Pe Test 25Th Of October

Front 1

Name the three learning styles

Back 1

Kinesthetic Learning

Visual Learning

Auditory Learning

Front 2

Define kinesthetic learning

Back 2

Ability of our nerves to fire without visually watching

Learn the best from DOING.

Front 3

Define visual learning

Back 3

Learn the best from seeing diagrams or illustrations

Front 4

Define auditory learning

Back 4

Learn the best from listening to information

Front 5

Define gross skills

Back 5

Large muscle movements that are imprecise

IE. Shotput

Front 6

Define fine skills

Back 6

Intricate precise movements using small muscle groups. High level of hand-eye coordination.

IE. Snooker

Front 7

Define open skills

Back 7

Environment is constantly changing so movements have to be adapted. Skills are perceptual and externally paced.

Front 8

Define closed skills

Back 8

Stable, predictable environment where the performer knows exactly what to do. Skill is self-paced and is not affected by the environment.

Front 9

Define internally paced skills

Back 9

Performer controls the rate at which the skill is executed

Front 10

Define externally paced skills

Back 10

The environment controls the rate of performing the skill

Front 11

Define discrete skills

Back 11

Well defined actions with a clear beginning and end.

Front 12

Define serial skills

Back 12

Group of discrete skills strung together to make a new and complex movement

Front 13

Define continuous skills

Back 13

No obvious beginning or end. End of one cycle is the beginning of the next

Front 14

Define simple skills

Back 14

One that is straightforward, requires little concentration and cognitive ability

Front 15

Define complex skills

Back 15

Large attention span because they are complicated

Front 16

Define low organisation

Back 16

Very easy and uncomplicated. Phases of the skill are discrete.

Front 17

Define high organisation.

Back 17

Complex phases that cannot be broken down. Require large amounts of attention.

Front 18

Define cognitive learner

Back 18

Learners can only deal with small amounts at one time. Knows they are making errors but not sure why. Feedback needs to be specific. Prone to making many errors

Front 19

Define associative learner

Back 19

Errors are smaller and less frequent. Begin to recognise errors. Begin to generate an idea of what a skill should feel like.

Front 20

Define autonomous phase

Back 20

Errors are rare. Self-appraisal and correction are possible. Tactical awareness increases. Deal with pressure more efficiently now.

Front 21

Characteristics of a skilled performer

Back 21

All the time in the world. Performs the correct action. Flexible action. Perfectly timed. Produce desired result. Superior anticipation. High level of consistency. Greater accuracy. Physiologically economic. Smoothness of movement.

Front 22

Define signal detection

Back 22

Athletes ability to detect the presence of a cue. Elite performer will detect less obvious signals and detect cues earlier.

Front 23

Define selective attention

Back 23

Ability to focus only on important cues and ignore irrelevant cues.

Front 24

Define anticipation

Back 24

Ability to react to partial cues. Due to improved signal detection and improved selective attention. Athlete has more time to initiate a response.

Front 25

Define timing

Back 25

Athletes with superior timing will have greater generation of power.

Front 26

Define Hick's Law

Back 26

Amount of information being handled by the brain determines the speed of the response

Front 27

Define Psychological Refractory Period

Back 27

The time between two stimuli being processed

Front 28

Define knowledge of results

Back 28

Feedback that focuses on the outcome of a performance

Front 29

Define knowledge of performance

Back 29

Feedback that focuses on the process involved during the performance. How the execution 'felt'.

Front 30

List factors that impact on task difficulty

Back 30

Cognitive demands

Safety concerns

Physical demands

Motor demands

Front 31

Define cognitive demands

Back 31

Level of thinking

Information to be processed

Front 32

Define safety concerns

Back 32

The risk of the task to the learner

The nature of the environment and equipment

Front 33

Define physical demands

Back 33

Fitness/strength needed

Physical development of the learner

Front 34

Define motor demands

Back 34

Movement required

Sequence and complexity

Front 35

List types of practice

Back 35

Fixed practice

Variable practice

Massed practice

Distributed practice

Front 36

Define fixed practice

Back 36

Type of practice involved drills

Drills are repeatedly practiced

Front 37

Define variable practice

Back 37

Repeating a skill in a dynamic environment

Front 38

Define massed practice

Back 38

Continuous form of practice

Continuous skill repetition

Produces fatigue to stimulate game intensities

Front 39

Define distributed practice

Back 39

Skills are practiced in blocks of time (sets) followed by periods of rest. Keeps motivation high and feedback constant. Excellent for practicing difficult skills.

Front 40

List types of goals

Back 40

Task goals

Outcome goals

SMARTA goals

Front 41

Define task goals

Back 41

Set by the athlete or learner based on their own level of performance.

