Chapter 5 - Skill

Question 1

what is skill?

Answer 1

skill is the consistent production of goal-oriented movements, which are learned and specific to the task
ex. throwing a ball (learned part) as far as possible (goal oriented part)

Question 2

types of skills

Answer 2

1. cognitive:
   thinking, strategy, tactics
   ex: knowing how to attack when the other team is playing a offensive trap
2. perceptual (more environment):
   using senses to analyse scenario before acting
   ex: (golf) reading surface and deciding what shot technique to use
3. perceptual motor skill (how you react to the environment):
   interpreting environmental stimuli and reacting to them through a motor response
   ex: when dribbling, knowing where to go, how to attack well

Question 3

classifying skills (based on distinctiveness):

Answer 3

1. discrete - clear start to finish
   ex. jumping
2. serial - multiple discrete skills linked
   ex: lay up, receiving a pass -> run,stop,dribble
3. continuous - continuous flow of the skill - no stop to finish
   ex. running

Question 4

classifying skill (based on environmental stability) :

Answer 4

1. open - externally paced with changing environmental conditions
   ex. everything in footy - dribbling, corner, shooting
2. closed - internally paced (only you decide when to do the skill) with predictable environmental conditions
   ex. no examples for team sports , archery

(more environmental stability from 1 to 2)

Question 5

classifying skill (based on interactions) :

Answer 5

1. individual - isolation from others
   ex. gymnastics, darts
2. coactive - with others but no direct interference
   ex. swimming, racing, horse
3. interactive - with others and direct interference
   ex. any team sport

more interaction from 1 to 3

Question 6

classifying skill (based on size of muscle):

Answer 6

1. fine motor - smaller muscle groups and fine movements
   ex. catching a ball
2. gross motor - large muscle groups
   ex. running

Question 7

what is ability? (3)

Answer 7

• the traits that we are born with
• perceptual and motor attributes, inherited from our parents that enables us to perform skills
• abilities give us the capacity to perform skill
  ex. heigh, flexibility

Question 8

what is technique?

Answer 8

way in which that sport skill is performed
ex. using a specific grip to spin the ball when pitching/bowling

Question 9

skill = ? + ?

Answer 9

skill = ability + selection of an appropriate technique

Question 10

what is novice and skilled performer

Answer 10

novice: someone new to the sport
skilled performer: someone more developed and experienced in the sport

Question 11

7 key factors that affect technique

Answer 11

1. consistency
2. accuracy
3. control
4. learned
5. efficiency
6. fluency
7. goal-directed

Question 12

draw the simple model of information processing and what does it show?

Answer 12

input -> decision making -> output

shows: the more you practice something you learn how to respond appropriately. overtime strengthening the memory trace and make the output better based on the stimulus presented

Question 13

types of sense receptors

Answer 13

1. exteroceptors:
   - detect info from outside body
   - sight, hearing –> sport
   - sense organs
2. introreceptors:
   - detect info from within the body
   - touch + pressure = pain
   - blood O2%, glucose , blood pressure
3. proprioreceptors:
   - detect and inform central nervous system for body position and limb movements
   - location of the body in space
   - balance
   - internal sensors
   ex. kick a ball -> where leg is in relation to space to know when to kick a ball

Question 14

ex of how info is processed:

Answer 14

1. input
   ex. seeing the ball being passed to you
2. decision making:
   ex. moving, changing stance, getting the ball
3. output
   ex. moving body, stopping ball

Question 15

signal detection definition and steps:

Answer 15

Definition: making sense of stimuli by the brain from sense organs
1. detection:
- brain getting the stimuli
- enviromental
- mostly sight/hearing
- extroceptor mostly
2. comparison:
- take stimuli and compare to examples in long term memory to understand stimuli
3. recognition process
- matching the stimuli to a long term memory experience

Question 16

signal detection influences: (3)

Answer 16

can improve or impact signal detection process:
1. background noise:
more competing inputs make it harder for the brain to focus and identify relevant signals
2. intensity of stimulus :
easier to detect signal the more intense the stimuli is
ex. if someone is whispering vs someone yelling when calling for the ball
3. efficiency of the sense organ:
how trained your organs are to sensitivity
ex. if you have bad eye sight you cant detect as well - wear glasses

Question 17

how to improve signal detection

Answer 17

have to be in a state of appropriate alertness, experience, selective attention -> realizing what the important signals are, not getting sitracted easily

Question 18

selective attention (3)

Answer 18

ability to filter relevant info from noise
- limits what moves from short term sensory store to short term memory
- improves with experience/ training

Question 19

levels of memory

Answer 19

3 levels
1. short term sensory store (0.5 seconds)
2. short term memory (10-12 seconds)
3. long term memory
- no limit
- retrieval challenges

Question 20

improving memory - 8

Answer 20

• rehersal: processing mentally
• coding : labelling set of info
• brevity : gradual release
• association : match with previous memory
• clarity: avoiding co-teaching similar topics
• chunking: easier to remember
• organisation: organise for meaning
• practicE: establishes neutral pathway–> “muscle memory”

Question 21

response time = ? + ?

