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Paper 1
180-270
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Cards (90)
bilateral transfer
when the learning of one skill is passed across the body from
limb
to
limb
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transfer of learning
the effect of learning and performance of skill on the learning and performance of another
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what could a coach do to encourage positive transfer
stop
bad
habits
realism
provide
motivation
make sure 1st task is well
learned
before making progress
point out
similarities
and transfer
possibilities
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skill
a learned ability to bring about
pre-determined
results with the
minimum
outlay of time, energy or both
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learning
a
permanent
change in behaviour as a result of
practice
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performance
a temporary occurrence that can change from time to time because of many
internal
and
external
influences
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whole method
a practice strategy that involves practicing a skill in its
entirety
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when is whole practice used
when the skill is:
Highly organised
continuous
simple
when the performer is
autonomous
/
experienced
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advantages of whole practice
develops
kinaesthesis
Not
time-consuming
Fluency
- feel of skill
builds the
motor programme
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disadvantage of whole practice
not for
beginners
(cognitive)
beyond
capabilities
of the performer
Too much
info
(overload causing fatigue)
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examples of whole practice
High
jump
golf
swing
javelin
throw
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whole-part-whole method
involves performing the whole skill then breaking into
parts
, practising the weak parts then performing the whole
skill
again
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when is whole-part-whole method used
when skill is:
Fast
Discrete
when a performer is either
cognitive
or
autonomous
(novice or experienced)
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what are the advantages of whole-part-whole method
motivates
when successful
reduces
danger
weak
parts can be improved
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what are the disadvantages of the whole-part-whole method
time-consuming
some skills cannot be
broken down
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examples of whole-part-whole method
volley ball spike
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progressive part method (chaining)
also known as chaining method, parts of a skill are
practised
individually
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when progressive part method used
when skill is:
Dangerous
Serial
Complex
when a performer is
cognitive
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what are the advantages of progressive part method
reduces
danger
reduces
fatigue
focus on
weakness
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what are the disadvantages of progressive part method
time-consuming
only suited to
small
groups
cannot use with highly
organised
skill
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examples of progressive part method
triple jump
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massed practice
a practice that occurs without
rest periods
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when do you use massed practice
when skill is:
discrete
closed
simple
when the performer is
autonomous
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what are the advantages of massed practice
improves
fitness
builds a
motor programme
enhances
overloading
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what are the disadvantages of massed practice
causes
fatigue
no time for
feedback
too demanding for
performer
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distributed practice
a practice with
rest periods
and broken up into a number of
short sessions
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when do you use distributed practice
when skill is:
continuous
complex
externally paced
when a
performer
is
cognitive
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what are the advantages of distributed practice
reduces
danger
allows time for mental
rehearsal
a coach can give
feedback
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what are the disadvantages of distributed practice
Time-consuming
negative transfer
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varied practice
practising skills and drills in a constantly
changing
environment
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when do you use varied practice
when the skill is:
open
complex
when the performer is
cognitive
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what are the advantages of varied practice
improves
motivation
builds a
schema
positive transfer from
training
to
game
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what are the disadvantages of varied practice
time-consuming
possible
negative
transfer
too
demanding
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mental practice
cognitive
rehearsal
of
physical
skill
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when do you use mental practice
when skill is:
complex
serial
when a performer is
autonomous
or
cognitive
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what are advantages of mental practice
reduces
anxiety
improves
reaction
time
can rehearse
strategies
and
tactics
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what are the disadvantages of mental practice
doesn't prepare for all situations
difficult
if the environment is not
quiet
mental image must be
accurate
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cognitive
stage
the first stage of
learning
used by a
novice
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characteristics of cognitive stage
lack of
co-ordination
limited
movement
the
motor programme
not developed
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associative
stage
the
second
stage of learning as
motor
programmes are developed
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