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Flashcards

CHAPTER 1 AND 2 FLASHCARDS

Patrick O'Connor English 45 cards

Cards in this deck (45)

  1. 1SKILLA LEARNED CO-ORDINATED ACTIVITY WHICH ACHIEVES A GOAL
  2. 2MOTOR SKILLA VOLUNTARY GOAL DIRECTED ACTIVITY THAT WE LEARN THROUGH PRACTICE AND EXPERIENCE
  3. 3SKILL ACQUSITIONTHE SCIENCE WHICH UNDERPINS MOVEMENT AND LEARNING EXECUTION
    FACTORS EFFECTING SKILL ACQUSITION INCLUDE
    INDIVIDUAL: MOTIVATION LEVELS, SELF-EFFICACY, FITNESS LEVELS, MOTOR SKILL ABILITY
    TASK: GOAL OF THE ACTIVITY
    ENVIRONMENT: WEATHER CONDITIONS, STRUCTURE OF PRACTICE, TYPE OF FEEDBACK
  4. 4INPUTSCANNING: TAKING THE INFORMATION IN AROUND US THROUGH VISUAL, HEARING AND TOUCH
    PERCEPTION: ORGANISING AND INTERPRETING THE INFORMATION FROM THE SCANNING STAGE FIGURING OUT WHAT IS IMPORTANT AND WHAT ISN'T
  5. 5INFORMATION PROCESSINGATTENTION: ONCE SENSORY INFORMATION HAS BEEN PROCESSED SOME PARTS ARE PAID ATTENTION TO THAN OTHERS THESE ARE OFTEN THE USEFUL BITS
    RESPONSIBLE SELECTION: BRAIN FIGURES OUT WHAT TO TRANSFER INTO MOVEMENT
  6. 6OUTPUTSKILL EXECUTION: MOVEMENT PART THE TWO TYPES OF SKILLS ARE FUNDAMENTAL MOTOR SKILLS AND SPORT SPECIFIC SKILLS
  7. 7FUNDAMENTAL MOTOR SKILLSTHE FOUNDATION SKILLS WHICH PROVIDE THE BASIS FOR THE DEVELOPMENT OF MORE SPORT SPECIFIC SKILLS
    STABILITY SKILLS: BALANCE AND CONTROL OF BODY
    LOCOMOTOR SKILLS: ENABLE US TO MOVE THROUGH SPACE
    MANIPULATIVE SKILLS: CONTROL OF AN OBJECT, LIKE THROWING SOMETHING
    WITHOUT GRASPING THESE SKILLS TRANSITION INTO MORE SPORT SPECIFIC SKILLS WILL BE EXTREMELY DIFFICULT
  8. 8MOVEMENT PRECISIONGROSS: INVOLVES THE RECRUITMENT OF LARGE MUSCLE GROUPS AND THERE IS LESS EMPHASIS ON PRECISION
    FINE: INVOLVES THE RECRUITMENT OF SMALLER MUSCLE GROUPS WITH MOVEMENTS REQUIRING PRECISION
  9. 9TYPE OF MOVEMENT/ ORGANISATION OF SKILLDISCRETE: HAS AN OBVIOUS BEGINNING AND END
    SERIAL: SEVERAL DISCRETE SKILLS PERFORMER IN A SEQUENCE OR PATTERN
    CONTINUOUS: HAS NO DIFINITIVE BEGINNING OR END
  10. 10PREDICTABILITY/ STABILITY OF ENVIRONMENTCLOSED: WHERE THE PERFORMER HAS THE GREATEST CONTROL OVER THE ENVIRONMENT RELATING TO EXTERNAL FACTORS SUCH AS WEATHER, PLAYING SURFACES AND OPPOSITION
    OPEN: WHEN THE PERFORMER IS IN A LESS PREDICTABLE ENVIRONMENT WHERE CONDITIONS ARE CONSTANTLY CHANGING AND PERFORMER HAS LIMITED TO NO CONTROL OVER THE ENVIRONMENT
  11. 11COGNITIVE STAGE1ST STAGE OF LEARNING WHERE THE BEGINNER IS MENTALLY TRYING TO COMPREHEND MOVEMENT REQUIREMENTS, WILL ASK LOTS OF QUESTIONS IN AN ENCOURAGING ENVIRONMENT, ATTENTION WILL BE ON MOVEMENT PRODUCTION AND PERFORMANCE WILL BE INCONSISTENT WITH STIFF UNRELAXED MOVEMENTS, BEGINNERS ARE AWARE OF WHAT IS WRONG BUT NOT SURE HOW TO CORRECT THE PROBLEM, THEY MAY LACK CONFIDENCE BUT IMPROVEMENT RATES WILL BE RAPID
