Ocr As Skill Acquisition

Front 1

Give a description of an open and closed skill and a practical example.

Back 1

Open:

Other people can affect the skill, so theperformers environment is changing

E.g. passing the ball infootball, receiving the ball in netball, receiving a serve in tennis

Closed:

Others do not affect the skill, so environment ispredictable.

E.g. penalty in hockey orfootball, basketball free throw

Front 2

Give a description of a simple and complex skill and a practical example.

Back 2

Simple:

The skill has few subroutines

E.g. Leg action in swimming, leg action in running,or kicking a ball

Complex:

The skill has many subroutines

E.g. Batting in cricket, tennisserve, gymnastics routine, somersault or golf swing.

Front 3

Give a description of a self paced and externally paced skill and a practical example

Back 3

Self Paced:

Performer decides when to start theskill, they have control over the speed of the skill.

E.g. shot putt, golf drive, tennis serve or conversion in rugby

Externally Paced:

When the opponent has control over thespeed and timing of the skill

E.g. batting in cricket, receiving a hockey pass.

Front 4

Give a description of a discrete, serial and continuous skill and a practical example.

Back 4

Discrete:

Skills that have a clear beginning and end

E.g.tennis serve or cartwheel

Serial:

A series of discrete skills that are linkedtogether to form a sequence

E.g. triple jump, basketball lay-up shot or gymnasticfloor routine

Continuous:

Skills no clear beginning and end with interlinkingsubroutines

E.g. legaction in running, swimming or cycling

Front 5

Give a description of a fine and gross skill and a practical example.

Back 5

Fine:

Small muscle movements, intricate movements

E.g. Spin bowling in cricket

Gross:

Large muscle movements, dynamic movements

E.g. Weight lifting or sprinting

Front 6

Give a description of a high organised and low organised skill and a practical example.

Back 6

High organisation:

Continuous. Cannot be split into parts,sub-routines easily.

E.g. Running, Cycling

Low Organisation:

Easily split into sub-routines, made up ofseparate discrete elements

E.g. A gymnastics floor routine, tennis serve

Front 7

Give a description of part practice and a practical example

Back 7

Practise by splitting or breaking down skill into subroutines so thatyou can practise the sub routine, then put the skillback together.

E.g. practice the tennis serve by doing the toss upfirst or triple jump, practice just the hop phase

Front 8

Give 3 advantages and of part practice

Back 8

Positive:

Gives early success so raisesconfidence and can motivate

Limits information to process, so canhelp with understanding.

Good for cognitive learners or thosewith limited attention

Good for dangerous skills as it reduces fear and it is safe practice to tryelements of movements before joining potential dangerous moves together e.g. gymnastic or trampoline skills

Front 9

Give 3 disadvantages of part practice

Back 9

Negative:

Do notexperience the whole skill or the feel of complete movement so do notgain a true kinesthesis Transfer back to whole skill can bedifficult which can lead to lack of fluency or timing

Can be boring especially for highly skilled performers

Takes more time to teach or learn than whole

Front 10

Give a description of whole practice and a practical example

Back 10

Practise by doing the total or complete or entiremovement, not breaking skill into subroutines. E.g. tennis serve or a penalty kick in football

Front 11

Give 3 advantages of whole practice

Back 11

Whole practice saves times or isquicker than Part.

It is motivating to complete skillquickly or in one go It helps overall understanding as givesmental pictures, so good for open skills e.g. games skills

Helps gain true kinaesthesia soencourages fluency or timing

Good for autonomous learners becausethey have learned the sub-routines for the skill

Can be good for developing fitness ifskill being practiced is physically demanding

Front 12

Give 3 disadvantages of whole practice

Back 12

Technique too difficult to learn as awhole, it can be too tiring or can create too much failure.

Low self-esteem can develop especiallywith less experienced performers

Can be de-motivating if progress notbeing made

Difficult to correct specific parts

Errors are repeated E.g. mistakes in dribble of layup shotin basketball carried forward into full layup shot.

