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A-Level PE - Physiological Factors Affecting Performance - Part 1

Joe Thorp English 74 cards

Cards in this deck (74)

  1. 1Muscular Involvement - Gross-Large muscle groups
    -Not very precise
    e.g. 100m sprint
  2. 2Muscular Involvement - Fine-Small muscle groups
    -Intricate and precise movements
    e.g. Archery
  3. 3Environmental Influence - Open-Effected by environment
    -Must adapt to situation
    -Decisions must be made
    e.g. Rugby pass
  4. 4Environmental Influence - Closed-Not effected by environment
    -Same technical model used
    -Not many decisions to be made
    -Self paced
    e.g. Javelin
  5. 5Pacing - Internal-Performer decides when the skill starts
    e.g. Gymnastics
  6. 6Pacing - External-Environment decided when the skill starts
    e.g. Swimming race
  7. 7Continuity - Discrete-Clear beginning + end
    -Must start again to repeat
    e.g. Cartwheel
  8. 8Continuity - Serial-A few discrete elements which create a sequence
    e.g. Ice skating routine
  9. 9Continuity - Continuous-No definite beginning or end
    -End of one cycle doesn't mean the start of another
    e.g. Cycling
  10. 10Difficulty - Simple-Low levels of information to process
    -Few decisions
    e.g. Running
  11. 11Difficulty - Complex-High levels of information to process
    -Many decisions to be made
    e.g. 10m diving routine
  12. 12Organisation - Low-Subroutines can be broken down
    e.g. Swimming
  13. 13Organisation - High-Sub-routines can't be broken without disruption
    -Closely linked
    e.g. Handstand
  14. 14Part Practice-Low organisation
    -Sub-routines
    -Dangerous skills
    -Complex skills
    -Serial skills
    -Confidence building
    e.g. Tennis backswing
  15. 15Whole Practice-Practiced as whole
    -Allows the performer to learn kinesthetic feel
    -Appreciate relationships in movements
    -Rapid/Ballistic skills
    e.g. Golf swing
  16. 16Whole-Part-Whole Practice-Attempt whole skill
    -Practice smaller sub-routines
    -Put them back together and practice as a whole
    -Serial/Low organisational skills
    e.g. Basketball lay-up
  17. 17Progressive-Part Practice-Segmentation (chaining)
    -Serial skill sub-routines
    -Sub-routines seen as chain links
    -1st then 2nd link, put together
    -3rd link, then practice entirely
    e.g. Diving routine
  18. 18Massed Practice-Continuous
    -No rest
    e.g. Basketball free throws
  19. 19Advantages/Disadvantages of Massed PracticeAdv
    -Becomes habitual
    -Saves time
    Disadv
    -Boredom
    -No time for feedback
  20. 20Distributed Practice-Long rest periods
    -Use rest for mental rehearsal#
    e.g. Swimming
  21. 21Advantages/Disadvantages of Distributed PracticeAdv
    -Feedback given in rest periods
    -Good for beginners
    Disadv
    -Time consuming
  22. 22Fixed Practice-Stable/Predictable
    -Conditions don't change
    -Closed skills
    -Habitual nature of skills
    e.g. Pole vault
  23. 23Advantages/Disadvantages of Fixed PracticeAdv
    -Closed skills become habitual
    -Perfect practice
    Disadv
    -Not suitable for open skills
  24. 24Varied Practice-Practice is varied
    -Similar to real game situations
    e.g. Small sided football matches
  25. 25Advantages/Disadvantages of Varied PracticeAdv
    -Develops decision making skills
    -Good for open skills
    Disadv
    -Basic skills must be established first
  26. 26Cognitive Performers-Learn through trial and error
    -Success = reinforcement
    -Demonstration and guidance required
    -Relevant cues highlighted with verbal guidance
  27. 27Associative Performers-Mental models created
    -Less mistakes due to motor programme development
    -Practice/Rehearsal for improvement
    -Less reliance on extrinsic feedback
  28. 28Autonomous Performers-Fully grooved/formed motor programmes
    -Stored in the LTM
    -Fluent movements, no mistakes
    -Little conscious control needed
  29. 29Verbal Guidance-Used with visual guidance
    -Describes required actions
    -Good for perceptual improvement (tactics)
  30. 30Advantages of Verbal Guidance-Can be feedback on improvement
    -Holds attention
    -Increases motivation
  31. 31Disadvantages of Verbal Guidance-Not great on its own
    -Not always accurate
  32. 32Visual Guidance-Display
    -Demonstration
    -Videos
  33. 33Advantages of Visual Guidance-Good for cognitive performers
    -Corrects errors
    -Mental image created
    -Motivation
  34. 34Disadvantages of Visual Guidance-Demonstration must be accurate
    -Loses impact with increased complexity
    -Requires verbal guidance alongside it
  35. 35Manual and Mechanical Guidance-Coach or apparatus physically supports the performer
  36. 36Advantages of Mechanical/Manual Guidance-Spacial awareness
    -Kinesthetic feel learnt
    -Corrects errors
    -Confidence building
