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p.e(part4)

rachel brown Physical Education GCSE English 131 cards

Cards in this deck (131)

  1. 1motor skill/movement skillan action or task that require voluntary muscles to achive a goal
  2. 2name 3 factors that effect a motor skill1.how precise the movement is
    2.if the movement is defined by the beginning and end
    3.how the skill is affected by the environment
  3. 3what is a subroutinethe seperte movement/part that makes up a skill
  4. 4what is kinesthesisthe ability to feel the movement of the limbs and body
  5. 5what is a ballistic skillrapid movement
  6. 6what does a skilful performance need to include(fat angry teens love eating chocolate)fluent
    aesthetically pleasing
    technique model
    learnt
    efficient
    consistent
  7. 7what is ISS1. I-innate/genetically determined
    2.S-stable and enduring
    3.S-support,underlie and underpin
  8. 8name the skill classificationsmuscular involvement
    environment influence
    origination
    paced
    difficulty
    continuity
  9. 9explain muscular involvementthe way and type of muscles used
    gross-large muscle groups
    fine-small muscle group which is precise movement and accurate
  10. 10give an example of gross and fine movementgross-shot putt
    fine-throwing a dart
  11. 11what is environmental influencethe things around the performer such as a coach, team mate or crowd
    open-is a skill effected by the environment
    closed-is a skill that isn't affected by the environment, it always stays the same and nothing changes
  12. 12name a example of an open and close environment skillopen- sailing
    closed-gymnastic floor routine
  13. 13explain organised skillthe type of skill and how its made up
    high-the subroutines are difficult to split up as subroutines are very close together
    low-can be split into subroutines that can be identity easily
  14. 14name examples for high and low origination skillshigh-dribbing in basetball
    low-100m
  15. 15explain difficulty skillsthe type of judgment and decisions that have to be made
    complex-if their are many decisions to make with lots of subrounties
    simple-there is little decisions and information(second nature)
  16. 16an example of simple and complex difficulty skill iscomplex-player in a hockey game
    simple-running
  17. 17explain a paced skillthe control in when to time the movement
    self paced-the performer can choose when they perform the skill
    externally paced-the skill timing is determined by the environment
  18. 18explain a continuity skillhow well defined the beginning and end are of a skill
    discrete-the skill has a clear beginning and end
    serial-serval discrete elements
    continuous-the skill have no obvious beginning or end
  19. 19examples of discrete, serial and contiunous skills arediscrete-passing a netball
    serial-triple jump
    continuous-cycling
  20. 20what is a coative skillcoative is other people
    for example blocking in volleyball
  21. 21what is a interactive skillskills with the environment
  22. 22what is attentional wastagethe performers concentration can be misdirected to irrelevant cues
  23. 23name 2 positives about skill classificationidentity the skill easy
    gives requiments for sports
  24. 24name 2 disadvantages of skill classificationits a matter of opinion what skills fit into each category
    can be confusing on which one it goes into
  25. 25what is a motor programmeis a series of movement stored in the LMT(long term memory)
  26. 26what is the structure of practicesplitting it into subroutines or practice as a whole
    how the environment links with it
    is it repetitive or has intervals
  27. 27what are the types of practicewhole
    part
    whole part whole
    progressive part
    varied
    fixed
    massed and distributed
  28. 28what is part practicethe skill can be spilt up into subroutines and practice each subroutine in isolation which makes the performer gain in confidents and has a sense of the skill
  29. 29what skill classification would part practice beserial skill has it has clear sub routines
  30. 30what are the drawbacks of part practiceit could be hard to put it all back together and might not flow
  31. 31a example of part practice istriple jump
  32. 32what is whole practicethe skill is learnt as a whole and not split up which gives the performer the kinesthic feel and more successful in a real life situations
  33. 33which skill classification is whole practicehigh organisation as quick and ballistic movement
  34. 34what is a drawback of whole practiceif learnt wrong, the whole skill is wrong
  35. 35an example of whole practicea golf swing
  36. 36what is whole-part-wholethe skill is attempted as a whole first and then is split into subroutines and then its done as a whole again which is good as able to identity strengths and weakness
  37. 37what skill classifications is whole part whole practicehigh organisation and serial skill
  38. 38what are the drawbacks of whole part whole practiceit could be dangous for a beginner to do the skill as a whole first
  39. 39an example of whole part whole isa lay up shot in basketball
  40. 40what is progressive part practicewhere subroutines are seen as a link(called chaining)one subroutine is learnt then another subroutine is learnt and they are put together, keeps adding on subroutines to make the skill
  41. 41what skill classification is progressive part practiceserial skills as there are a number of different elements
  42. 42what are the drawbacks of progressive part practiceits very time consuming
  43. 43name a example of progressive part practicebreaststroke in swimming
  44. 44what is the structure of practicevaried
    fixed
    massed
    distributed
  45. 45what is varied practiceexperience a range of experiences and needs to use the motor programme as they are in conditions when they always change
  46. 46which skill classification is varied practiceopen skill as affected by the environment
  47. 47whats a example of varied practicein primary school p.e lessons where they do a range of different activates each term
  48. 48what is fixed practicethis is when the environment doesn't change
  49. 49what skill classification is fixed praticeclosed skill as not effected by the environment
  50. 50what are the drawbacks of fixed practiceit can get a bit boring as always the same and repetitive
  51. 51an example of fixed practice isbadminton
  52. 52what is mass practicethis is practice that involves in rest and always continues
  53. 53what is distributed practicethis involve practice that has include rest periods
  54. 54what factors make skills relevant and effectivethe personality and movitation
    preivous experinces
    knowledge
    environment factors
  55. 55what are the types of transferspostive tranfer
    negative
    retoactive
    proactive
    bilateral
  56. 56what is transfertransfer in acquiring movement skills involves the influence of learning and performance of one skill on another skill
  57. 57what is positive transferwhen the learning and performance of one skill helps enhance the learning and performing of another skill
  58. 58give a example of positive transfergymnastics and trampoling
  59. 59what is negative transfera skill hiders the learning and performance of another skill
  60. 60give an example of negative transfernetball and basketball
  61. 61what is proactive transfera previous skill learnt will have an positive or negative impact of current/new skill being learnt
  62. 62an example of proactive transfer isthrowing a ball then throwing a javlin
  63. 63what is a retroactive transfera new learnt skill can influence a previous learnt skill
  64. 64an example of retroactive transfer is.