Can be dangerous. E.g. if not skilled or notphysically able or mature or if skill is very difficult e.g. gymnastics vault

Front 13

Give a description of progressive part practice and a practical example

Back 13

Practise in stages that are linked or chained E.g. Triple Jump - athlete practisesthe hop, then step, then hop and step etc.

Front 14

Give a description of whole part whole practice and a practical example.

Back 14

Practise the complete skill, then split it into subroutines and thenpractice complete skill again. E.g.Practice the tennis serve completely to start then concentrate onthe toss up of the ball and then integrate this back into a practice of the completeskill.

Front 15

Give 2 characteristics of abilities

Back 15

Innate,genetic, natural or born with them

Enduring,stable or underlying

Canunderpin skills or are the foundations or building blocks of skill

Front 16

Give a description of a gross motor ability and a practical example

Back 16

A physical movement that areinnate, genetic, enduring and stable

E.g. static, explosive strength, stamina.

Front 17

Give a description of a psychomotor ability and a practical example

Back 17

Relate to processing information ordecision making.

They initiatemovement rather than actual movement and are innate, genetic,enduring and stable

E.g. reaction time, aiming.

Front 18

Give two characteristics of the cognitive stage of learning

Back 18

A demonstration is required e.g. showing how to do a chest pass

This leads to a mental picture beingformed

Movement lacks fluency or is quitejerky

Needs conscious thought on technique

Unable to use kinesthesis, they canonly extrinsic feedback e.g. coachtelling them what position them need to be in.

Front 19

Give two characteristics of the associative stage of learning

Back 19

Motor programmes begin to be formed e.g. chest pass in netball

Practice or rehearsal occurs

Kinesthesis can be used e.g. they can feel when the shot wasn’tcorrect as they didn’t bend their knees enough.

Lessreliant on extrinsic feedback.

Fewer mistakes then in the cognitivestage. More consistent performance of skills.

Increased fluency or the movement isless jerky

Some never move beyond this this stage

Front 20

Give two characteristics of the autonomous stage of learning

Back 20

Skills are habitual.

Fluent or rhythmic e.g. the skill looks aesthetically pleasing.

Little conscious control needed so theyare able to focus on other aspects of the performance such as tactics orstrategy.

Able to use kinaesthetic feedbackeffectively

May return to associative phase so theyneed to keep practising to stay in this phase.

Front 21

Give a description of visual guidance

Back 21

showing or watching correct action, demonstrations, andvideo.

E.g. Watching a DVD about how to pass arugby ball

Front 22

Give 3 advantages of visual guidance

Back 22

Builds mental picture of the skill to be performed.

Increases understanding of movement requirements

Corrects errors and motivates e.g. Performer is able to seewhere they are going wrong with their technique.

Building a mental image of a BAHL as itlets the learner know what ‘behaviour’ looks like.

A mental picture of a skill makeslearning skills or being active move likely, making a BAHL more likely.

If you watch a role model you are morelikely to be active which makes a BAHL more likely.

Guidance by role model or significantother makes behaviour more likely to be copied.

If guidance attractive, it encouragescopying making a BAHL more likely.

Front 23

Give 3 reasons why visual guidance is not effective

Back 23

If poor demo or poor lifestyle shown which may becopied. The demo must be correct for desired performance or behaviour to becopied.

Static displays lose impact

Demo mustn’t be too complex or detailed, demo noteffective if overload occurs.

No feedback given so less effective for autonomouslearners. This means the correct SR bonds not reinforced.

Front 24

Give a description of verbal guidance

Back 24

giving instructions orcoaching points. Talking through it, telling or advising you what to do orgiving feedback.

Front 25

Give 2 reasons why verbal guidance is effective

Back 25

It builds on knowledge gained by visualguidance so it can help corrects errors.

It helps to focus on key aspects

Helps understanding of tactics

Front 26

Give 2 reasons why verbal guidance is not effective

Back 26

Too much information given causing informationoverload. This can be confusing for cognitive learners.

Learners can become bored listening all of thetime.