  12. 12ASSOCIATIVE STAGE2ND STAGE OF LEARNING THE PERFORMER IS BEGINNING TO REFINE THEIR TECHNIQUE, MORE CONSISTENT AND MAKE FEWER ERRORS, DEMANDS OF ATTENTION WHEN PERFORMING MOTOR SKILL ARE DECREASING ALLOWING PERFORMER TO FOCUS ON EXTERNAL STIMULI, THEY WILL BE ABLE TO DETECT THE CAUSE OF SOME ERRORS AND IMPLEMENT STRATEGIES TO FIX THEM, PERFORMANCE VARIABILITY IS DECREASING AND IMPROVEMENTS ARE MORE GRADUAL
  13. 13AUTONOMOUS STAGE3RD STAGE OF LEARNING, THE SKILL IS LARGELY AUTOMATIC THE PERFORMER NO LONGER NEEDS TO CONSCIOUSLY THINK ABOUT SKILL, THEY CAN DETECT THEIR OWN ERRORS AND CORRECT THEM, PERFORMANCE VARIABLES ARE VERY SMALL
  14. 14PRACTICEMUST TAKE INTO ACCOUNT THE INDIVIDUAL, THE TASK, THE ENVIRONMENT
  15. 15PRACTICE STRATEGIESTYPE OF PRACTICE STRATEGY YOU CHOOSE DEPENDS ON: LEVEL OF COMPETENCY, AGE, GENDER, ENVIRONMENT, PERSONALITY, EXPERIENCE OF COACH OR PARTICIPANTS
  16. 16PART PRACTICEALL MOTOR SKILLS CAN BE BROKEN DOWN INTO SUBCOMPONENTS OR SEGMENTS, INVOLVES THE BREAKING DOWN THE SKILL INTO ITS SUB-ROUTINES AND PRACTISING ONE OR MORE PARTS OF THE SKILL SEPERATELY
    PART PRACTICE WORKS WELL FOR BEGINNERS, COMPLEX TASKS AND ELITE ATHLETES WANTING TO FINE TUNE TECHNIQUES
  17. 17WHOLE PRACTICEINVOLVES PRACTISING A SKILL IN ITS ENTIRETY OR AS ONE WHOLE MOVEMENT
    IS BEST WHEN A SKILL IS NOT COMPLEX, CANNOT BE BROKEN DOWN INTO TASKS, WOULD LOSE FLOW OR RHYTHM IF BROKEN DOWN INTO PARTS
  18. 18AMOUNT OF PRACTICEDURING THE COGNITIVE STAGE IMPROVEMENT IS A DIRECT RESULT OF AMOUNT OF TIME PUT IN WHERE MORE IS BEST THEREFORE IT IS IMPORTANT TO MAXIMISE ON TASK TIME
    WHEN IN THE ASSOCIATIVE OR AUTONOMOUS STAGE THE RATE OF IMPROVEMENT DECREASES AS THEY START TO REACH THEIR PEAK
  19. 19DISTRIBUTION OF PRACTICEMASSED: THE SCHEDULING OF TRAINING SESSIONS WHICH ARE LONG BUT NOT AS FREQUENT. THIS SUITS NON-PROFESSIONAL OR SOCIAL ATHLETES, ATHLETES WITH WORK OR SCHOOL COMMITMENTS, ATHLETES WITH FAMILY COMMITMENTS
    DISTRIBUTED PRACTICE: THE SCHEDULING OF SHORT BUT FREQUENT SESSIONS. THIS SUITS PROFESSIONAL OR FULL TIME ATHLETES, HIGHLY MOTIVATED ATHLETES, PARTICIPATING IN PHYSICALLY DEMANDING SPORTS
  20. 20PRACTICE VARIABILITYBLOCKED PRACTICE: PRACTISING THE SAME SKILL OVER AND OVER AGAIN
    WORKS WELL WITH BEGINNERS TRYING TO MASTER A NEW SKILL, THE TASK IS RELATIVELY SIMPLE, PHYSICAL DEMANDS OF TASK IS LOW, MOTIVATION IS HIGH
    RANDOM PRACTICE: PRACTISING A VARIETY OF SKILLS IN THE SAME DRILL OR TRAINING SESSION
    WORKS WELL WITH ATHLETES IN THE ASSOCIATIVE OR AUTONOMOUS STAGE, PROMOTES DECISION MAKING, DEVELOPS GAME SENSE
