1
Q
What are the two main classifications of skills based on perceptual movements?
A
- Discrete skills
- Serial skills
Skills are classified using continua, depending on the situation.
2
Q
What type of skills are characterized by cyclic action?
A
Continuous skills
Continuous skills involve actions that are repeated over time.
3
Q
What are the two types of skills based on organization?
A
- Low organisation
- High organisation
This classification considers whether the movement can be broken down into parts.
4
Q
What type of skills are described as intricate perceptual and fine skills with narrow error margins?
A
Complex skills
These skills require precision and are often difficult to execute.
5
Q
What type of skills are characterized as gross habitual and ballistic skills with wide error margins?
A
Simple skills
Simple skills are generally easier to perform and have a lower level of complexity.
6
Q
What are sub-routines in the context of skill acquisition?
A
The elements or separate movements that make up a particular skill
For example, striking a ball in hockey involves grip, stance, back lift, forward swing, strike, and follow-through.
7
Q
True or false: Skills can be classified based on whether they can be broken down into parts.
A
TRUE
This classification helps in understanding the complexity of the skill.
8
Q
What is an exam tip for classifying skills on a continuum?
A
Always refer to a sporting example
Using the same skill, e.g., a tennis serve, throughout your response is often helpful.
9
Q
What are gross skills characterized by?
A
Large muscle movements using large muscle groups
Examples include walking, running, and jumping.
10
Q
What defines fine skills?
A
Intricate movements using small muscle groups
They tend to be precise and involve high levels of hand-eye coordination.
11
Q
What are open skills affected by?
A
The environment
Movements must be continually adapted due to changing conditions.
12
Q
What are closed skills characterized by?
A
Not affected by the environment
The environment is predictable, and movements follow set patterns.
13
Q
What are discrete skills?
A
Brief, well-defined actions with a clear beginning and end
They are single, specific skills.
14
Q
What are serial skills?
A
A group of discrete skills strung together
They create a new and complex movement.
15
Q
What defines continuous skills?
A
No obvious beginning or end
The end of one cycle is the beginning of the next.
16
Q
What are internally paced skills?
A
Skills where the performer controls the rate of execution
Usually associated with closed skills.
17
Q
What are externally paced skills?
A
Skills where the environment controls the rate of performance
They require attention to external events and are usually open skills.
18
Q
What are simple skills characterized by?
A
Straightforward, involving few judgements and decisions
They require little concentration and cognitive ability.
19
Q
What defines complex skills?
A
Involve many decisions and judgements
They are complicated and practiced repeatedly for competition.
20
Q
What is a low-organisation skill?
A
Very easy and uncomplicated skills
Phases are usually discrete and can be practiced separately.
21
Q
What is a high-organisation skill?
A
Skills with many closely linked sub-routines
They cannot be broken down and practiced separately.
22
Q
Classify the netball pass on the skill continua.
A
Open, gross, discrete, externally paced, simple, low-organisation
It involves large muscle movements and is affected by the environment.
23
Q
Classify the forward roll on the skill continua.
A
Closed, gross, discrete, internally paced, simple, low-organisation
It is a predictable movement with a clear beginning and end.
24
Q
Classify the triple jump on the skill continua.
A
Open, gross, serial, externally paced, complex, high-organisation
It involves multiple linked movements and timing with the environment.
25
What is **part practice**?
Working on an isolated sub-routine with the aim of perfecting it
## Footnote
Used for skills that are low in organisation, allowing performers to gain confidence as they learn each element.
26
What is **whole practice**?
Skills being taught without breaking down into sub-routines or parts
## Footnote
Used for skills that are high in organisation and need to be taught as a whole.
27
When is **whole practice** used?
With skills that are high in organisation
## Footnote
Allows the learner to experience the feel of the skill - kinaesthesis.
28
What is **whole-part-whole practice**?
Practising the whole skill, then practising a sub-routine in isolation, then practising the whole skill again
## Footnote
Used with serial skills or skills with low organisation when sub-routines have distinct features.
29
Why is **whole-part-whole practice** used?