  65. 65what is bilateral transfera skill has been learnt on one side of the body which is normally the dominant side and then is learnt on the other side
  66. 66a example of bilerital skill isthrowing and catching a ball with the other hand
  67. 67what is operant conditioningoperant conditioning is through trial and error of a skill through a performer, trying to strength the stimulus response learning bonds(s-r bonds) through reinforcement
  68. 68operant conditioning is an example of an assocationist or connectionist view of learning, what does this meanassocatinist is a group of theories linked to stimulus and response and refer to s-r bonds
  69. 69who's theory is operant conditioningskinner 1964
  70. 70example skinners experiment with the rat.
  71. 71give an example of operant conditioningwhen a child is crying and the parent gives a sweet in order to get the child to stop crying
  72. 72learning is faster through rewards, explain the term used for thiscomplete reinforcement
    research shows if rewarded it will take longer to learnt by will last longer which is known as partial reinforcement
  73. 73explain positive reinforcement for operant conditioning and give a exampleafter a successful response need to show approval such as a reward
    e.g swimming 50m in swimming and getting a badge and praise
  74. 74explain negative reinforcement for operant conditioning and a exampleremoval of negative stimulus to the correct response as the wrong way is a unpleasant feeling
    e.g diving off a board and doing it wrong with hurts and there for doing it right next time in order for no pain
  75. 75explain punishment for operant conditioning and a examplebreaking the s-r bonds by given a unpleasant stimulus
    e.g being taken off the pitch in a football match due to bad play
  76. 76what are Thorndike laws(linked with operant conditioning) and explain themgiv1.law of exercise-repeating and rehearsing the s-r bonds so can strengthen the bonds
    2.law of readiness-physically and mentally able to complete the task
    3.law of effect -**************
  77. 77give examples of each of Thorndike laws1.law of exercise-gymnast practice a floor routine repeatedly
    2.law of readiness-hockey player who is demotivated as sessions ae boring
    3.law of effect -rugby player is attempting a pass with aa spin if correct first time more likely to do it again
  78. 78what is the cognitive theorythis theory goes behind the s-r bonds and is associated with intervening variables and insight learning
    this is a performer doing a skill has a whole. Making a mental decision on what to do and using your knowledge, perception and experience to achieve the skill (insight learning)
  79. 79what is intervening variablesmental process occurring between stimulus being recedived and the repsones
  80. 80what is insight learningproblem solving involving memory and previous experience to help solve new problem
  81. 81we learnt from taking into account our environment due to past experiences. give an examplea footballer recognised that the pitch is partially slippery so will take that into account and adopt
  82. 82the cognitive learning is often referred to whogestaltist (German scientist)
    objects are seen as a whole and things shouldn't be split up, leading to whole practice
  83. 83what is social learning(observational learning) theorya perspective on personality theory that suggests personality and associated behaviour at determined by the situation or social environment rather than a series of traits. personality created through the process of observation of other people such as significant others as they are accepted in society and people want to be social acceptable
  84. 84what are the processes of observational learning and who came up with thembandura 1977
    1.attention
    2.retention
    3.motor reproduction
    4.motivation
  85. 85what is attentionperformer is able to imitative the skill being watched and pay attention to demonstrate and focus on important cues
  86. 86what is cueing(cues)identifying important cues or stimulus
  87. 87what is retentionneeds to be able to remember the skill performed and create a mental image
  88. 88what is motor reproductionthe observer needs to be physically able to imitate the skill being watched
  89. 89what is motivationthe level of determination to want to achieve in completing the skill
  90. 90who identified several different stages of learningfitts and posner
  91. 91there are stages of learning so coaches know what practice and approaches suit the stage. what are the stages1.congnitive stage
    2.associative stage
    3.autonmous stage
  92. 92explain stage 1-cognitivethis is the earliest stage of learning and the performer is trying to understand what needs to be done to complete the skill.