Incorrect or unclear information given

Too much negative feedback or criticism given

Some skills are too complex for verbal guidancealone

Learner may not have the maturity to understand

Front 27

Give a description of mechanical and manual guidance

Back 27

Mechanical:use of equipment or apparatus or aids e.g. stabilisers on a bike

Manual:physical support or help, moving joints or limbs through movement,manipulation of body by coach. e.g. the coach supporting the handstand

Front 28

Give 2 reasons why manual and mechanical guidance is effective

Back 28

Increased confidence or safety makesbeing active more likely and so makes BAHL more likely.

Correct kinesthesis makes learningskills more likely and so makes BAHL more likely. May encourage or motivates people to take up orcontinue exercising

Front 29

Give 2 reasons why manual and mechanical guidance is not effective

Back 29

Both:

Too much help given because it canlimit proprioceptive experience

If it used for too long as performer becomesreliant

Manual:

For autonomous stage of learning

Learner must trust coach

Learner may be uncomfortable with proximity ofcoach

Front 30

Give a description of massed practice

Back 30

no or very few rest intervals, continuous practice, long session’se.g. continuous netball shooting

Front 31

Give 3 advantages of massed practice

Back 31

Cognitive phase learners, used to thoroughlylearn a skill.

Short duration skills e.g. sprintstart

Helps to develop motor programmes. Overlearninga positive feature

Autonomous, experienced, fitterperformers

Developing fitness

Front 32

Give 3 disadvantages of massed practice

Back 32

Be tiring or boring

Lead to: mental tiredness,de-motivation.

Errors increased

Can lead to (overuse) injuries

Front 33

Give a description of distributed practice

Back 33

regular breaks, skill practised in short bursts e.g. sprint starts with regular breaks

Front 34

Give two advantages of distributed practice

Back 34

Cognitive learners as can break theskills down.

For less fit or less motivated learnersas can avoid boredom

Associative or autonomous learners togive better understanding of the skill

Dangerous or complex skills e.g. swimming

Breaks used for feedback, rest or recovery and mental rehearsal

Front 35

Give two disadvantages of distributed practice

Back 35

Cause disruption in learning asdisjointed activity impedes learning

De-motivate if breaks are too regularor too long

Front 36

Give a description of fixed practice

Back 36

practice remains the sameor the same movement is practised repeatedly in same environment e.g. acricket bowler practising in indoor nets

Front 37

Give 2 advantages of fixed practice

Back 37

To developmotor programmes or for over learning or to perfect a skill.

For closed skills because replicatescompetition e.g. discusthrow

Front 38

Give 2 disadvantages of fixed practice

Back 38

It canbe boring and de-motivating

It isn’t suitable for open skills asdoes not prepare for game situation.

Can lead to injuries e.g. practising cross court forehands in tennis

Front 39

Give a description of varied practice

Back 39

Practice changes regularly with different situations orenvironments. E.g. hockeyplayers passing in different situation (small sided games).

Front 40

Give two advantages of varied practice

Back 40

Good for Open skills e.g. returning a serve in tennis

Good preparation for the ‘real game’situation

Can motivation and prevent boredom

Can facilitate transfer of learning

Front 41

Give two disadvantages of varied practice

Back 41

Not good for learners who arecognitive phase performers

Too many stimuli can cause informationoverload

The performer may not be able to groove a skillor develop effective motor programmes

Front 42

Give a description of mental practice

Back 42

going over skill in yourhead, imagining yourself doing the skill or visualisation e.g. a dancer running throughtheir routine in their head before performance

Front 43

Give two advantages of mental practice

Back 43

Autonomous learners or advancedperformers

Works wellwith distributed practice during rest intervals

Reinforces or helps: in learningmovements, sub-routines

Faults visualise and correction

Reduces reaction time

Maintains focus or selective attention

Can improve confidence

Helps to control arousal levels

Front 44

Give two disadvantages of mental practice

Back 44

Some more able to use effectively thanothers

Some personalities or certaindispositions cannot use this approach effectively

Mental practice is not easy to apply incompetitive situation

Mental plus physical practice betterthan mental practice on its own.