* To recognise strengths and weaknesses
* Allows some feel of the skill
## Footnote
Helps in correcting specific skill errors.
30
What is **progressive-part practice**?
Skills are broken down into sub-routines; performer learns one link, then a second link, and practises these; then further links are added on
## Footnote
Good for serial skills (known as chaining).
31
When is **progressive-part practice** used?
* With complex skills as it reduces information load
* With low-organisation skills
## Footnote
Helpful for learning links between sub-routines and transferring these into the whole skill.
32
What is **massed practice**?
Practice sessions with very short or no rest intervals
## Footnote
Good for discrete skills of short duration.
33
When is **massed practice** used?
* With highly motivated performers
* Good fitness levels
## Footnote
To groove skills and simulate elements of fatigue.
34
What is an example of **part practice**?
Practising the backswing only in the tennis serve
## Footnote
Focuses on perfecting a specific sub-routine.
35
What is an example of **whole-part-whole practice**?
1. Practise whole swimming stroke.
2. Practise leg kick in isolation (using a float).
3. Practise whole stroke again.
## Footnote
This method reinforces learning by revisiting the whole skill.
36
What are examples of skills that may use **progressive-part practice**?
* Gymnastic floor routine
* Triple jump
* Lay-up shot in basketball
* Trampoline routine
## Footnote
These skills often consist of distinct sub-routines.
37
What is an example of **massed practice**?
Basketball players practise their shooting skills by doing drills that involve many shots from different positions around the 'key'
## Footnote
This method is effective for short-duration skills.
38
What is **distributed practice**?
Practice sessions with rest intervals included
## Footnote
Used with continuous skills, beginners, or those with low levels of fitness and motivation; good for dangerous or complex skills.
39
When is **distributed practice** used?
* With continuous skills
* With beginners or those with low levels of fitness and motivation
* Good for dangerous or complex skills
## Footnote
Rest intervals allow learners to receive feedback and help maintain motivation.
40
What is **fixed practice**?
A specific movement pattern is practised repeatedly in a stable environment; sometimes called a drill
## Footnote
This method is used to make skills habitual and automatic.
41
When is **fixed practice** used?
* With closed skills that require specific movement patterns to become overlearned
* In preparation for events where conditions never change
## Footnote
Helps in developing consistency in skill execution.
42
What is **varied practice**?
When a skill is practised in many environments
## Footnote
This approach allows the storing of experiences in long-term memory.
43
When is **varied practice** used?
* With open skills
* Practice conditions must be as realistic as possible
## Footnote
Develops the performer's perceptual and decision-making skills.
44
Why is **distributed practice** used?
* Rest intervals allow learner to receive feedback
* Helps maintain motivation
## Footnote
Important for skill acquisition in complex or dangerous tasks.
45
Why is **fixed practice** used?
To allow skills to become habitual and automatic
## Footnote
Essential for mastering specific movement patterns.
46
Why is **varied practice** used?
* Allows the storing of experiences in long-term memory
* Develops performer's perceptual and decision-making skills
## Footnote
Important for adapting skills to different environments.
47
Give a practical example of **distributed practice**.
* A swimmer swims a width and then has a rest while the teacher gives feedback
* A beginner trampolinist performs a single somersault, then waits for the coach to give feedback before attempting again
## Footnote
These examples illustrate the use of rest intervals for feedback.
48
Give a practical example of **fixed practice**.
Discus thrower practises in the discus circle - the discus is always the same weight and the circle is always the same area
## Footnote
This consistency helps in mastering the throw.
49
Give a practical example of **varied practice**.
Small-sided game in football, where performer can work on passing, positional play and strategy
## Footnote
This allows players to adapt skills in a dynamic environment.
50
What is **proactive transfer**?
When a skill learned previously affects a skill yet to be learned or performed
## Footnote
Proactive transfer occurs when prior learning influences future skill acquisition.
51
Define **retroactive transfer**.
When learning a new skill affects a skill learned previously
## Footnote
Retroactive transfer can either enhance or hinder the performance of previously learned skills.
52
What is **positive transfer**?
