Section B paper 1

• skill


  learned behaviour to bring about a pre-determined results with maximum certainty with the minimum outlay of time and energy.
• ability


  inherited, innate and stable traits that determines a persons potential to acquire skills.
• characteristics of a skill

  accurate, aesthetically pleasing, learned, fluent, efficient, economic, co-ordinated, controlled, consistent, pre-determined results
• open-closed continuum


  Movements that are affected by the environmental influence: team mates & opponents. closed = environment is predictable, completed consistently (the same)

  open = environment is unstable and unpredictable. performer has to make decisions as skill is in progress.
• Gross/Fine continuum


  extent of muscles used.

  fine - using the smaller, more intricate muscle groups, darts throw

  gross - using large muscle groups, rugby tackle
• Self Paced to Externally Paced Continuum


  control and rate of execution.

  self paced-performer controls the speed at which skill is performed and often has some control on when to start (penalty - have to go after whistle blown)

  externally paced - performer has no control of rate or when to start skill (tackle)
• simple and complex continuum

  degree of difficulty/decision making

  simple - limited decisions needed to proceed during the execution of a skill (short pass)

  complex - increased decision making to proceed during the execution of a skill. degree of difficulty increased, could be affected by others. level of info required (free kick)
• Low-high organisation continuum


  low organised - can easily be broken down into parts (swimming stroke, dance routine)

  high organised- cant easily be broken down (volley in football)
• discrete-serial-continuous

  continuity

  discrete - clear beginning and end (short sharp action-tennis serve)

  serial - linked series of discrete (specific order- dance routine)

  continuous - no clear beginning and end (often end of one part - pedalling)
• transfer of learning

  The effect of the learning and performance of one skill on the learning and performance of another
• positive transfer


  learning of one task aids learning or performing another. happens when 2 skills have similar shape or form
• negative transfer


  the learning of one skill hinders the learning of another. not helpful, occurs when there is some familiarity which causes confusion when the actions aren't the same (badminton serve (wrist) and tennis serve (arm))
• zero transfer


  When the learning of one skill has no impact on the learning of another. no similarities and no aspect of confusion
• bilateral transfer


  from one limb to another. occurs when learning of one skill is transferred across the body. (left foot to right foot)
• encouraging positive transfer


  identifying elements of skill that are transferable

  developing good basic movement patterns initially and then progressing to more complex skills
• Whole practice


  a practice strategy that involves practicing a skill in its entirety

  when - skill is fast, discrete or basllistic. highly organised, simple. kinesthesis of whole task is required by the learner so they get to know how the skill should feel when fully completed, performer is advanced. links between subroutines need to be maintained.
• whole practice strengths and weaknesses

  strengths - fluency, feel of skill creates motor programmes which are stored in ltm, contains mental image of all parts of skill.

  more realistic to match situations so it helps produce the effect of positive transfer.

  weaknesses - places unnecessary demands on performer who may not be able to cope with all the aspects of the skill at once (beginners)

  fatigue can set in
• Whole-part-whole practice

  Skill is practised as a whole then broken into parts, a part is practised, then the skill is practised as a whole again. highlights weaknesses. when skill is fast and ballistic and complex. performer is a beginner. (correct one part of the skill before moving on)
• whole part whole practice strengths and weaknesses

  strengths - can provide motivation when a weakness is improved. provides opportunity for feedback so errors can be corrected, fluency stays high

  weaknesses - can produce negative transfer if skill isn't integrated into whole in same session

  time consuming
• Progressive part practice

  Practising the first part of the skill then adding parts gradually. Sometimes called chaining. use for serial (when order is important). if its dangerous, low organised, if its complex and requires lots of thought.
• Progressive part practice strengths and weaknesses

  strengths - can focus on one aspect at a time (beginners), weaknesses corrected, builds understanding. pressure is relieved by breaking down

  weaknesses - time consuming

  ignores links between subroutines
• massed practice

  continuous, with no rest between sessions.

  use when skill is discrete, simple, closed.

  (free throw)
• what are the advantages of massed practice

  efficient, makes you physically fitter, helps skill become second nature
• what are the disadvantages of massed practice

  fatigue, negative transfer may ensue - unless coach makes practice conditions similar to game. repetitive so motivation drops and boredom occurs.
• distributed practice

  involves rest intervals between sessions

  continuous, complex, externally paced, open, lots of changes. rest can be used to explain them, breaks also used to drop the intensity.
• distributed practice advantages

  Allows recovery (especially for beginners)

  Less mental pressure

  Allows mental rehearsal/ feedback

  Reduces danger

  praise and reinforcement can occur
• distributed practice disadvantages

  not helpful for elite performers

  time consuming

  negative transfer
• varied practice

  changing the type/drill. useful for team sports - adapted to replicate match environment. open and environment is unpredictable, externally paced (progressive part practice/whole part whole)
• varied practice advantages


  - builds a schema

  - gives motivation

  - allows adaption

  prevents boredom

  helps build up sub-routines
• varied practice disadvantages

  - Time consuming

  - Possibility of negative transfer

  - Fatigue

  - Too demanding

  - beginners struggle
• mental practice

  athlete goes through performance in mind without movement. best combined with physical practice. serial skills - specific order of movements (gymnastics routine)
• mental practice advantages

  confidence improved, lower anxiety, can improve reaction time, develops cognitive ability (decision making), can be used when injured
• mental practice disadvantages

  Must be correct

  Environment must be calm
• Cognitive phase


  first phase of learning experienced by a beginner. tries to work out/ understand what is required to perform a new movement. short phase. trial and error.

  time needed to check and think about movements.

  performer doesn't know exactly how skill should be performed yet

  coach may use manual and mechanical guidance

  coach uses less extrinsic and positive feedback to offer encouragement and ensure improvement

  MOTOR PROGRAMME NOT YET CREATED
• associative phase


  often called practice phase. learner compares themselves current level to top player

  longer than cognitive phase

  long periods of practice

  performer starts to use feedback to correct errors and perfect the skill

  starts to build mental picture of skill

  motor programmes - memory

  performers will use intrinsic feedback

  verbal/visual guidance could be used by a coach
• autonomous phase


  the third stage of skill acquisition, during which performance seems automatic and requires no conscious attention. can concentrate on finer details. performance is completed with maximum efficiency. for experts, who must continue to practice if they want to remain at top level. feedback = instrisic and negative

  fluent and natural, effortless

  whole part whole

  massed varied practice
• learning


  relatively permanent change in behaviour brought about as a result of experience or practice.
• linear


  equal amounts of progress occur with each performance (cognitive)
• curve of positive acceleration


  small gains are made early on, rapid increase later in learning

  
• curve of negative acceleration

  have large improvements to begin then tails off later on