Front 45

Describe welfords model of information processing

Back 45

Inputfrom the display - involves allenvironmental stimuli and information – E.g. other players and the ball.

Senseorgans receive or detect the stimuli (vision, auditionkinaesthesis or info from muscles, tendons and joints. E.g. eyes see the ball coming.

Perceptualmechanism involves interpretation or making sense of the situation.E.g. recognise the object as a ball or interpretation of the spin or speed.

Perceptualmechanism also involves decision making or formulating a motor plan.E.g. decision to move hands together to catch the ball.

The effector mechanism involvestransferring information from the brain to the muscles. E.g. the decision tocatch the ball is sent via nervous system to the muscles in the arms.

Muscularsystem involves muscle movement necessary to catch the ball. E.g.the muscle in the arm contract and move the arm or hands into the requiredposition.

Responseis the end product or the outcome. E.g. the ball is caught.

Intrinsicfeedback involves kinaesthesis (the feeling of movement that informsfuture decisions.) E.g. the performer feels that the movement is correct andthat the ball is caught.

Extrinsicfeedback involves environmental information or information fromsomeone else. E.g. the coach tells the performer that the catch has been madecorrectly.

Front 46

How can the perceptual mechanism help performance

Back 46

Good perception enhancesperformance, poor perception limits performance

Goodperception enhances performance because performer able to

Make sense of or interpretinformation.

Focus on relevant information,ignoring irrelevant information.

See the same thing but in adifferent way, maybe be more creative than others.

React more quickly

Use motor programmes

Uses schema to refine or informprocessing

Front 47

What is selective attention?

Back 47

Focus on relevant detail

Filter for information (intoSTM)

Irrelevant information ignored

Front 48

What is the multi store memory process?

Back 48

Involves the short-term sensory store (STSS)and short-term memory (STM) and long-term memory (LTM)

Front 49

Give 3 characteristics of the Short term sensory store (STSS)

Back 49

Selectiveattention happens

Capacitylimitless

Duration< 1 second

E.g.concentrating on the ball whencatching, blocking out crowdnoise

Front 50

Give 3 characteristics of the Short term memory (STM)

Back 50

Informationchunked

Rehearsalhelps transition to LTM

Capacity5-9 items or 7+ or – 2

Duration< 30 seconds

E.g.judging the speed of theball

Front 51

Give 3 characteristics of the Long Term Memory (LTM)

Back 51

motorprogrammes are stored

Informationdecoded and sent back to STM

Capacitylimitless

Durationpermanent

E.g.remembering technique of netballshooting

Front 52

Give 3 strategies for retaining information in the LTM

Back 52

Practice and rehearsal

Relate to past experiences.

Make learning experiences enjoyable orinteresting.

Make learning experience meaningful.

Use of mental rehearsal or imagery.

Reinforce correct responses or givepositive feedback Chunk information together, keepinformation simple.

Intensify the stimulus, make thestimulus more noticeable

Front 53

Define response time

Back 53

the time from the onset ofthe stimulus to the start of the movement

Front 54

Define reaction time

Back 54

the time from the end ofreaction time, to the end of movement

Front 55

Define movement time

Back 55

reaction time plus movementtime - onset of stimulus to end of movement

Front 56

What is the importance of quick reactions

Back 56

To produce skilled movement at speed

To outwit your opponent or to get away fromopponents

To get a good start or to improve overall speed

Football striker running on to a passfrom midfield – needs fast reaction to beat defender to the ball

Front 57

Describe 4 factors that affect response time

Back 57

Number of stimuli - more choices ordecisions – then RT slower

Type of skill - if skill open - then RT slower

PRP - If ‘sold dummy’ - then RT slower or longer

Distractions - if there is noise - then RT slower

Age if too old or too young – then RT slower. At optimum age– then RT quicker.

Gender – Females have slower RT than males.