When the learning and performance of one skill help the learning and performance of another skill
## Footnote
Positive transfer facilitates skill acquisition and performance.
53
What is **negative transfer**?
When the learning and performance of one skill hinder the learning and performance of another skill
## Footnote
Negative transfer can complicate the learning process and is often due to conflicting responses required by similar stimuli.
54
What is **bilateral transfer**?
The transfer of learning from one limb to another
## Footnote
Bilateral transfer is important in sports and rehabilitation, as skills learned with one limb can enhance performance with the other.
55
List the conditions for **positive transfer** to occur.
* Skills must be similar
* Mastery of the first skill aids learning of the second
* Coaches should highlight similarities
* Basics of the first skill should be well learned
## Footnote
An example is the transfer of throwing skills to the arm action of a tennis serve.
56
List the conditions for **negative transfer** to occur.
* Learning one skill makes it difficult to learn the second
* Common stimulus requires a different response
* Awareness of differences is necessary
* Practice sessions should mimic match situations
## Footnote
An example is a squash player struggling with wrist usage when learning tennis.
57
What is **bilateral transfer** in skill acquisition?
Transfer of learning from one limb to another
## Footnote
It refers to the capacity of a performer to learn to perform a skill with their non-dominant side after mastering it with their dominant side.
58
Bilateral transfer occurs in two ways: cognitive aspects and _______.
transfer of the motor programme
## Footnote
Cognitive aspects involve understanding the required movements, while motor programme transfer allows subconscious use of learned patterns.
59
Give an example of a sport where **bilateral transfer** is valuable.
Football
## Footnote
A footballer who can shoot with both feet with matching power and accuracy is a considerable asset to the team.
60
How can **positive transfer** be optimized in skill acquisition?
* Offer variable practices that imitate game situations
* Make performers aware of transferable elements
* Give clear and concise demonstrations
* Encourage diverse childhood experiences
## Footnote
These strategies help enhance the probability of skill transfer.
61
What is a **motor skill**?
An action or task that has a goal and requires voluntary body and/or limb movement
## Footnote
Motor skills are learned rather than innate.
62
What are **Thorndike's laws** of learning?
* Law of exercise
* Law of effect
* Law of readiness
## Footnote
These laws describe how behaviors are strengthened or weakened based on practice, outcomes, and the learner's readiness.
63
Define the **Law of exercise**.
Rehearsing or repeating actions strengthens reinforcement
## Footnote
This law emphasizes the importance of practice in learning.
64
Define the **Law of effect**.
If followed by a pleasant reaction, the S-R bond is strengthened; if negative, it is weakened
## Footnote
This law highlights the impact of consequences on behavior.
65
Define the **Law of readiness**.
The athlete must be both mentally and physically capable of performing the skill efficiently
## Footnote
This law stresses the importance of the learner's preparedness.
66
What are **intervening variables** in learning?
* Learning is best achieved by practicing the whole skill
* The learner must understand and think about the problem as a whole
* Thought processes are dependent on perception
* The learner uses intelligence, current knowledge, and previous experience to plan or predict a solution
## Footnote
These variables influence how learning occurs beyond direct stimulus-response connections.
67
What is **observational learning**?
* Copying behavior of others
* Behavior is copied if the role model is a significant other and of high status
* More likely to be copied if the role model is the same gender as the learner
* Involves attention, retention, motor reproduction, and motivation
## Footnote
This form of learning occurs through observing and imitating others.
68
What is the process involved in **observational learning**?
* Attention
* Retention
* Motor reproduction
* Motivation
## Footnote
These steps are crucial for effective learning through observation.
69
Provide a **sporting example** of Thorndike's laws in action.
During football shooting practice, players are rewarded for striking the ball into the goal, strengthening the S-R bond
## Footnote
This example illustrates how rewards can reinforce desired behaviors.
70
In hockey, how does **exercise** strengthen the S-R bond?
Repeated dribbling practice strengthens the S-R bond
## Footnote
Consistent practice is essential for skill development.
71
In hockey, how does **effect** influence the S-R bond?
