AS PE – Skill Acquisition

Revision Guide

Definition:A general capacity of an individual.

Ability is inherited through genes

Key Concepts: Ability: inherited, stable + enduring, perhaps more than 50, underlie many skills.

Skill is the application of ability.

General motor ability: person able to perform a large number of skills well. Specific motor ability: different sports require

different motor abilities

Key words:

Inherited

Perceptual motor abilities (speed, reaction time

agility)

Stable/enduring

Genes

Definition:

The learned ability to bring about predetermined results with the minimum time/effort or both

Key Concepts:

Gross v Fine —large muscle movements v small muscle movements

Self paced v Externally paced —self v starter (e.g. gun / time limit)

Discrete v Continuous v Serial – Clear beginning and end (long jump) v one continuous movement (cycling) vs series of discrete movements (triple jump)

Closed v Open— Not effected by environment v effected by environmental factors (e.g. Other players)

Key words: 

Learned, Gross, Fine, Self Paced, Externally paced, Discrete, Continuous, Serial, Sequence, Open, Closed

 

Definition:

Theories related to the learning of skill—achieving the correct solution

Operant conditioning —stimulus—response bond (through reinforcement)

Trial and error learning —link correct response to a stimulus

Positive/negative reinforcement praise + reward+ removal of praise = Stronger SR Bond leading to increase chance of correct response

Punishment = Weakens SR bond 

Key words: S-R bondReinforcementConditioningPraisePunishmentStrong bondWeak bond 

Definition:

What happens if you want to make a movement once stimulus is provided

Key words:

Selective attentionOverloadLTM/STM

Limited channel capacityPerception

Reaction timeDecision making

Feedback

Key Concepts:

Simple information processing modelInput– information entering, Decision making—occurs in the brain, Output—movement, Feedback—information concerning the movement

Complicated Information processing modelInput—info from senses, Perception—sensory input is given meaning, Memory—used to compare what has happened, Decision making—occurs in the brain (what to do) Output—movement, Feedback—info concerning the movement

Information processing

PRPDelay in response to

two closely presented stimuli

E.g. responding to a dummy pass.

Selective attentionThe filtering of relevant and

irrelevant information

Information overload can

occur

Ensure basic skills are learned to autonomous

stage before progressing to more

complex

Improving Selective Attention

Mr P CO BA POAM

Mental rehearsal, Practice, Cues obvious, better

anticipation, Perform at optimum levels of arousal

Reaction timeSimple (gun)

Choice (options—who to pass the ball

to)

Single Channel Hypothesis

Can only attend to one piece of information at a

time- The bottle neck

Key Concepts:

Open Loop—sending information. EG golf swing—brain assesses situation, sends command to muscles concerning the swing then muscles carry out action. Explains closed skills

Closed Loop— importance of feedback. E.g. riding a bike—Brain sends message to muscles (how to ride) muscles respond and send message back to brain. Brain Detects errors and corrects. Explains open skills well

Key words:

Open Loop Theory

Closed Loop Theory

Chunking

Feedback

Muscle commands

Definition:Motor programme is a series of generalised movements stored in the long term memory

Memory

Short term memory-30 to 60 secs-5 – 9 Items-Encodes to LTM-Working memory

Short term sensory store-0.5 sec-Large capacity-Selective attention-Sends relevant info to stm-Info forgotten if not attended to

Long Term Memory-Store of well learned experiences-Unlimited capacity-Decodes info to stm- Stored as motor programmes

Improving Memory

Paccm

Practice, Association, Chunking, Chaining, Motivation

Definition:

A series of generalised movements that can be adapted to many situations.

Key Concepts:

Information used to form schema-1).Initial conditions—concerning the environment 2).Response specifications—how to perform a movement 3). Movement outcomes—success or failure of the movement 4). Sensory consequences—how the movement felt/looked

2 types of schema—Recall and Recognition

Recall : Information that is needed before a motor programme is selected and runInitial Conditions + Response Specification

Recognition information needed to correct faulty performance and how to correctResponse outcomes (KR) + Sensory Consequences (KP)

Key words:

KP/KRDecision

Initial ConditionsResponse specificationMovement outcomes

Sensory consequencesRecall

Recognition

Definition:

A change in performance which is exhibited through increased levels of consistency

Key Concepts:

Cognitive Stage—beginnerLearner needs to know what to do with a lot of mistakes when performing

skills. Building up mental images

Associative Stage—able but not quite thereLearner has an overall picture of what is required but still

makes some mistakes

Autonomous Stage—professional Learner knows how to complete the skill and can do so with a great

degree of consistency and proficiency

Key words:

CognitiveMistakes

AssociativeAutonomous

Mental imagesConsistency

Definition:

Transfer of learning refers to the effect that learning one skill has on the learning of another

Key Concepts:

Positive transfer— Prior learning enhances the learning of a new skill E.g.– tennis player uses prior learning when trying to learn the overhead serve in volley ballNegative transfer —prior learning has an inhibiting effect on present learning of a skill E.g.– Badminton to tennisZero transfer —football can not use skills when swimmingBilateral transfer – Transfer of learning from one limb to another E.g.—throwing with either hand / kicking with either foot Proactive – Present learning enhances a previously learnt skill Retroactive - Present learning negatively effects a previously learnt skill

Key words:

PositiveNegative

ZeroBilateralProactive

Retroactive

Definition:The different variety of techniques used by coaches/teachers when stimulating a class to learn new skills

Key Concepts:Command - Teacher makes all the major decisions.

Practice - Teacher sets the task, the pupils do it

Reciprocal - learner works in pairs—response

Self-check - learner works individually on tasks set by the teacher

Inclusive - teacher stimulates/challenges all pupils

Guided discovery - teacher sets the problem and leads the learner to the correct answer (divergent/ many answers - Convergent /one answer)

Problem solving - teacher sets the problem, the learner finds the answer

Self Teach - Pupil teaches themselves

Key words:

Command Practice

Reciprocal Self checked

InclusionGuided discovery Problem solving

Definition:

Methods of communication a teacher or coach may use when dealing with a group or individuals

Key Concepts:

Verbal — Learner told what to do

Manual — Learners limbs are physically moved / manipulated in to the correct position

Visual—Learner shown what to do through demonstrations or video evidence

Key words:

Verbal

Visual

Guidance