Temperature - If bodytemperature too high or too low - then RT slower

Environment - E.g. windy conditions can impede perception- RT slower

Intensity, warning - if stimulusintense or if warning given (e.g. ‘on your marks’) – then RT quicker or shorter

Arousal if arousal or motivation too high or too low - then RT slower. At optimal arousal – then RTquicker.

Experience or anticipation - the moreexperienced the performer – then RT quicker.

Drugs or tiredness - alcohol or drugsor tiredness – then RT slower (or quicker depending on type of drug)

Personality - extroverts have quicker RT than introverts.

Fitness, skill - the fitter orhealthier or more skilful the person is - then RT quicker.

Front 58

Describe the Psychological Refractory Period

Back 58

Firststimulus identified, detected

Responseto first stimulus

Secondstimulus received

Secondresponse initiated

Delay in second response caused by the brainonly been able to deal with one stimulus at once or the delay caused by beingable to process only one piece of information at a time makes reaction timelonger

Front 59

Describe the nature of a motor programme

Back 59

A motor programme is a series ofmovements e.g. a tennisserve

Stored in or retrieved from long-term memory e.g. how to ride a bike easily remembered

The first movement initiateswhole motor programme E.g. tennisplayer decides to serve and this brings about a series of linked actions.

Made up of sub routines. E.g. preparation, grip, stance, balltoss, backswing etc.

Establishedthrough: practice and rehearsal e.g. repeating the tennis serve, able to reproduce place kick

Establishedby: reinforcement and feedback. E.g. a teacher says ‘well done’ when you shoot the ball effectivelyin netball

Front 60

Describe open loop control and give a practical example

Back 60

When processing of information feedbacknot used due to a lack of time

Open loop control used for rapid actions

Action cannot be changed during performance

No conscious control.

Motor programme stored in LTM

Whole movement can be carried out by making onedecision

Examples:

When performing a volley at net in tennis - thereis not enough time to act on feedback

A goalkeeper might save a ball without activelythinking about it

Slip fielder in cricket may catch the ball havingmade only one decision

Front 61

Why is open loop often linked to the autonomous stage of learning

Back 61

Skills performed with no conscious control.

The memory trace is already established so movementsautomatic.

Front 62

Describe closed loop control

Back 62

Kinaesthetic feedback available during performance.

Two areas of stored information.

Feedback compares what is happening with what is stored.

If incorrect, movements are adjusted during performance solearning occurs.

If it matches correct movements are reinforced.

Level 2 is motor control feedback via the muscles. This involvessub-conscious control so movements can be adjusted quickly.

Level 3 is motor control feedback via the brain. This results in jerkymovements as the skill is adjusted.

Front 63

What is schema theory

Back 63

Schema theory is adapting,modifying, updating motor programmes

There are recall schema and recognition schema

Front 64

What is recall schema

Back 64

Initial conditions -

awareness of own position inenvironment E.g. distance from basket inbasketball shooting or being closed down in hockey

Response specifications

knowing what speed or power or height etc. to employ

E.g. long distance to basket therefore more power required

Front 65

What is recognition schema

Back 65

Sensory consequences

What movement feels or felt like E.g. Awareness of legs bending inbasketball shot or remember feeling off balance last time

Response outcomes

movement outcomes

knowledge of howsuccessful or unsuccessful the performance was

E.g. knowledge that the shot was successful or pass was intercepted

Front 66

What is positive reinforcement

Back 66

Give a satisfier e.g. praise orrewards after a successful response to strengthen the S-R bond.

Front 67

Give 4 advantages of positive reinforcement

Back 67

It raises confidence

It motivates

Good for cognitive learners orbeginners

It is also giving rewards that aretangible e.g. reaching target weight may attract a certificate.