Positive comments about dribbling technique strengthen the S-R bond; negative comments weaken it
## Footnote
Feedback plays a critical role in reinforcing or discouraging behaviors.
72
What does **readiness** refer to in learning?
If a performer is injured, they may not be able to dribble effectively
## Footnote
Readiness is crucial for skill execution.
73
What is the **associationist view** of learning?
A group of theories related to connecting stimulus and response, often referred to as S-R theories
## Footnote
This view emphasizes the conditioning of individuals through stimuli.
74
What is **operant conditioning**?
Trial and error learning where a correct response is rewarded, reinforcing that response
## Footnote
This method shapes behavior through rewards and consequences.
75
Provide an example of **copying behavior** in sports.
A young rugby player may copy the behavior of a professional player seen on television
## Footnote
This can include both positive and negative behaviors.
76
What is the **first stage of learning** in skill acquisition?
Cognitive
## Footnote
The learner is trying to create a mental picture of the skill, and demonstrations are vital.
77
In the **Cognitive stage**, what is important for the learner?
* Demonstrations are vital
* Guidance to focus on important cues
* Practice with trial and error
* Positive feedback for reinforcement
* Specific feedback to correct errors
## Footnote
Performances will be inconsistent and full of errors.
78
What characterizes the **Associative stage** of learning?
* Practice stage
* Attending to relevant cues
* Fewer and smaller errors
* Big improvements in performance
* Development of motor programmes
* Use of internal/kinaesthetic feedback
## Footnote
Detailed verbal feedback is given during this stage.
79
What is a key feature of the **Autonomous stage** of skill acquisition?
* Execution of skill with little conscious thought
* Concentration on other factors
* Motor programmes stored in long-term memory
* Less need for external feedback
## Footnote
If practice is not maintained, the learner may revert to the associative stage.
80
Provide an example of a **sporting scenario** for the Cognitive stage.
A teacher demonstrates a serve to a beginner badminton player
## Footnote
The performer has a mental picture and key cues while practicing.
81
What does the **Associative stage** allow a badminton player to focus on?
* Concentrating on height over the net
* Detecting errors and making adjustments without help
* Focusing on placement of the shuttle
## Footnote
This stage leads to smoother execution of skills.
82
List the **four types of guidance** that can be used in the learning process.
* Verbal
* Visual
* Manual
* Mechanical
## Footnote
These types of guidance help facilitate the learning process.
83
What is the purpose of **verbal guidance**?
* Describe and explain how to perform an activity
* Often used alongside visual guidance
## Footnote
Verbal feedback can be provided by a coach or significant other.
84
What are the **advantages** of verbal guidance?
* Reinforces good movements
* Identifies errors to be corrected
* Holds the attention of the performer
* Can be used to motivate
## Footnote
Effective verbal guidance can enhance learning.
85
What are the **disadvantages** of verbal guidance?
* Can lead to information overload
* Inaccurate guidance can hinder skills
## Footnote
Care must be taken to ensure guidance is clear and accurate.
86
What is **visual guidance** in skill learning?
A method using images or demonstrations to help learners understand movements
## Footnote
It can include still images or videos, particularly in slow motion.
87
What is the purpose of **cueing** in visual guidance?
To highlight key points of the movements
## Footnote
This reinforces important aspects of the skill being demonstrated.
88
List the **advantages** of visual guidance.
* Easy to create a mental picture
* Skill can be seen at different stages
* Encourages observational learning
## Footnote
These advantages facilitate the learning process by providing clear visual examples.
89
List the **disadvantages** of visual guidance.
* Incorrect demonstrations can lead to bad habits
* Coach may not show an accurate demonstration
* Visual representation may be unclear or too quick
## Footnote
These disadvantages can hinder the learning process if not managed properly.
90
What is **manual and mechanical guidance**?
Physical support by another person or mechanical device
## Footnote
Examples include a twisting belt in trampolining or a coach directing a performer.
91
List the **advantages** of manual and mechanical guidance.
* Helps with confidence and a sense of safety
* Can reduce fear in dangerous situations
* Provides kinaesthetic feel
* Can isolate a skill action
## Footnote
These advantages enhance the learner's experience and skill acquisition.
