Flashcards
Section B
Cards in this deck (35)
- 1Classification of motor skills: gross-fineGross- large muscle movements, large muscle groups, skills associated with strength, endurance and power
Fine- small muscle movements, small muscle groups, skills associated with speed, efficiency and accuracy - 2Classification of motor skills: open-closedOpen- affected by the unstable, changing environment, mainly perceptual movement (adaptation), rapid adjustments needed
Closed- not affected by the environment, stable environment (predictable), self paced - 3Classification of motor skills: discrete-serial-continuousDiscrete- well defined beginning and end, single specific skill, repeated skill
Serial- discrete skills put together to make a sequence, order in which elements are put together is important, each movement is both a stimulus and response
Continuous- poorly defined beginning and end, activity is ongoing, end of movement is the beginning of the next repetition - 4Classification of motor skills: externally paced-self pacedExternally paced- action is determined by external sources, more open skill
Self paced- performer controls the rate at which the activity is carried out, more closed skill, performer decides to initiate the movement - 5Classification of motor skills: simple-complexSimple- not affected by the environment, feedback is not essential, little information to process, time to evaluate the situation
Complex- affected by the environment, feedback helps the performance, large amounts of information to process, short amount of time to evaluate situation - 6Classification of motor skills: low organisation-high organisationLow- can be practiced and developed to improve overall performance, can be identified easily, isolated from overall movement
High- difficult to identify, have to be practiced as part of a whole movement, difficult to isolate from the overall movement - 7Characteristics of abilities: gross motor and psychomotorAbilities are: innate/genetically determined/natural, enduring/stable, foundation blocks for a skill
Gross motor ability- physical movement e.g. Speed/power
Psychomotor ability- information proc easing, decision making e.g. Reaction time - 8Transfer of skill: positiveOne skill helps the learning of another
For example, tennis helps squash
Transfer of SR bonds between skills
Helps develop correct motor programmes
Best if previous skill is well learned - 9Transfer of skill: negativeOne skills hinders the learning of another
For example, a squash player plays with a stiff wrist instead of correct squash technique
Can incorrectly respond to stimuli
Can confuse subroutines
Can demotivate - 10Transfer of skill: proactiveSkills from the past affecting learning now
For example, tennis player takes up badminton and tennis smash affects the learning of overhead clear
Can be positive or negative - 11Transfer of skill: retroactiveLearning now affecting a previously learned skill
For example,a tennis player takes up badminton and the current learning of the overhead clear affects previously learned smash technique
Can be positive or negative - 12Transfer of skill: bilateralTransfer from limb to limb
For example, footballer kicking with both feet
Can be positive or negative - 13motivation theories: Drive reduction theoryloss of motivation
when a task is mastered the performer gets bored
a further new goal is need to remotivate - 14drive reduction theory effects on BAHLgiving up taking part in PA
performer only wants to reach a certain level of fitness
performer becomes bored with PA
performer is unable to master activity
initial loss motivates performer to look for a further goal - 15motivation theories:inverted u theoryas arousal increases so does performance but only up to a certain point
if arousal is to high performance will decrease
theory is modified depending on the personality of the performer, ability of the performer, nature of the task
inverted u does not explain the sudden decrease in performance - 16motivation theories: catastrophe theoryas arousal increases so does performance up to an optimum level
if arousal gets to high there is a sudden decrease in performance
high cognitive arousal coincides with high somatic anxiety this has the effect of not been able to concentrate
if anxiety is lowered performance can improve again
if arousal continues to increase then performance will continue to decrease - 17motivation theories:drive theoryas arousal increases so does performance
linear relationship
behaviour = habit x drive - 18motivational stratergies:positive/negative reinforcement, extrinsic/intinsic rewards,education on BAHL, goal setting, punishment, peer pressure, role models, drive reduction/drive theories, enjoyment, taster sessions, strengthens SR bonds, following normal behaviour, helplessness
- 19motor control: closed loop controlintrinsic feedback used, allows for comparison between perceptual & memory trace, incorrect movement can be adjusted during the skill, improvement occurs, correct movements are reinforced, memory travce may be incorrect, involves subconsious control (L2)- movements adjusted quickly, involves consious control (L3)- movements take longer to adjust
- 20motor control: open loop controlno time for feedback, used for ballistic/fast skills, skills cannot be adjusted during the action, little or no consious control, motor programmes stored in LTM, whole movement can be carried out by making one decision, e.g. goal keeper saving the ball without thinking about it
- 21Information processing: Welford's modelInput- all enviornmental stimuli
Sense organs- receive the stimuli, vision/auditory
Perceptual mechanism- involves interpretation, decision making
Effector mechanism- involves transferring information from the brain to the muscles
Muscular system- muscle movement neccessary to complete action
Response- end product - 22Information processing: Whiting's modelInput data- environment
Sensory organs- eyes, auditory, touch
[Body boundary-Central mechanisms]
Perceptual mechanism- interpretation gathered from the environment via sensory system
Translatory mechanism- uses information gathered from the envornment & makes the correct decision
Effector mechanism- transfers the decision that has been made to the muscular system via nerve
Muscular system- muscles
Output- muscle movement
Feedback- end product - 23Reaction time-this is the time from the stimulus occuring to the performer starting to move in response to it
- 24Movement time- this is the time taken from starting the movement to completing it
- 25Response time-this is the time from the stimulus occuring to the completion of the movement
Reaction time + movement time = response time - 26Factors affecting response time-number of stimuli
-type of skill
-PRP
-distractions
-age
-gender
-height
-fitness
-warming up
-intensity of skill
-past experience
-alcohol/drug
-environmental conditions
-arousal - 27What is the psychological refractory period-giving false information
-the opponents respons to a second stimuli is slowed due to a first stimuli being processed
-a dummy in rugby - 28What is the single channel hypothesis-brain is structured as a single channel
-delay is created by a hold up of information
-brain can only deal with one piece of information at once
-this has to be processed before the next stimulus is processed
-when it recieves a lot of information it forms a 'bottle neck' and a slowing of decision making - 29Hicks lawChoise of reaction time:
simple- specific reaction to specific stimuli
complex- several stimuli needing different reactions, responding to a specific stimulus needing different reactions, the more choices the performer has to deal with the more information they have to process, therefore longer reaction time, response time is directly proportional to the number of response choices doubling - 30Phases of learning: CognitiveLeads to mental picture being formed, needs consious thought, lacks fluency, cannot use intrinsic feedback, extinsic feedback, involves perception, learning by thinking abou the whole movement, using past experiences to form a response, schema broadened, trial and error.
- 31Phases of learning: AssociativeAssociating mental model with actual performance, motor programme begin to be formed, practice and rehersal , trial and error, extrinsic feedback, intrinsic feedback, knowledge of results and knowledge of performance, some never leave this stage
- 32Phases of learning: AutonomousHabitual, little consious control, fluent, mostly intrinsic feedback, may return to associative phase
- 33Schema theory: 2 types of scheme?Recall and Recognition
- 34Recall schema- two parts?Initial conditions- awareness of environment, awareness of own body, previous experience.
Response specifiction- action requirements, what speed/power to use - 35Recognition schema- two parts?Sensory consequences- what the movement felt like, knowledge of performance, intrinsic feedback, kinesthesis
Response outcomes- end result, knowledge of results, extrinsic feedback.
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- AS - Level Physical Education Flashcards on Section B, created by ellamae gibson on 26/04/2016.
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