IB SEHS Unit 5 - skill sport
state and explain different methods of memory improvement
- Rehearsal - coding (converts stimuli) - brevity (quickly learned) - clarity (making stimuli clear) - chunking (smaller chunks) - Organization (info similar to LTM) - Association
Outline factors that determine response time
- age - level of fitness - level of training - number of decisions
Discuss the relationship between selective attention and memory
- athlete needs to be able to recall the information and techniques (via their LTMS) when in a game to perform at their maximum - athletes also need to be able to use their selective attention to only pay attention to the parts of the game that are important to them.
outline the command teaching style
- authoritarian - little consideration given to individual (learners treated in the same way) - Inhibits cognitive learning (thinking and questioning are discouraged by coach)
explain a whole-part-whole presentation
- coach introduces a skill (performer attempts full skill) - observed problems are worked on in sections - the performer does the whole skill once problems are resolved sporting example: - three point shot: - do shot - breakdown hand movements and height/angle of release - then use new skills to make the shot again
outline negative feedback
- concentrates on errors
outline the problem solving style
- encourages players to be creative and develop their individual cognitive and performance processes
outline concurrent feedback
- feedback is experienced when performer is doing the action (pole vaulting)
outline intrinsic feedback
- given to the performed without outside help (shooting a basketball)
outline extrinsic feedback
- given to us via an outside source (coaches or timer boards)
characteristics of a skill
- goal/outcome orientated - meets maximum certainty - meets with minimum outlay of energy - learned through practice
explain a part presentation
- individual skills are taught separately sporting example: - leg action in swimming - arm action in swimming - breathing action in swimming
describe the simple model of information processing
- input: the environment or a stimuli - decision making: the process of making decisions (CNS) - output: the action performed - feedback: information about reactions of an action
outline the learning curve: plateau effect
- learning is positive with a period of no improvement - can be due to lack of motivation or fatigue
proprioceptors
- located in limbs - provides information about joint angle, muscle length, muscle tension
outline positive feedback
- looks at what the performer did well
outline the different types of practice
- massed (little to no gaps in practice) - distributed (having interspersed with rest of different activity) - variable (demands on performance are altered) - mental (thinks about movement- no performance) - fixed (having an athlete perform a whole skill- practice motor program)
discuss the factors that contribute to the different rates if learning
- physical maturation (development) - physical fitness - age - difficulty of task - teaching environment - motivation
outline knowledge of performance
- post response info concerning the nature of the movement (
outline knowledge of results
- post response info concerning the outcome of the action (track runners and their time)
outline the learning curve: negatively accelerated curve
- quick learning at first - learning then slows down
outline the learning curve: positively accelerated curve
- skill is difficult to learn at first - slow progress, then quick improvement
explain a progressive part presentation
- skill is split up into separate parts and are practiced in isolation sporting example: - triple jump
outline the reciprocal teaching style
- taught by teacher but athletes have more responsibility to learn - includes peer-to-peer coaching
explain a whole presentation
- when coaches or teachers decide that the movement would be practiced entirely sporting example: - bench press in weight training
outline the learning curve: linear curve
- when learning an easy to perform skill
define performance
A temporary occurrence, fluctuating over time
5.2
Information Processing
outline gross motor skills
Movements involving large muscle groups: arms and legs (running jumping)
outline fine motor skills
Movements involving small muscle groups and finer movements of precisions (darts)
outline internally paced skills
Performer controls rate skill is executed at (javelin or discuss)
5.3
Principles of Skill Learning
outline the schema theory (Richard Schmidt- 1975)
RECALL: - the production of movements (made up of info store in the LTM) RECOGNITION: - evaluates the movement response (initially stored in the STM- once movement is completed via recall it is stored in the LTM)
discuss the difference between a skilled and a novice performer
SKILLED - fluid/ controlled movements - consistency - little to no mistakes - can adapt to technique NOVICE - frequent errors - lacks coordination - inconsistant - decision making poor
Distinguish between the characteristics of short-term sensory store, short-term memory and long-term mem
