
| Predictability of environment - open skills - | unpredictable or changing environment and the timing is influenced by the environment and the external factors e.g goalkeeping in soccer, batting in cricket. |
| Individual constraints on motor skill development - | these are the physical, psychological and behavioural characteristics of the individual. |
| Example of individual constraints - | body shape, fitness, decision making, motivation |
| Task constraints on motor skill development - | the defining characteristics of a sport, coaches can make changes to the characteristics of a sport to enhance skill development and performance. |
| Example of task constraints - | size of playing field, aim of the game, number of players. |
| Environmental constraints on motor skill development - | characteristics of the environment where participation takes place (physical or sociocultural constraints) |
| Example of environmental constraints - | physical constraints - location, weather. Sociocultural constraints - culture, family support. |
| Link between motor skill development, participation and performance - | higher levels of fundamental motor skills are easily engaged, more positive experience, and have greater levels of participation. |
| What is qualitative movement analysis - | a 4 step process to observe the quality of skill technique to provide feedback to improve performance. |
| What are the four steps in qualitative movement analysis - | preparation, observation, evaluation, error correction. |
| Explain the four steps in the first step of QMA; preparation - | 1. What skill to observe 2. Checklist of key features for successful performance 3. Data collection; live or digitally record participant 4. Physiological and psychological factors (the performer) |
| What happens in the second step of QMA; observation - | a number of things are observed by coaches. |
| What happens in the third step of QMA; evaluation - | identify strengths and weakness, judge the quality of performance |
| What is quantitative data - | objective data, impartial measurement e.g times, distance, stats. |
| What is qualitative data - | subjective, judging the qualitative of the movement e.g developmental level. |
| What happens in the fourth step of QMA; error correction - | intervention, coach modifies practice to address flaws identified in the evaluation stage. Feedback is provided on strengths as well as how to address weaknesses in technique. |
| What is direct based coaching - | a ‘skill and drill’ approach, method. Explicit instructions given, organised drills, precise feedback, skills focused. |
| Two advantages of direct based coaching - | learners kept on taks, closed environment for those in the cognitive stage. |
| What is constraints based coaching - | when the coach makes the decisions, it is structured and requires little input from the individual |
| What are the three categories of constraints for constraints based coaching - | individual, task, environmental. |
| Explain the characteristics of the cognitive stage of learning - | make large errors, stiff and jerky movements, inconsistent. |
| Explain the characteristics of the associative stage of learning - | make fewer errors, have basic technique of skill, able to identify errors. |
| Explain the characteristics of the autonomous stage of learning - | skill performance is automatic, can detect and correct their own errors, skills are easily adapted to game situations. |
| Three examples of sociocultural influences - | family, socioeconomic, gender. |
| What are three factors to consider when structuring practice - | distribution (massed vs distributed), variability (blocked vs random), type of practice (part vs whole) and amount. |
| What is diminishing returns - | as you become better at a skill the rate of improvement will slow down, hence diminishing returns. |
| Characteristics massed practice; distribution - | little to no rest, shorter rest intervals, training sessions are longer in duration but less frequent. |
| Who is massed practice well suited to? | associative and autonomous |
| Characteristics of distributed practice; distributed - | more rest time then work time, involves more frequent shorter training sessions. |
| who is distributed practice well suited to? | cognitive stage |
| Characteristics of blocked practice; variability - | cognitive performers trying to master a new skill, task is simple, motivation is high |
| Example of blocked practice - | hitting 100 golf drives |
| Characteristics of random practice; variability - | associative or autonomous learners, promotes decision making, has greater transfer of skill to game. |
| Example of random practice - | rallying in tennis |
| What is part practice; type - | breaking a skill down into its subroutines and practising one or more parts of the skill. |
| Example of part practice - | breaststroke leg kick |
| What is whole practice; type - | practicing a skill in its entirety or as one whole movement |
| Example of whole practice - | basketball chest pass |
| What are the two types of feedback - | intrinsic (internal), augmented (external) |
| What is intrinsic feedback - | information the learner receives from their sensory system (visual, auditory, proprioception, touch) |
| What are the two types of augmented feedback - | knowledge of results, knowledge of performance. |
| What is knowledge of results - | information from external sources about the outcome of your skill performance. E.g coach telling you the tennis serve landed in |
| What is knowledge of performance - | information from external sources, about the process of a skill performance. E.g basketball coach telling a player that their free throw shots are falling short because of a lack of knee bend. |
| limitations of direct observation | dependent on memory, likely to overlook aspects of skill |
| Diving is a | closed and discrete skill |
| social factors | family, time, self motivation |
| cultural factors | technology, culture, education |
| what is a skill | the ability to do something well or perform a task correctly |
| cognitive explanation and example | beginner, starting a sport for the first time |
| associative explanation and example | second or practice, kids doing sport at a low level |
| autonomous explanation and example | advanced, national level competitions |
| frequency of feedback | as you progress through the stages of learning how does the frequency of feedback change, learner will get more feedback then someone that has mastered the skill. Autonomous is all about technique. |
| massed practice advantages | Maximises practice time Allows time for game simulation |
| massed practice disadvantages | Physically and mentally fatiguing Repetitious and boring |
| Distributed Practice advantages | Greater learner engagement Assists beginner or less motivated performer to stay engaged |
| Distributed Practice disadvantages | More time consuming May be less suited to discrete skill rehearsal |
| blocked practice advantages | focus on the one skill, easier to replicate the basic mechanics of the skill |
| random practice advantages | more closely resembles gameplay, enables learner to improve decision making skills |
| advantages of constraints based coaching | practice replicates game applies skills to match situations promotes problem solving/decision making |
| disadvantages of constraints based coaching | lack of structure, less skill acquisition |
| advantages of direct coaching | Learners kept on task Closed environment for those in the cognitive stage Rapid improvements in early stages |
| disadvantages of direct coaching | increased boredom, lack of gameplay skills |
Created by:
oliviacheeseman