  21. 21FACTORS TO CONSIDER WHEN CHOOSING PRACTICE TYPETASK COMPLEXITY: WHEN THE MOTOR SKILL HAS SEVERAL SEGMENTS IT MAY BE EASIER TO BREAK DOWN THE TASK INTO PART PRACTICE, IF TASK REQUIRES HIGH LEVELS OF COORDINATION THEN BLOCKED PRACTICE IS BEST TO CREATE MENTAL AND PHYSICAL TEMPLATES
    TASK ORGANISATION: REFERS TO HOW DEPENDANT EACH SEGMENT IS ON THE PREVIOUS SEGMENT, FOR EXAPLE A GYMNAST DOING A CARTWHEEL IF PART PRACTICE WAS APPLIED THE CARTWHEEL WOULD LOSE ITS RHYTHM, THEREFORE WHOLE PRACTICE IS BETTER
  22. 22FEEDBACKIS THE INFORMATION THAT A PERFORMER RECEIVES ABOUT THE OUTCOME OF A TASK
    CRITICAL PART OF SKILL DEVELOPMENT
    CAN BE CLASSIFIED AS EITHER INSRINCT (INTERNAL), AUGMENTED (EXTERNAL)
  23. 23INTRINSIC FEEDBACK (INTERNAL)WHEN A PERFORMER USES THEIR SENSES TO ASSESS PERFORMANCE
    THE SENSES USED ARE VISUAL, AUDITORY, PROPRLOCEPTION AND TOUCH
    THIS FEEDBACK IS ALWAYS AVAILABLE TO THE PERFORMER IF THEY UNDERSTAND THE GOAL OF THE TASK
  24. 24AUGMENTED FEEDBACK (EXTERNAL)CAN GREATLY ENHANCE A PERFORMERS OWN INTERNAL FEEDBACK SYSTEM
    CAN OCCUR DURNG OR AFTER A PERFORMANCE
    CAN BE CLASSIFIED INTO 4 TYPES CONCURRENT, TERMINAL, KNOWLEDGE OF RESULTS, KNOWLEDGE OF PERFORMANCE
  25. 25CONCURRENT FEEDBACKFEEDBACK GIVE DURING THE PERFORMANCE
  26. 26TERMINAL FEEDBACKFEEDBACK WHICH OCCURS DURING THE PERFORMANCE
  27. 27KNOWLEDGE OF THE RESULTSINFO ABOUT THE RESULT OR OUTCOME OF THE PERFORMANCE
    BENEFICIAL FOR BEGINNER LEARNING A NEW SKILL TO KNOW WHAT SUCCESS FEELS LIKEAS PERFORMER BECOMES MORE SUCCESSFUL AT A TASK THEIR INTERNAL FEEDBACK SYSTEM DEVELOPS
    IF PERFORMER DOESN'T UNDERSTAND HOW TO IMPROVE THEIR OUTCOMES THIS FEEDBACK CAN BE ANNOYING
  28. 28KNOWLEDGE OF PERFORMANCEINFO ABOUT THE ACTUAL CHARACTERISTICS OF THE PERFORMANCE (EXECUTION/TECHNIQUE)
    GENERALLY DELIVERED AFTER THE TASK HAS BEEN COMPLETED
    CAN BE BE VIA COACHING CUES OR WATCHING VIDEO FOOTAGE
    CAN BE EITHER DESCRIPTIVE: DESCRIBE WHAT YOU DID (USEFUL FOR AUTONOMOUS LEARNERS AS THEY CAN SELF-CORRECT
    OR
    PRESCRIPTIVE: EXPLAINS WHAT YOU NEED TO DO TO IMPROVE PERFORMANCE
  29. 29HOW TO DELIVER FEEDBACKMOST FEEDBACK FROM COACHES ARE VERBAL BUT IT SHOULD ALWAYS BE CLEAR, PRECISE, LIMITED IN INFORMATION, LIMITED IN FREQUENCY AS TOO MUCH WILL MAKE PERFORMERS DEPENDANT ON IT, GENUINE AND POSITIVE IN NATURE WITH A MOTIVATIONAL COMMENT FOLLOWED BY A CUE TO HELP FIX AN ERROR
  30. 30FEEDBACK FREQUENCYNO RULE ON HOW OFTEN FEEDBACK SHOULD BE DELIVERED HOWEVER IT SHOULD BE REDUCED AS THE PERFORMER WORKS THROUGH THE STAGES OF LEARNING AS COGNITIVE STAGE LEARNERS WILL HAVE LIMITED ABILITY TO DETECT ERRORS AND CORRECT ERRORS THEREFORE THEY WILL DEVELOP SKILLY QUICKER WITH FREQUENT AUGMENTED FEEDBACK
    AS THE SKILL STARTS TO PROGRESS FEEDBACK IS STILL IMPORTANT BUT SHOULD BE GIVEN LESS SO THAT THE LEARNER CAN DEVELOP THEIR OWN INTERNAL FEEDBACK SYSTEM