    -Motivating
  37. 37Disadvantages of Mechanical/Manual Guidance-Trust required
    -Might not want that relationship with coach
    -Hard to correct your own errors
    -Over-reliance
  38. 38Intrinsic Feedback-Internal proprioceptors assess feel of movement (kinesthesis)
  39. 39Advantages of Intrinsic Feedback-Occurs as movement happens
    -Corrected instantly
    -No reliance on others
  40. 40Disadvantages of Intrinsic Feedback-Hard for cognitive as they can't interpret movements
  41. 41Extrinsic FeedbackFeedback from external sources
  42. 42Advantages of Extrinsic Feedback-Improvement in performance
    -Creates mental image
  43. 43Disadvantages of Extrinsic Feedback-Create reliance
    -Can't progress on it alone
  44. 44Positive FeedbackReceived on successful movements reinforcing learning
  45. 45Advantages of Positive Feedback-Leads to improvement
    -Motivating
  46. 46Disadvantages of Positive Feedback-Can be ignored or misused
  47. 47Negative FeedbackReceived in moment on incorrect movements. Used to correct movement.
  48. 48Advantages of Negative Feedback-Motivational for autonomous performers
    -Allows for improvement
  49. 49Disadvantages of Negative Feedback-Demotivating for cognitive performers
  50. 50Knowledge of ResultsFeedback on outcomes of movements, positive or negative
  51. 51Advantages of Knowledge of Results-Motivational
    -Builds confidence
  52. 52Disadvantages of Knowledge of Results-Can become extrinsically focused
    -Can be demotivating
  53. 53Knowledge of PerformanceConcerns the quality of movements
  54. 54Advantages of Knowledge of Performance-Teaches intrinsic feedback
    -Allows improvement
    -Motivational
  55. 55Disadvantages of Knowledge of Performance-Can lose skill of intrinsic feedback
    -Reliance on extrinsic feedback
    -Incorrect use is demotivating
  56. 56Positive TransferLearning a new skills helps the performance of another
    e.g. Tennis serve and overhead smash
  57. 57Negative TransferLearning a new skill hinders performance of another skill
    e.g. Overhead smash badminton and smash in tennis
  58. 58Proactive TransferPreviously learned skill affects a yet to be learned skill
    e.g. Tennis serve could help cricket shot
  59. 59Retroactive TransferWhen learning a new skill affects a previously learned skill
    e.g. Catching cricket ball helps with previous rugby catch
  60. 60Bilateral TransferTransfer of learning from one limb to another
    e.g. penalty kick with left and then right foot
  61. 61Optimising positive transfer-Practice should include positive transfer
    -Build on similar skills
    -Ensure clear demonstration of transfer
    -Give learner praise when transferred well
    -Make practice similar to game situation
  62. 62Limiting Negative Transfer-Apply strategies to do positive transfer
    -Conflicting skills avoided close together
    -Draw attention away from negative transfer
  63. 63Operant Conditioning - Skinner-Learn through trial + error
    -Behaviour modified by direction towards stimulus
    -Law of Exercise
    -Law of Effect
    -Law of Readiness
  64. 64Law of Exercise-Stimulus-Response (S-R) bonds are strengthened through repetition/rehearsal
    -Positive/negative reinforcement required after response
  65. 65Law of Effect-If response is a 'satisfier', S-R bond strengthened
    -If response is an 'annoyer', the S-R bond weakened
    -Pleasant outcomes are likely to motivate
  66. 66Law of ReadinessPerformer must be physically and mentally able to complete task effectively
  67. 67Cognitive Learning Theory-Problem to be understood as a whole
    -Requires independent problem solving
    -Adapt/modify actions
    -Creates problem solvers
    -Develops independent learning
    -Increases motivation
  68. 68Social/Observational Learning Theory - BanduraLearning through watching/copying (ARMM)
    Attention - watching demonstration
    Retention - practicing (copying)
    Motivation
    Motor Reproduction - ability to do action
  69. 69How to make SLT effective-Demonstration must be accurate
    -Clear verbal guidance
    -Role models
    -Mental rehearsal
    -Limit time between attention + retention
  70. 70Atkinson + Shiffron's Multi-Store Memory Model-Input
    -Short-term sensory store
    -Attention
    -Short-term memory
    -Rehearsal
    -Long-term memory
  71. 71InputThe environment/situation
    e.g. catching a ball
  72. 72Short-term Sensory Store-Sensory cues received (movements)
    -Selective attention (filter in relevant cues)
    -Relevant information passed to short-term
  73. 73Short-term Memory Store-Perception occurs (flight of ball)
    -Information rehearsed (remembered)
    -Information 'chunked' in brain
    -Information compared with data in LTM
  74. 74Long-Term Memory

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Joe Thorp
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