92
List the **disadvantages** of manual and mechanical guidance.
* Can be over-restrictive
* May lead to false kinaesthesis
* Could negatively affect motivation
* May cause negative transfer
## Footnote
These disadvantages can impact the learner's ability to perform independently.
93
What is **intrinsic feedback**?
Feedback from internal proprioceptors about the feel of the movement
## Footnote
Involves kinaesthesis and provides continuous feedback from nerve receptors in muscles, ligaments, and joints.
94
Give an example of **intrinsic feedback**.
The feel of whether or not you have hit the ball in the middle of the bat in a cricket shot
## Footnote
This illustrates how intrinsic feedback helps in assessing performance.
95
Intrinsic feedback is a type of _______ feedback that comes from the proprioceptors.
continuous
## Footnote
Proprioceptors are nerve receptors that provide movement information.
96
What is **extrinsic feedback**?
Feedback from external sources such as a teacher/coach or teammates
## Footnote
It is received by the visual and auditory systems and is used to augment intrinsic feedback.
97
Give an example of **extrinsic feedback**.
A coach saying 'you need to point your toes in the pike jump'
## Footnote
This type of feedback helps the learner improve their technique.
98
What is **positive feedback**?
Feedback received when the movement is successful, reinforcing learning
## Footnote
For example, a coach praises the learner when they perform the short serve correctly.
99
Can **positive feedback** be intrinsic or extrinsic?
Yes
## Footnote
Positive feedback can come from internal feelings of success or external praise.
100
What is **negative feedback**?
Feedback received when the movement is incorrect, used to correct future movements
## Footnote
It can be intrinsic or extrinsic.
101
What is **knowledge of results (KR)**?
Feedback about the outcome of movements, which is extrinsic
## Footnote
For example, a learner observes whether their shot went in the basket.
102
Can **knowledge of results (KR)** be positive or negative?
Yes
## Footnote
It is important in improving the next performance of the movement.
103
What is **knowledge of performance (KP)**?
Feedback about the movement itself and its quality
## Footnote
It can come from external sources or arise from kinaesthetic awareness.
104
What are the two types of feedback mentioned?
* Intrinsic feedback
* Extrinsic feedback
## Footnote
Intrinsic feedback occurs as movement happens, while extrinsic feedback comes from external sources.
105
What does **positive feedback** provide?
Reinforcement of skill learning and information about a successful outcome
## Footnote
It helps learners understand what they did correctly.
106
What does **negative feedback** provide?
Information about an unsuccessful outcome, used to build more successful strategies
## Footnote
It helps learners correct mistakes for future attempts.
107
What is the difference between **knowledge of results** and **knowledge of performance**?
* Knowledge of results: information about the end result
* Knowledge of performance: information about how well the movement is executed
## Footnote
KR focuses on outcomes, while KP focuses on execution quality.
108
What is **intrinsic feedback**?
* Occurs as movement happens
* Movements can be corrected immediately
* Performer does not have to rely on anyone
## Footnote
Intrinsic feedback is immediate and self-generated, allowing for real-time adjustments.
109
What are the **advantages** of **extrinsic feedback**?
* Coaching points can lead to improvements
* Information can be accurate
## Footnote
Extrinsic feedback is provided by an external source and can enhance performance when accurate.
110
List the **advantages** of **positive feedback**.
* Can lead to positive reinforcement
* Extremely motivating
* Helps build self-esteem and confidence
* Some are motivated by negative feedback, resulting in a more determined performer
* Allows performer to be clear which aspect needs improvement
## Footnote
Positive feedback reinforces desired behaviors and encourages continued effort.
111
What are the **disadvantages** of **intrinsic feedback**?
* Performer may not be able to interpret information correctly in the cognitive stage
* Performance may deteriorate
## Footnote
Intrinsic feedback relies on the performer's ability to self-assess, which can be challenging for beginners.
112
What can happen if **extrinsic feedback** is inaccurate?
* Negatively affect performance
* Motivation can drop
## Footnote
Inaccurate feedback can mislead performers and hinder their progress.