  31. 31CONSTRAINT CATEGORYINDIVIDUAL (CAN'T CHANGE): THE PERSON THEMSELVES E.G. BODY SIZE, DECISION MAKING SKILLS, FITNESS LEVEL/TECHNIQUE LEVEL, MENTAL SKILLS
    ENVIRONMENTAL (CAN'T CHANGE): PHYSICAL AND SOCIAL SURROUNDINGS E.G. WEATHER, NATURAL LIGHT, PRACTICE FACILITIES, FAMILY/PEERS, SPORT CLUB CULTURE
    TASK (CAN CHANGE): FACTORS RELATING TO PERFORMANCE E.G. RULES OF SPORT, PLAYER NUMBERS, EQUIPMENT/FIELD DIMENSIONS, INSTRUCTIONS
  32. 32DIRECT COACHINGTHESE APPROACHES ARE RIDGID AND PROVIDE FEEDBACK ON EVERY PRACTICE ATTEMPT THIS LIMITS THE NEED FOR THE LEARNER TO GO SEARCHING FOR THEIR OWN MOVEMENT SOLUTIONS WITH DIRECT COACHING THE ATHLETE HAS LIMITED NEED OR OPPORTUNITY TO MAKE DECISIONS OR TO ADAPT TO LARGE VARIABILITIY OR TO THINK INDEPENDENTLY AND OT REQUIRES A COACH TO MAKE ALL THE DECISIONS
  33. 33CONSTRAINT BASED COACHINGGIVES THE LEARNER THE OPPORTUNITY TO SELF DISCOVER, THROUGH ACTIVE PROBLEM SOLVING, THE BEST WAY TO ACHIEVE THE TASK THROUGH TRIAL AND ERROR. THIS IS A MORE LEARNER CENTRED AND DIRECTED APPROACH
  34. 34CONSTRAINT BASED CHARACTERISTICSNO ONE MOVEMENT FITS ALL PROBLEMS, EACH PLAYER NEEDS TO SOLVE PROBLEMS BASED ON THEIR STRENGTHS AND WEAKNESSES
    MORE NATURAL WAY TO LEARN MOVEMENT SKILLS AS IT CAN BE AT A MORE SUBCONSCIOUS LEVEL
    COACHES CAN MANIPULATE SURROUNDINGS TO FORCE THE PLAYERS TO ADAPT STRATEGIES AND ACTIONS
    INTEGRATION OF SPORTS SCIENCE SUCH AS BIOMECHANICS TO HELP WITH SKILL DEVELOPMENT
    CREATE VARIABILITY DURING PRACTICE SO THE INDIVIDUAL NEEDS TO ADAPT THEIR MOVEMENTS, ACHIEVING A TAK OR GOAL IN THEIR OWN WAY
    TASK CONSTRAINTS ARE THE MOST IMPORTANT TO MANIPULATE AS THERE IS SO MUCH SCOPE TO VARY THESE CONSTRAINTS
  35. 35DIRECT COACHING CHARACTERISTICSCOACHES INSTRUCT TO DEVELOP SKILLS THROUGH DEMONSTRATIONS OR FEEDBACKS
    PLAYERS ARE FORCED TO THINK VIA DIRECT INSTRUCTIONS
    PLAYERS ARE DIRECTED TO COMPLETE A NUMBER OF TRIALS AND REPETITIONS IN A PARTICULAR WAY
    ONLY USING ONE SIZE BAT, ONE SIZE BALL, FEEDING THE SAME BALLS TO THE PERSON IN THE SAME SPOT REPETITIVELY
    TRADITIONAL DIRECT ENCOURAGES IDENTICAL MOVEMENTS REPEATED OVER AGAIN
  36. 36QUALATATIVE MOVEMENT ANALYSIS (QMA)THE ASSESSMENT OF HUMAN MOVEMENT TECHNIQUES WITH THE AIM OF PROVIDING APPROPRIATE INFORMATION TO IMPROVE THE PERFORMANCE OF THE ATHLETE WITHOUT THE USE OF NUMBERS
  37. 374 PURPOSES OF QMA AND THE 4 STEPS1. DIAGNOSE STRENGTHS AND WEAKNESSES OF PLAYER/TEAMS
    2. OBTAIN FINAL RESULT/ RANK IN COMPETITION E.G. JUDGE
    3. TALENT IDENTIFICATION/TEAM SELECTION
    4. PREDICT FUTURE RESULTS
    STEPS ARE PREPARATION, OBSERVATION, EVALUATION AND ERROR COLLECTION
  38. 38PREPARATION STAGECOACHES/TEACHERS NEED TO PREPARE BEFORE DOING ACTUAL ANALYSIS