Or intangible rewards e.g. praise

It could also be showing results offollowing a healthy lifestyle e.g. feel better, make more friends

Using role models to train with or setgoals, and then give results of goals being reached e.g. in exercise adherence

Associate good outcomes with desiredbehaviour e.g. if you serve correctly in tennis and it wins a point, you aremore likely to serve in that way again

Enjoyment of the activity increases thechance that the person will do the activity again e.g. enjoyable activities orvariety in diet

Front 68

Give a disadvantage of positive reinforcement

Back 68

Don’t give too much praise or it canlose its effect. Care should be taken that the wrong behaviour isn’tinadvertently encouraged

Front 69

What is negative reinforcement

Back 69

Aims to weaken undesiredS-R bond and aims to strengthen the correct or desired S-R bond in order tocondition the desired response.

Front 70

Give 3 advantages of negative reinforcement

Back 70

Can be useful for autonomous learnersas it can motivate

You can negative feedback when skill iswrong e.g. criticism.

Then remove it when the correct ordesired response occurs e.g. ‘telling off’ stopped if active or healthybehaviour or lifestyle shown. Parent stops criticising child for not doing anyphysical activity

You can also take away praise e.g.remove privileges if inactive or unhealthy behaviours are shown

Front 71

Give a disadvantage of negative reinforcement

Back 71

Not good for cognitive learners, cansap confidence or motivation, participants may not understand why stimulus orpraise has been withdrawn so they do not link it to following BAHL.

Front 72

What is punishment?

Back 72

Used to eliminate undesiredbehaviour. Give negative feedback to help to break an undesired S-R bond or tostop an undesired behaviour

Front 73

Give 2 advantages of punishment

Back 73

It can stop us learning incorrectmovements or unhealthy behaviour e.g. tell them off or embarrass them or makethem feel uncomfortable if not active.

It breaks undesired S-R bond

You can compare them with others whoare unhealthy. e.g. ‘showing them up’

Front 74

Give a disadvantage of punishment

Back 74

can lead to frustration or anger orresentment and can stop someone starting or continuing a healthy lifestyle

Front 75

What is drive reduction theory?

Back 75

When a task or goal is mastered or performer is fatigued or boredor when the performer cannot do the skill, they get a loss of motivation, afurther or new goal needed to re-motivate.

Or when behaviour change occursor skill develops or fitness or health improves, then a new or more challengingtask is needed to re-motivate.

Boredom results in loss of drive or motivationE.g. young person’s fitness not improving or muscle tone not increasing aftergym or weights programme so weight needs to be increased to make it morechallenging Disadvantage – participants may feel that they never complete atask as they are always ‘chasing’ to do the next task . They can give up takingpart in active healthy activities because performer only wants to reach a certain level of health orfitness so they have no desire for an additional drive to re-motivate. Or theperformer becomes bored with physical activity, or they are unable to masteractivity

Front 76

Give motivational strategies

Back 76

Extrinsic motivation

Intrinsic motivation

Reinforcement

Education

Goal setting

Punishment

Role Models

Peer Pressure

Drive Reduction

Taster Sessions or Fun activities

Front 77

What is operant conditioning?

Back 77

Operant conditioning is a method of learningby connection, developed by a psychologist called Skinner

He believed that S-R bonds are strengthenedby shaping behaviour. This shaping occurs during Trial and Error learning.E.g. try out a variety ofactivities or trying out different techniques for serving in tennis

Front 78

How can you use reinforcement and a change in the environment in operant conditioning?

Back 78

You can change the environment. E.g. limit unhealthy choices from schoolmenu or play a passing game in football within the confines of grids.

You use positivereinforcement, after successful response to strengthen SR bond e.g. badge for eating healthily orexercising or swimming a width or having fun following a healthy diet.

You use praise when good skill or healthy behaviourshown.

Rewards can be tangible e.g. reaching target weight may attract certificate.

You can use negativereinforcement, when skill is wrong and then take away negative feedbackwhen correct response occurs to strengthen desired SR bond and to conditioncorrect behaviour. E.g. parentstops criticising child once they start doing exercise or take away negativefeedback when badminton serve finally performed correctly

You can use punishment,to eliminate undesired behaviour. E.g. stop pocket money for child who does no exercise or tellyoungster off or withdraw privileges for not following a BAHL or drop from teamfor performing poor skills

Front 79

What is good and bad about operant conditioning?