Answer 21

response time = reaction time + movement time

Question 22

influencing factors of response time (reaction-4 + movement-2)

Answer 22

reaction:
- stimulus transmission
- detection
- recognition
- decision to respond
movement:
- nerve transmission time
- initiation of action

Question 23

hicks law:

Answer 23

response time increases with stimuli options

Question 24

PRP - psychological refractory period

Answer 24

• concept of deception in sport
• response time increases if second stimuli is given while participation is still responding to the first stimulus
• response to 1st stimulus must be complete before response to 2nd stimulus
• single channel hypothesis is that the brain can only process one related stimulus at a time

Question 25

motor programme def:

Answer 25

a set of movements stored as a whole in the long term memory ex: hitting a tennis ball, triple jump

Question 26

compare motor programs from open loop and closed loop perspective:

Answer 26

open loop - fast movements - cant adjust to feedback - no alterations once initiated closed loop: - slower movements - can adjust to feedback - can make alterations once initiated

Question 27

adam's theory:

Answer 27

2 components: - memory trace: selects and initiates an appropriate response - perceptual trace: acts as a record of the movement made over many practices, closed loop: adjustments during movement During and after an attempt of the movement, feedback and knowledge of results enables the performer to compare the movement with the perceptual trace The trace acts as a reference of correctness so that appropriate error adjustments can be made for subsequent attempts of the movement.

Question 28

outline the role of feedback in learning process (4)

Answer 28

- motivation - reinforcement of learning - adaptation of performance - punishments

Question 29

outline the role of feedback in information processing models - 8

Answer 29

- intrinsic: able to access by ourselves - extrinsic: need external support to identify - knowledge of results: post response based on achievement - knowledge of performance: post response based on feeling of the movement - positive: doing well - negative doing bad - concurrent: during skill effort - terminal: afterwards

Question 30

distinguish between learning and performance

Answer 30

learning: the progression of the performance from experience performance: how an individual executed a skill at that time

Question 31

phases of learning:

Answer 31

1. cognitive/ verbal: - individual tries to make sense of instructions - individual uses verbalisation to aid memory - mistakes made often - individual attends to irrelevant and relevant stimuli 2. associative/motor : - now has knowledge of what to do - practice to perfect the skill and increase consistency and coordination 3. autonomous - consistency and coordination - no/limited cognitive activity required

Question 32

learning curves

Answer 32

positive acceleration negative acceleration linear plateau

Question 33

factors that impact learning: 6

Answer 33

- physical maturation - physical fitness - age - teaching enviroment - difficulty of task - motivation

Question 34

define transfer:

Answer 34

the effect of learning from building on experiences or different skills ex. transfer jumping skillls from basketball to volleyball

Question 35

types of transfer skills: (7)

Answer 35

- positive * negative * skill to skill: same skill movement used in 2 different sports - practice to performance: practicing with a machine/drill to simulate performance - abilities to skills: focusing improving ability to allow for better skill performance - bilateral: improving "bad" side ex. foot/hand -stage to stage: mini/constrained game to full games - principles to skills: techniques knowledge to skill performance

Question 36

practice types: (5)

Answer 36

distributed: - gaps or intervals between skill focus - usually better -> reduced boredom/fatigue massed: - no gaps/intervals between reps - skill takes longer than rest time fixed drill: - repeating a specific skill in a controlled drill over and over variable: - practicing the skill in a variety of contexts -> individual/group/mini game mental: -visualisation of the execution of the drill

Question 37

presentation types (how to work on skill) - 4

Answer 37

1. whole: skill is practiced in its entirely 2. whole-part-whole: whole skill to get an understanding -> work on parts -> put it back together 3. progressive part: complex skill, slowly add parts to the skill until at the end full skill 4. part: too complex/dangerous , only work on part in isolation

Question 38

types of teaching/coaching styles

Answer 38

1. command: select the content for the session as well as the methods of practice and training 2. reciprocal : peer coaching, coach set up a plan, performers work in pairs and provide each other with feedback 3. problem solving: coach sets a problem or task & lets the learner work out a solution for themselves