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12 Cards in this Set
- Front
- Back
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Skill
Characteristics of Skill
Ability |
Skill - A learned behaviour which produces pre-determined results with minimum outlay or time or energy or both.
Characteristics - goal determined, economic, pre-determined, efficient, aesthetically pleasing, use a technique at right time, consistently successful, reflects technical model.
Ability is inherited, skill is learned. |
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Difference between motor & perceptual ability.
Cognitive Skill
Perceptual Skill
Psychomotor Skill |
Motor ability is inherited traits which determine coordination, balance, speed of reaction and contribute to successfully moving a limb. Perceptual ability refers to the ability to take in a process information.
Cognitive - Using the brain to make decisions such as what to do and when to do it.
Perceptual - Selecting and interpreting the information taken in by our senses (no movement).
Psychomotor - physical movement that are controlled by the brain. |
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Open Skill
Closed Skill
Gross Skill
Fine Skill |
Open - affected by the environment, externally paced, perceptual skills which need to be adjusted to match the situation. EG Dribbling in football.
Closed - Not effected by the environment, stable and predicable, self paced, habitual movements. Eg penalty in football. Gross - involves large muscle movements and groups, skills associated with strength, endurance and power. Eg weightlifting, high jump. Fine - involves small muscle movements and groups. Associated with speed, efficiency and accuracy. Eg archery, shooting, putting in golf. |
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Self paced skill
Externally paced skill
Discrete skill
Serial skill
Continous skill |
Self paced - performer controls rate of activity, decides when to start, tend to be closed skills. Eg tee off in golf or tennis serve.
Externally paced - rate of activity controlled by external factors, performer reacts to a stimulus, tends to be open skills. Eg reacting to a tennis serve.
Discrete - clear beginning and end, usually brief in nature, a single, specific skill. eg kicking a football, a throw in cricket.
Serial - a number of discrete skills put together to make a sequence, eg a hop, step, jump in the triple jump.
Continuous - poorly clear beginning and end, activity ongoing, end of one movement is beginning of next. eg legs in running, arm action in front crawl, legs in cycling. |
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Input
Kinaesthetic awareness
Selective attention |
Input - information provided to you by your senses. (1. Sight 2. Hearing 3. touch) outside body. 4. Balance/equilibrium 5. proprioceptors - muscles/tendons/ligaments/joints.
Kinaesthetic awareness - feeling through awareness, knowing where your limbs are.
Selective attention is ignoring irrelevant cues. eg ignoring the crowd at a tennis match. |
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Memory
Short term sensory stores - improves reaction time, reduces overload in STM.
Short term memory - encodes information to LTM, Decodes it from LTM, executes motor programme.
Long term memory - receives information from STM (encoding) Decodes when going back to STM. |
STSS - all information coming from the environment can be stored in the short term sensory stores. Large capacity, memories last for only half a second or less. Selective attention takes place here. The useful information is sent to STM and will be encoded.
STM - Receives information from STSS, capacity is limited, can be retained for up to 60 seconds, limiting to 5-9 items. Information remains, only if attended to. Otherwise loose information after 30 seconds. DCR Occurs here. Information here should be brief.
LTM - Receives information from STM, stores your past experiences, almost limitless capacity, stores for dozens of years. LTM helps compare to new experiences. Influenced by rehearsal, meaningfulness, speed of learning. |
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Chaining
Chunking
Mental Rehearsal
Improve selective attention
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Chaining - breaking down action into parts, eg splitting the triple jump up.
Chunking - storing groups of items instead of single items, allows more information to be stored.
Mental rehearsal - creating a mental image of how to perform a skill. Getting in the zone, rehearsing what you want to happen.
Selective - Deliberate, practice, focusing on the relevant cues. Distractions, filter out irrelevant cues. Make relevant cue a high intensity. Change the colour of the ball to make it brighter. Mental rehearsal. Identify cues, arousal levels. |
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Hicks Law
Simple reaction time
Choice reaction time
Reaction time
Response time
Movement time |
Hicks Law - as the number of stimuli increases the reaction time decreases.
Simple - one stimulus, one reaction, eg start of a 100m race.
Choice - multiple stimuli, having to choose the response, eg predicting the pitch of a cricket ball.
Response time - the time taken from the onset of the stimulus to the end of the movement.
Reaction time - the time taken from receiving the stimulus to make sense of the stimulus, to the brain sending message to the muscles, no movement.
Movement - the time taken from the beginning of the movement to the end of the movement. |
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Anticipation
Spatial anticipation
Temporal anticipation
Ways to improve response time
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Anticipation is using your past experiences to anticipate what is going to happen, processing information before it happens saving time.
Spatial - when the performer programs a pattern of movement prior to the movement being needed.
Temporal - is when the performer predicts what is about to happen.
Response - practicing responses to a stimulus, use of mental rehearsal to focus on relevant cues. Improve fitness levels, warm up body and mind, develop predictive skills, ensure optimal arousal levels. |
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Open loop control
Closed loop control
Memory trace
Perceptual trace |
Open - Brain ---> movement. Explosive/ballistic, automatic, no feedback during movement, closed skill. Eg slip catch in cricket.
Closed - Brain <----> Movement --->feedback. Slower movements, movements can be adjusted, feedback during movement, open skills. Eg high catch in cricket.
Memory trace - LTM, starts motor programs. plan of action, based on experiences.
Perceptual trace - directs current movement, learning involves developing of PT through feedback.
Perception is making sense of something. The memory trace starts a search for a specific motor program in the long term memory, which is then used in your actions as your perpetual trace adapts to the environment by judging what is about to happen, to then complete the movement.
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Cognitiive Stage
Associate stage
Autonomous Stage
Motivation |
Cognitive - Learner makes errors, unable to attend to external stimuli, rapid improvement, feedback should be easy to understand and given at the end of the movement, full concentration on performing skill.
Associate - feedback given during performance, using of mental images, more successful with fewer errors, improvement occurs but at a less rapid rate.
Autonomous - feedback should be intrinsic or kinaesthetic, no signs of stress, evaluate themselves, performance is more accurate and efficient, little conscious attention, smooth and efficient and accurate.
Motivation - trying to improve someones attitude and behaviour about something. Intrinsic - motivation comes from within, intangible, extrinsic, motivation that comes from outside the performer, tangible.
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SR Bond
Positive reinforcement
Negative reinforcement
Punishment |
Positive reinforcement is presentation of a stimulus of a satisfier to a performer after the desired response is achieved. eg praise tangible reward for high work rate in hockey.
Negative - presentation of an unpleasant stimulus or annoyer to the performer after an incorrect response. Negative reinforcement is withdrawn when correct response is given. eg when footballer successfully controls the ball after many attempts, the coach will stop the feedback.
Both positive and negative strengthen the SR bond.
Punishment - presentation of an unpleasant stimulus to the performer after an incorrect or undesired response. Eg subbing a player or reprimanding for getting tactics wrong in a game. Weakens the undesirable SR bond. |