Back 79

Good because:

Reasonably quick and effective

Good for simple movement tasks or responsesthat require quick thinking

Good for the young who respond well topositive reinforcement

Bad because:

Leads to automatic responses, can’t adapt todifferent situations

Too much positive reinforcement can lead toarrogance

Little understanding neededso may not be real learning

Front 80

What is observational learning?

Back 80

Demonstration - watching the model

Attention - performerfocuses on aspects of demonstration e.g. coach demands attention while advising on a balanced diet

Retention - observerneeds to remember the demo or behaviours watched

Motor Reproduction - Observermust be physically or mentally able to perform the skill

Motivation - observermust have the drive to copy model e.g. smoker or heavy drinker must have mental willpower to stop smoking

Front 81

Give 3 factors for successful modelling

Back 81

If observer can relate to the model

Same sex, age, race OR ability e.g. male observer more likely to want to copy active lifestyle ofmale demonstrator

if behaviour of model is socially acceptable or followssocial norms e.g. healthyeating, not smoking

if behaviour of model relevant

if observer can see how copying will positively affect themor their lifestyle e.g. observerwants to follow an active lifestyle to make friends

make model enjoyable or present model in unique way

Front 82

What is the cognitive learning theory (Insight learning)

Back 82

Learning by problem solving.

It involves understanding.

A theory proposed by Gestalt, where theproblem as a whole.

Insight learning

The problem is drawn together or madesense of.

Use of past experience to form aresponse

Front 83

Give a practical example of cognitive learning in skill and BAHL

Back 83

Players work out how to solve an off side trap - defenders understand that the back four muststay in line to play the opposition offside

A person wants to improve body shape - they realise that increasing physical activity will help - they startswimming interval training - they feel healthier - their body shape improves -the problem has been solved.

Front 84

What is Hull's Drive theory

Back 84

Performance increases as arousal increases – (linearrelationship)

Dominant response is more likely to occur asarousal increases

Learned behaviours or stored motor programmes aredominant responses.

Front 85

Give 2 advantages of Hulls drive theory

Back 85

Explains performance closed skills –opposed toother theories.

It explains high performance by experts at higharousal because their dominant response is likely to be correct E.g. GBperformer at London 2012

It helps teachers when coaching novices as theyunderstand that novices need low arousal to learn.

Front 86

Give 2 disadvantages of Hulls Drive theory

Back 86

Theoryisn’t applicable to novices because their dominant response is likely to beincorrect so low performance at high arousal.

Linearrelationship hardly ever occurs.

Doesn’ttake into account nature of the task, personality or ability.

Theory does not explain how elite performersdecline under pressure.

It doesn’t explain how performers can produce highperformance with low arousal.

Front 87

Describe the inverted U theory

Back 87

As arousal increases so doesperformance but only up to an optimum point

If arousal is too high thenperformance will decrease

Under arousal leads to poorperformance

Optimal arousal is where thepotential to perform well is maximised

The peak flow experience at optimum level ofarousal.

If attention field is too broad, then unable toconcentrate

At optimal point, performer able to concentrate andselectively attend.

If over aroused, attention field too narrow, cuesare missed, anxiety occurs.

Front 88

Give 2 advantages of the inverted U theory

Back 88

Theory can be modified depending on personality, ability or nature of task

It recognises that optimum levels of arousal arenot the same for all performers.

It takes into account that performance can declineeven with high arousal.

Front 89

Give 2 disadvantages of the inverted U theory

Back 89

Increase and decrease never assmooth, steady as graph indicates. Inverted U does not explain suddendecreases in performance.

It only considers somatic or physical arousal

With high arousal some performersimprove

It doesn’t take into account othervariables.

Front 90

Describe the catastrophe Theory

Back 90

Theory is about the effects of different types ofarousal. (Cognitive – anxiety, Somatic – body)

As somatic arousal increases so doesperformance up to an optimal point.