113
What are the **disadvantages** of **positive feedback**?
* If undeserved, can lead to inappropriate S-R bonds
* Performance will deteriorate
* Some performers do not respond to praise and may ignore it
* Can be demotivating
* Can be detrimental to learning
## Footnote
Positive feedback must be genuine to be effective; otherwise, it can have negative consequences.
114
What is a potential **positive effect** of negative feedback?
Helps build self-esteem and confidence
## Footnote
Negative feedback can sometimes motivate performers to improve.
115
Some performers do not respond to **praise** and may ignore it. True or False?
TRUE
## Footnote
This indicates that not all individuals are motivated by positive reinforcement.
116
Negative feedback can be demotivating, resulting in a more determined performer. True or False?
TRUE
## Footnote
While it can demotivate, it may also push some individuals to work harder.
117
Negative feedback can be detrimental to **learning**. True or False?
TRUE
## Footnote
It may hinder the learning process for some individuals.
118
What does negative feedback allow a performer to be clear about?
Which aspect needs improvement
## Footnote
This clarity can help guide the learning process.
119
Negative feedback is best suited to **learners** who require what?
Skill refinement
## Footnote
Autonomous learners may benefit more from this type of feedback.
120
What are the **two types of feedback** mentioned?
* Knowledge of results
* Knowledge of performance
## Footnote
These types of feedback help performers understand the outcomes and quality of their actions.
121
List the **advantages** of knowledge of results.
* Allows performer to see the outcome of their action
* Can motivate performer
## Footnote
Knowledge of results provides clear outcomes that can enhance motivation.
122
List the **disadvantages** of knowledge of results.
* May demotivate if performers are unsuccessful
## Footnote
Negative outcomes can lead to decreased motivation.
123
List the **advantages** of knowledge of performance.
* Allows performer to know what good performance feels like
* Can motivate performer
## Footnote
Understanding good performance can enhance skill development.
124
List the **disadvantages** of knowledge of performance.
* May demotivate if performers are unsuccessful
## Footnote
Similar to knowledge of results, negative feedback can impact motivation.
125
What are the **crucial factors** for effective feedback?
* Correspond to the skill level of the performer
* Limit the amount of information given
* Given immediately or as soon as possible
* Relate to the individual
* Facilitate internal feedback/kinaesthesis
## Footnote
These factors ensure that feedback is constructive and beneficial for the performer.
126
Fill in the blank: Feedback should correspond to the **_______** of the performer.
[skill level]
## Footnote
This includes cognitive, associative, or autonomous stages of learning.
127
What should be limited when giving feedback?
The amount of information given
## Footnote
Too much information can overwhelm the performer.
128
When should feedback be given?
Immediately or as soon as possible
## Footnote
Timely feedback enhances learning and performance.
129
What should feedback relate to?
The individual
## Footnote
Personalized feedback is more effective for skill development.
130
What should be facilitated through feedback?
Internal feedback/kinaesthesis
## Footnote
Encouraging self-awareness in performers can improve their skills.
131
What are the **three stages** of remembering information?
* Short-term sensory store (STSS)
* Short-term memory (STM)
* Long-term memory (LTM)
## Footnote
These stages are crucial for sports performers in learning and recalling skills and strategies.
132
What is the **short-term sensory store (STSS)**?
* Limitless memory store for about 1 second
* Subdivided part of short-term memory (STM)
* Processes streams of sensory stimuli simultaneously
* Relevant stimuli directed to STM, irrelevant lost
## Footnote
The STSS holds information very briefly before it is processed further.
133
What is the capacity of **short-term memory (STM)**?
Around seven items
## Footnote
STM is a 'working memory space' where information from STSS and LTM is combined.
134
How long can information be held in **short-term memory (STM)**?
Less than 1 minute
## Footnote
The duration of information retention in STM is limited by attention.
135
What is the role of **selective attention** in memory?
Filters relevant information into short-term memory and loses irrelevant information
## Footnote
This process is essential for effective memory retention and recall.
136
What is the difference between **knowledge of results** and **knowledge of performance**?