IE. Improving skill level to play A grade

Front 42

Define outcome goals

Back 42

Set by the athlete based on competition with others.

IE. Wanting to make A grade so they can be picked for the state team

Front 43

List the stages of SMARTA goals

Back 43

Specific

Measurable

Attainable

Relevant

Time-framed

Accountability

Front 44

Define SMARTA : Specific

Back 44

The goal must be clear and well defined

Front 45

Define SMARTA : Measurable

Back 45

Set dates or targets that allow measurement of success.

Front 46

Define SMARTA : Attainable

Back 46

Realistic yet challenging goals

Front 47

Define SMARTA : Relevant

Back 47

Developed in relation to a level of achievement

Front 48

Define SMARTA : Time-Framed

Back 48

Set a deadline

Increases the need for urgency

Front 49

Define SMARTA : Accountability

Back 49

Keeping up with the goal

Remaining responsible and on track

Front 50

Define Anxiety

Back 50

Psychological issue that affects normal psychological or physiological performance. Anxiety interferes with how information is processed.

Front 51

Define arousal

Back 51

Anxiety can increase arousal. Arousal is your readiness to perform.

Front 52

List examples of cognitive anxiety

Back 52

Confusion

Fear

Forgetful

Poor concentration

Indecision

Lack of confidence

Front 53

List examples of somatic anxiety

Back 53

Pounding heart

Increased respiration rate

Muscle tension

Nausea

Front 54

List examples of behavioural anxiety

Back 54

Introvertedness

Biting fingernails

Fidgeting

Front 55

Define Low Arousal

Back 55

Relaxed and calm

Good for darts

Front 56

Define High Arousal

Back 56

Excited and agitated

Good for boxing

Front 57

Define optimal arousal

Back 57

Ability to complete a skill at its maximum ability

Front 58

Define drive theory

Back 58

Desire to succeed will initiate success

Front 59

Define optimal arousal theory

Back 59

Each skilled performer has an optimal functioning zone

Front 60

Define visualisation

Back 60

Mentally rehearsing a skill. Visualisation improves performance by strengthening neural pathways.

Front 61

List uses of visualisation

Back 61

To motivate

To perfect skills/technique

To familiarise

To set stage for performance

To refocus

To see success

Front 62

Define cognitive visualisation

Back 62

Focuses on the technique or technical aspects of the skill

Front 63

Define psychological visualisation

Back 63

Focuses on the motivational aspect of performing in competition

Front 64

Factors that makes visualisation effective

Back 64

Practiced regularly

Be performed after relaxation

Use all the senses

Developed through training and competition

Based on success and control

Front 65

Define self-talk

Back 65

Involves positive affirmations. Can be used in conjunction with self-talk.

Front 66

Benefits of visualisation

Back 66

Rest, recovery and recuperation

Alleviate stress

A sense of calm before a competition or event

Increases the sense of positivity

Front 67

Explain how momentum is created

Back 67

When we produce a force, we can create motion. Once a body mass is in motion, it has momentum.

Front 68

Define force

Back 68

A push or pull that alters the state of motion of a body. Forces can be internal or external.

Front 69

Define internal forces

Back 69

Occur when bones, muscles and ligaments act on one other

Front 70

Define external forces

Back 70

Forces exerted from the outside of the body

IE. Gravity

Front 71

Define force summation

Back 71

Individual forces that produce successive movements to create a larger total force

Front 72

Define sequential acceleration of body parts

Back 72

Slow and strong body parts move first, followed by the weaker and faster extremities

Front 73

Define motion

Back 73

An object changing position

Front 74

Define linear motion

Back 74

All body parts moving in the same direction at the same time. Builds up momentum in order to create speed.

Front 75

Define angular motion (rotational)

Back 75

Motion of a body around a fixed point or axis of rotation. When mass is closer to the axis, the movement is quicker.

Front 76

Define general motion

Back 76

Combination of linear and angular motions

Front 77

Define speed

Back 77

Distance travelled divided by time taken

Speed = Distance (m) / Time (secs)

Front 78

Define velocity

Back 78

Similar to speed, however velocity incorporates direction. Velocity measures displacement divided by time.

Velocity = Displacement / Time (secs)

Front 79

Define acceleration

Back 79

Change in speed over a given time.

Acceleration (meters per second squared) = Change in velocity / Time taken

Front 80

Define long lever

Back 80

Longer lever travels a greater distance than a shorter lever in the same amount of time

Front 81

Define equilibrium

Back 81

An object is balanced if the centre of gravity (CoG) is inside the Base of Support (BoS)

Wide stance = Larger BoS = CoG has a greater range

Front 82

Define impulse

Back 82

Creating force over time means a bigger build up which creates more force.

Absorbing force over time helps to slow down an object down and reduce the force