STSS: - description: - capacity: 1 item - duration: less than a second STM: - description: requires rehearsal - capacity: 7 (+/-2) - duration: 6-12 seconds LTM: - description: holds most info, memories - capacity: infinite - duration: infinite
define technique
a "way of doing". In the performance of a specific sports skill it is defined as the "way in which that sports skill is performed"
Define ability
a general trait or capacity of the individual that is related to the performance and performance potential of a variety of skills or tasks
Describe a motor program
a motor programme as being a set of muscle commands that allow movements to be performed without any peripheral feedback (hitting a tennis ball)
define learning
a relatively permanent change in performance brought about by experience
outline terminal feedback
feedback is experienced after action is completed (golfer understanding how well the shot was made)
discuss the open loop theory with motor programs
once a skill is learned, it can be put into action with out any feedback being used to control movement (main feedback is at the end of the performance)
outline skill to skill transfer
performing a skill that has a similar pathway to previous skill sporting example: - throwing a ball to throwing a javelin
perceptual motor abilities
physical attributes that combine the senses (movement control, perception, cognitive speed)
exteroceptors
provide information about the external environment
intercepters
provides information about body position and position of limbs (within body)
physical proficiency abilities
relate to physical or structural aspects of the body
outline externally paced skills
skills that are determined based off the environment (soccer games with other players)
outline open skills
skills that are greatly affected by the environment (surfing)
outline individual skills
skills that are performed in isolation from others (archery, high jump)
outline coactive skills
skills that are performed with someone else - no direct confrontation (sprints)
outline continuous skills
skills that dont have a clear start and finish (running or cycling)
outline discrete skills
skills that have a clear start and finish (forward roll or golf)
outline closed skills
skills that have a stable and predictable environments (archery or weight lifting)
describe a perceptual motor skill
skills that involve both perceptual and motor skills (dribbling a ball in a basketball game)
describe a perceptual skill
skills that involve sensing and interpreting problems (reading the green in golf)
describe a motor skill
skills that involve voluntary movement (sprinting)
outline serial skills
skills that link multiple skills together (gymnastic routines)
describe a cognitive skill
skills that solve problems by thinking (chess)
outline interactive skills
skills where other performers are directly involved and can involve confrontation (rugby, water polo)
outline bilateral transfer
sporting example: - a soccer player learning to kick with their weaker foot
outline practice to performance transfer
sporting example: - batting a baseball with a machine to batting a baseball form a person
outline principles to skills transfer
sporting example: - from learning that long levers aid throwing to throwing a javelin
outline abilities to skills transfer
sporting example: - improving flexibility and muscle strength in order to have better lines in dance
outline stage to stage transfer
sporting example: - starting with a 3v3 basketball game to a full game
5.1
the characteristics and classification of skill
define skill
the consistent production of goal-oriented movements, which are learned and specific to the task
define response time
the time it takes for a performer to react and act to the stimulus (reaction time + movement time)
describe hicks law
the time it takes for a person to make a decision as a result go the possible choices they have- increasing number of choices, increases decision time
define the concept of transfer
there are positive transfer (practice has good effect on learning), negative transfer (practice has bad effect on learning) and zero transfer (no effect).
Explain the signal-detection process (Swets- 1964)
when performing a skill in sport, it can be affected by a lot of other factors such these factors include: - background noise - intensity of stimulus - efficiency of sense organs - early signal detection
discuss the closed loop theory with motor programs
ADAMS: - as we learn a skill, we develop the perceptual trace (memory for the feel of successful past moments) CLOSED: - The motor program is structures the same way but the process can be corrected due to errors in the performance
Describe the phases (stages) of learning
COGNITIVE: - mistakes are often made - individual tries to make sense of instructions given using perception and decision making ASSOCIATIVE: - with practice the individual knows what to do - develops consistency and coordinative movement AUTONOMOUS: - individual can perform consistently with little cognitive activity