Optimal arousal is where the potentialto perform well is maximised.

If arousal (stress) continues toincrease there is a sudden decrease in performance.

If high cognitive arousal coincideswith high somatic anxiety, the ability to make decisions is lost. E.g. a golferon the final green experiences high anxiety and misses an easy putt.

If emotions controlled, performance canimprove again.

If arousal continues to increase thenperformance will continue to decrease.

Front 91

Give 2 advantages of catastrophe theory

Back 91

It explains why performance can suddenly decline

it takes various factors into account (cognitiveanxiety and somatic arousal)

It explains how some performers can recover

This theory is abouteffects of different types of anxiety

It is a more realistic theory than other two,because it explains sudden decreases in performances of elite performers.

Front 92

Give 2 disadvantages of the catastrophe theory

Back 92

some performers never experience a sudden decline

it does not take task or skill level into account

It is not a proven theory, it is a theoretical idea

Front 93

What are Thorndikes Laws?

Back 93

Law of Effect

Law of Readiness

Law of Exercise

Front 94

What is the Law of effect?

Back 94

Correctbehaviour that is reinforced with a satisfier strengthens the S-R bond.

Incorrectbehaviour that receives annoyer weakens the S-R bond

Praise or enjoyment or success will strengthen (the S-R bond) orwill help learning

Lack of enjoyment or failure will weaken (the S-R bond)

Front 95

What is the law of exercise?

Back 95

Practice strengthens the SRbond.

Tiredness or lack of practise may weaken(the S-R bond)

Front 96

What is the law of readiness?

Back 96

Thelearner has to be physically andmentally mature enough to be able to perform the skill.

If too young this can weaken (the SR bond) or hinder learning

Front 97

What is positive transfer?

Back 97

Where one skill helps the learning and performance ofanother. E.g. the learning ofthe over-arm throw can help the skill of the tennis serve.

Front 98

Give 2 effects of positive transfer?

Back 98

It encourages similar S-R bond betweentwo skills

Helps develop correct motor programme

Effective if similar elements of bothskills are highlighted by coach

Best if previous skill is well learned

Ensure practise conditions reflectcompetition conditions

Front 99

What is negative transfer?

Back 99

Where one skill hindersthe learning and performance of another. E.g. the learning of the wrist action in the forehand in tenniscan hinder the forehand in badminton.

Front 100

Give 2 effects of negative transfer

Back 100

Performer can respond incorrectly tosimilar stimuli e.g. tennis player playing squash plays forehand with stiffwrist rather than correct squash technique

Performer can confuse subroutinesbetween two skills

Differences in kinaesthetic feedbackcan cause confusion in the learner

Avoid teaching conflicting skills closetogether (e.g. in same week or term)

Ensure original skill well learned toavoid negative transfer

Negative transfer can de-motivate the performer

Front 101

What is pro-active transfer?

Back 101

Where apreviously learned skill affects the learning of a new skill. E.g. atennis player takes up badminton – the previously learned smash in tennisaffects the learning of the overhead clear in badminton.

Front 102

What is retro-active transfer?

Back 102

Where the learning of a newskill affects the performance of a previouslylearned or past skill e.g. a tennis player takes upbadminton – the learning of the badminton overhead clear affects the previously learned smash in tennis.

Front 103

What is bi-lateral transfer?

Back 103

This is transfer from limb to limb e.g. afootballer kicking with both feet

Front 104

Give one way transfer positively affects schema

Back 104

Training to performance -ideasor information from training to be used in ‘real game’ situations

Storage - storage of useful

Varied practice - varied practicegives experiences that can be used in ‘real game’ situations.

Front 105

Describe transfer

Back 105

It could be argued that all learning is based on transfer

Transfer involves learning through the influence of skills withsimilar response requirements

Transfer helps develop motorprogrammes

Transfer helps the building experiences stored in the LTM forfuture application of motor programmes

Variable practice helps to encourage transfer,need to vary practice to give a wide range of experiences that can be drawnupon from training to the ‘real game’