Knowledge of results refers to the outcome of an action, while knowledge of performance focuses on the quality of the movement itself
## Footnote
Both types of feedback are important for skill development.
137
What are the **six types of feedback**?
1. Intrinsic feedback
2. Extrinsic feedback
3. Knowledge of results
4. Knowledge of performance
5. Positive feedback
6. Negative feedback
## Footnote
Each type serves a different purpose in learning and improving skills.
138
What is **chunking** in the context of short-term memory (STM)?
Grouping different pieces of information together to remember them as one piece
## Footnote
For example, remembering a whole drill in sports instead of each separate move.
139
What does **long-term memory (LTM)** contain?
* Well-learned, retained, and permanent coded information
* Limitless in capacity and length of retention
* Motor skills stored as motor programmes
## Footnote
LTM allows retrieval of relevant information into STM for decision making or comparison.
140
List the **advantages** of the multi-store memory model.
* Simplifies the memory process
* Explains memory dysfunction in brain damage or amnesia
## Footnote
This model provides a basic framework for understanding memory storage.
141
List the **disadvantages** of the multi-store memory model.
* Too simplified
* Does not explain why we remember different sorts of information
* Does not prove the distinction between STM and LTM
## Footnote
It also fails to explain the interaction between STM and LTM.
142
What does Graik and Lockhart's **levels of processing model** emphasize?
The meaning of information is more relevant than repetition
## Footnote
It focuses on how information is processed rather than how it is stored.
143
What are the three levels related to the processing of verbal information?
* Structural level: attention to word appearance
* Phonetic level: processing sounds
* Semantic level: considering actual meaning
## Footnote
Deeper processing leads to longer-lasting memory traces.
144
True or false: The **depth of processing** refers to how much information is considered.
TRUE
## Footnote
The more deeply the information is processed, the longer the memory trace will last.
145
What is a **practical example** of the levels of processing model in action?
A gymnastics coach explaining the importance of tucking in a somersault
## Footnote
This explanation helps the performer understand and remember the technique better.
146
List the **advantages** of the levels of processing model.
* Explains that understanding information aids memory
* Longer consideration and analysis of information improves recall
## Footnote
This model highlights the importance of meaningful engagement with information.
147
List the **disadvantages** of the levels of processing model.
* Longer processing time does not always lead to better recall
* Difficulty in defining what constitutes 'deep' processing
* Does not account for individual differences
## Footnote
These limitations challenge the model's applicability across different contexts.
148
What is the role of **rehearsal** in improving memory for physical activity skills?
A tennis player will rehearse the serve physically and mentally
## Footnote
Rehearsal helps reinforce memory through practice.
149
How does **meaningfulness** enhance performance in learning skills?
A tennis coach will show that coaching information being given will raise the player's performance levels
## Footnote
Meaningful information is more likely to be retained and applied.
150
What does **association** refer to in the context of learning new skills?
New information regarding the serve technique is an adaptation of the old serve
## Footnote
This approach minimizes the need to learn an entirely new skill.
151
Why is it important to **avoid overload** when coaching?
A tennis coach will only give the player a few points to remember before the match
## Footnote
Overloading can hinder memory retention and performance.
152
How does **organising information** help a trampolinist remember complex sequences?
By mentally putting together the small moves to make bigger ones
## Footnote
This strategy simplifies complex tasks into manageable parts.
153
What is the purpose of **mental imagery** in skill learning?
A trampoline coach will demonstrate the move or show a video of the sequence
## Footnote
Mental imagery aids in memory retention and recall of movements.
PE- charlotte
flashcards
Decks in class (14)
# Cards
-
Muscular and skeletal system118
-
Cardiovascular system79
-
Respiratory System59
-
Energy for Exercise64
-
Environmental effects on body systems34
-
Diet and Nutrition97
-
Preperation and Training methods176
-
Injury prevention and Rehabilitation92
-
Biomechanical principles, levers and technology83
-
Linear, Angular motion, fluid mechanics and projectiles120
-
Skill Acquisition153
-
Sports psychology172
-
Sport and Society105
-
Contemporary issues in Physical activity and Sport61
