PE CH4

    Cards (53)

    • Why do many successful sports persons set goals? And who with?
      To help them focus their attention and maintain motivation during training, ususally done with coaches or trainers.
    • What does havning goals allow for at all levels of the game? (4 things)
      Stay focused, maiintain motivation, imrpove effort and help with adherence to exercise and training.
    • What shoulds goals give? (Think G O A L S)
      Give direction, Offer mlestones on the way, Adherence (stay on task), Limitless dreams - to encourage motivation, Success
    • SMART targets - with definitions
      Specific - for the needs of the indiviudal
      Measurable - clear accurate picture of progress
      Agreed - accepted, confirmed
      Realisitc - maintain motivation
      Timed - create milestones
    • Getting in the zone requires four c's - what are they?

      Confidence - trust in ones ability
      Control - of emotion adn physical manifestations - anxiety/anger
      Concentration - keeping attention focused
      Commitment - maintaing enthuisam
    • Define the terms : imagery and mental reharsal?
      Creating images of optimal results
      Mentally reharsing a pefirmance can help with an athletes motivation and abilty to succeed
    • Define: Intrinsic motivation
      The personal desire to achieve - e.g for health
    • Define: ExtrinsicMotivation

      Peforming for external rewards - praise, prizes
    • Describe what the long -term memory is and what it does in sports?
      Part of the brain where previous expierneces are stored - this helps to make the correct decisions
    • Define the term: Input
      Information taken in from senses
    • Define the term : Output
      The effect of the decision making process - the execuation of the skill - output happens via the body
    • Feedback is calculated

      Learning to be progressed
      Provides the learner with information on the success of the output which is vital to learning
    • INFORMATION PROCESSING MODEL
      Input - Decision making - Ouput - Feedback
      This repeated
    • Input for cognotive learnes?
      They will not be able to filter relevant and irrelvant information from their senses- they cannot select the correct informaion and can get overwhelmed with information
    • Input for assocoative learners
      Selective attention begins to improve
    • Input for autonomous learners
      Fully selective attention
    • Decision making for cognitve learners
      Likely majority of decisions are incorrect compared with the associative stage
    • Decision making for associative learners
      Majority of decisions are correct
    • Decision making for autonomous learners
      Decision making is quick and usually very accurate
    • Output for cognotive learners
      Produce skills with many mistakes
    • Output for associative learners
      Mostly accurate with fewer mistakes
    • Output for autonmomous learners
      Effiecent and effective
    • Cognitive learners have to think about what they're doing, so their performance may be slow and less efficient than that of an associate learner.
    • Associate learners can perform tasks quickly because they don’t need to consciously think about them. They rely on past experiences to guide their actions.
    • Autonomous learners can perform complex movements without thinking about them at all. Their movement patterns become automatic and effortless over time.
    • Ways that feedback helps performance
      • dentify strengths and weaknesses in performance​
      • influence the speed of learning​
      • influence goal-setting​
      • encourage and motivate​
      • enables evaluation and analysis of performance
    • For feedback to be effective it should be - 5 things
      Accurate, Consice, Immediate, Easily understood and Truthul
    • Intrinsic feedback
      Inside - what the skill felt like - mor eefffective with autonomous - cognitive havent had enough expierence to have sufficient understanding
    • Extrinsic feedback
      External source - coach talking after skill/peformance - or through visual guidance at practice - cognitive tend to rely on external feedback - Autonomous rewuirea acoach to tell them spefeic points to work on
    • Knowledge of performance
      focuses on the quality of the movement or individual aspects of performance and doesn’t necessarily include analysis of result
    • Knowledge of result
      Simply relies on information from the result, regardless of the quality or details of performance
    • Decision making
      How choices are made using long term and short term memory, expierence and selective attention
    • The basic characteristics of a skilled perfromance are: (5 things)
      Controlled, consitent, confident , effective and aeasthatic
    • Open skills is affecred by:
      Competition , spectators , weather conditions and venue
    • Open skills tend to be used in what kind of sports? How are they developed?
      Tend to be used in team sports and are developed by varied practice
      An example is - taking a freekick in football
    • Closed skill

      Peformed in controlled conditions , with fewer varaibles than an open skill
      Tend to be in individual sports or individual roles in team sports r.g goal kicker in rugby
      Devopled by fixed practice
    • Basic skill
      Simple and usually the core to sports e.g running
      Devopled by fixed practice
    • Complex skill 

      Skills that are more difficult needing co-ordination and control - usually a combination of skills e.g triple jump
      Fixed practice + Whole practice
    • Self-paced skill

      Under the control of the peformer, compared to the oppostions - e.g diver
      Individual actives prodimantly
      Suit cognitive leaners
      Devopled by fixed practices
    • Externally paced skill
      Controlled by the opposition - they dictate the choice of decions unlike self-paced - e.g any team game
      Open skills
      Devopled by whole practice
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