    WHAT IS GOING THE ANALYSED?, SKILL, MOVEMENT, TACTIC, THOUGHT PROCESS
    HOW IS IT GOING TO BE ANALYSED?, WATCHED LIVE, DIGITALLY RECORDED
    HOW IS THE DEVELOPMENT GOING TO BE TRACKED
  39. 39OBSERVATION STAGETHE ACTUAL WATCHING OF THE MOVEMENT, MAIN ISSUE IS SUBJECTIVITY AS TWO COACHES/TEACHERS MAY HAVE A DIFFERENT PERCEPTION OF THE QUALITY OF PERFORMANCE
  40. 40EVALUATION STAGEAFTER PERFORMING THE OBSERVATION THE PROBLEM NEEDS TO BE DIAGNOSED
    WHAT IS THE PROBLEM, WHAT IS CAUSING THE PROBLEM, HOW CAN THE PROBLEM BE ADDRESSED
  41. 41DURING THE OBSERVATION AND EVALUATION STAGEGENERALLY MOST SPORTS ATTEMPT TO MAKE THEIR MEASUREMENTS MORE OBJECTIVE THAN SUBJECTIVE AND TO DO THIS THE ASSESSORS COULD BE PROVIDED CHECKLISTS-LIST OF COMPONENTS ESSENTIAL FOR PERFORMANCE, RATING SCALES-SCORING MARKING SCALE FOR MOVEMENTS, CRITERIA/RUBRICS-A SET OF RULES GUIDELINES OR PROCEDURES RELATING TO PERFORMANCE
  42. 42DURING THE EVALUATION STAGETHE TESTS NEED TO BE VALID, TESTS CAPACITY TO MEASURE WHAT IT IS SUPPOSED TO BE MEASURING
    THE TESTS NEED TO BE RELIABLE, THE ABILITY OF TEST TO REPRODUCE SIMILAR RESULTS WHEN CONDUCTED IN SIMILAR CONDITIONS, TO MAXIMISE THIS YOU NEED TO USE THE SAME OR SIMILAR PROCEDURE, CONDITIONS, EQUIPMENT, ENVIRONMENT, TESTER
  43. 43EVALUATION INTER-RATER RELIABILITYIN SOME SPORTS THE PERFORMANCE IS RATED BY A PANEL OF JUDGES, THE LEVEL OF CONSISTENCY OF SCORING ACROSS DIFFERENT OBSERVERS IS REFERED TO AS INTER-RATER RELIABILITY
    IT CAN BE GOOD WHEN SCORES ARE CONSISTENT OR POOR WHEN THEY ARE NOT
  44. 44EVALUATION INTRA-RATER RELIABILITYWHEN A SPORT PERFORMANCE IS ONLY BEING RATED BY ONE OBSERVER THE CONSISTENCY OF THEIR RATINGS IS REFFERED TO AS INTRA-RATER RELIABILITY
    IF THEY HAVE BEEN TRAINED TO USE A SET CRITERIA TO ENSURE RELIABLE RESULTS
    OBSERVERS CAN BE ASSESSED OVER TIME FOR CONSISTENCY BY GETTING THEM TO SCORE AN IDENTICAL FILMED PERFORMANCE AT DIFFERENT TIMES
  45. 45ERROR CORRECTIONWHAT CAN BE DONE TO ASSIST THE ATHLETE TO CORRECT THE PROBLEM, EITHER IN THE MATCH, TRAINING OR BOTH
    STRATEGIES ARE DEVELOPED BY USING EITHER DIRECT COACHING: COACH DRIVEN TRADITIONAL INSTRUCTIONAL COACHING THROUGH DEMONSTRATION AND FEEDBACK WHERE ONE SIZE FITS ALL, INDIVIDUAL DIFFERENCES ARE NOT TAKEN INTO ACCOUNT
    OR
    CONSTRAINT BASED: LEARNER DRIVEN, GIVES THE LEARNER THE OPPORTUNITY TO SELF-DISCOVER THROUGH ACTIVE PROBLEM SOLVING, THE BEST WAY TO ACHIVE THE TASK THROUGH TRIAL AND ERROR. THIS IS A MORE LEARNER CENTERED AND DIRECTED APPROACH

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Flashcards on CHAPTER 1 AND 2 FLASHCARDS , created by Patrick O'Connor on 16/02/2020.
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