  93. 93what does the cognitive stage includethere is lots of trial and error is this phase, demonstration are very important an have a clear understanding of what they need to do and organise it(mental image)
    it will lack in fluency and will be full of errors so the coach will need to give them positive reinforcement
  94. 94what is the second phase-associated tthis is the practice phase where the performer does a lot of practice and compares it with the mental image, this is were feedback occurs and needs to be specific
  95. 95what does the second phase includethey are more aware and more fluent, this phase is normal longer that cognative and people can get stuck for the their own life
  96. 96what is the third phase-autonomous stagethis is the final stage which means the movement becomes almost automous with very little conscious thought
  97. 97what does the third phase includecan still be achived if the environment is effecting them and the motor programming is complete to stay in this stage needs to keep practising
  98. 98what's included to pass through these stagespractice
    nature and extent of reinforcement
    guidance
    feedback
    ability
  99. 99what is guidancewhen a coach/teacher teaches a new skill and develops it
  100. 100what at the types of guidanceverbal guidance
    visual guidance
    manual and mechanical guidance
  101. 101explain verbal feedback (often given along with visual guidance)is used when to describe and explain a action
    this is for the more advances performances as hard to explain without demonstration so need to have a good understanding
  102. 102what do the coaches need to be aware about during verbal guidancenot speak for too long, just need to key points
    ask questions so they can see if what they said is understood
  103. 103what are the positives of verbal guidancecan be used for reinforcement and talk about the errors
    can moviate performer to do well so gets good feedback as able to hold performer
  104. 104what are the negatives of verbal guidancecould lead to overload of information
    the feedback given could be wrong or inaccurate
  105. 105what is visual guidancethis is the most common type of guidance mainly for cognitive learners as is videos or demonsations which helps to create a mental image
  106. 106what are the positives of visual guidanceeasy to understand and create a mental image
    easy way to learn as can see the key points
  107. 107what are the negatives of visual guidancethe demonstration could be wrong
    it could move too fast so not giving them a good understanding
  108. 108what is manual guidance.
  109. 109what is mechanical guidance.
  110. 110what are the positives of manual and mechanical guidance.
  111. 111what are the negatives of manual and mechanical guidance.
  112. 112what you need to considered before manual and mechanical.
  113. 113what is feedbacka teacher/coach must give information on the performance and point out the postives and errors that need to be improved on
  114. 114what are the types of feedbackintrinsic feedback
    extrinsic
    positive
    negative
    terminal
    concurrent
    knowledge of performance
    knowledge of result
  115. 115explain intrinsic feedbacka type of continuous feedback that comes from your proprioceptors(nerve receptor in the muscles, ligaments and joints) that pick up movement which is internal feedback which gives performer the kinesthesis feel
  116. 116what are the positives of intrinsic feedbackperformer doesn't need to rely on other people
    they are experiencing it themselves and leads to improvements and helps with real life situations
  117. 117what are the negatives of intrinsic feedbackmay lead to inaccurate movement but will not know
    may not know the correct feeling of it
  118. 118what is extrinsic feedbackthis is from a external source(someone else) can lead to improvements and motivation
    will depend on the personality how well this feedback will work
  119. 119what are the positives of extrinsic feedbackcan give out keep points to improve
    more fun as with other people and motivation to impress
  120. 120what are the negatives of extrinsic feedbackperformer could start to rely on someone helping them with will affect real situations and the kinetetic awareness
    the information given could be wrong
  121. 121what is positive feedbackreinforce the skills by giving positive information about the successful skill completed
  122. 122what are the positives of positive feedbacklead to reinforce and strength the s-r bonds
    motivation to get the positive feedback
    self build up confident
  123. 123what are the negatives of positive feedbackcould build inappropriate s-r bonds
    might not work for everyone and therefore the feedback will be ignored
  124. 124what is negative feedbackthe information about unsuccessful skill performed is given as a form of criticism
  125. 125what are the positives of negative feedbackperformer will have motivation to do well
    its clear what they need to work on
  126. 126what are the negatives of negative feedbackcan be demovitating for some people
    might not work for everyone
  127. 127what is terminal feedback.
  128. 128what is concurrent feedback.
  129. 129what is the knowledge of performancefeedback about the pattern of movement that has been taken or is taking place which is normally associated with external feedback
  130. 130what is the knowledge of resultthe result of the performance and other people which is good as can see key areas need to improve
  131. 131what does feedback need to involveliminted amount of information
    immedically given
    related to the indivial
    encourge kinestisc feeling

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GCSE Physical Education (paper 2) Flashcards on p.e(part4), created by rachel brown on 29/06/2017.
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