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• Muscular Continuum


  Gross - large muscle groups and movements (e.g. shot put). Fine - small muscle groups and movements (e.g. snooker shot)
• Environmental Continuum


  Open - environment always changing (e.g. netball). Closed - predictable environment (e.g. free throw).
• Continuity Continuum


  Discrete - well defined (e.g. penalty kick), Serial - a group of skills (e.g. triple jump), Continuous - no start or finish (e.g. cycling)
• Pacing Continuum


  External - environment controls performance (e.g. javelin), Internal - performer controls it (e.g. ball game).
• Difficulty Continuum


  Simple - (e.g. swimming) and Complex- requires more practice (e.g. somersault)
• Organisation Continuum


  Low (swim strokes) and High (cartwheel)
• Part Practice


  Working on an isolated sub-routine with the aim of perfecting it
• Whole Practice

  Skills being taught without breaking down into sub-routines or parts
• Whole-part-whole Practice


  Practising the whole skill, then in sub-routines, isolating, then practising whole again
• Progressive part practice


  Broken into sub-routines, learning one link, then the second, etc, A-B, A-B,C...
• Massed Practice


  Practise session involves little to no rest
• Distributed Practice

  Practice sessions with rest
• Fixed Practice


  Specific movement pattern is practised repeatedly in a stable environment
• Varied Practice


  When a skill is practised in many environments
• Proactive Transfer


  When a skill learned previously affects a skill yet to be learned
• Retroactive Transfer


  When learning a new skill affects a skill learned previously
• Negative Transfer


  When the learning and performance of one skill hinders the learning and performance of another
• Positive Transfer


  When the learning and performance of one skill help the learning and performance of another
• Bilateral Transfer


  Transfer of learning from one limb to another
• Operant Conditioning Theory


  Trail and error learning, correct response rewarded, reinforces behaviour
• Thorndike's Law of Effect


  Strengthening S-R bonds, law of exercise, law of effect and law of readiness
• Cognitive Theory


  Whole skill learning, understood whole problems, processes dependent on perception.
• Observational Learning


  Copied behaviour, role models, visual guidance, demonstration. Attention, retention, motor reproduction and motivation.
• Cognitive Learning


  Learner creates a mental picture of the skill, demonstrations are vital. Practise with trial and error. Reinforce success with positive feedback.
• Associative Learning


  Practice stage, learner has fewer errors, big improvement, motor programmes are developed. Learner develops the ability, detailed verbal feedback.
• Autonomous Learning


  Learner can execute the skill with little conscious thought. Motor programmes are established and stored in long-term memory.
• Verbal Guidance


  used to describe and explain activity
• Visual Guidance


  Demonstrations to highlight key movements
• Manual Guidance


  Support by person
• Mechanical Guidance


  Support by object
• Intrinsic Feedback


  Internal, how you feel. Kinaethesis
• Extrinsic Feedback


  External sources e.g. teacher. Received usually and auditory
• Positive Feedback


  When movement is successful and reinforces learning
• Negative Feedback


  Movement is incorrect, used to correct movement
• Knowledge of results


  Feedback about the outcome of movements. Extrinsic, positive or negative
• Knowledge of performance


  Concerns movement itself and quality. Comes from external sources but can be internal
• Atkinson and Shifren's multi-store memory

  STSS-STM-LTM
• Short term sensory store

  a limitless memory store which holds sensory information for around one second
• Short term memory


  Limited-capacity memory system in which information is usually retained for only as long as 30 seconds unless we use strategies to retain it longer.
• Long term memory


  the relatively permanent and limitless storehouse of the memory system. Includes knowledge, skills, and experiences.