AS AQA PE
- Created by: Sam
- Created on: 25-04-13 11:10
Skill
Skill is : Fluent
Aesthetically pleasing
Techincal Model
Consistent
Learnt
Efficient
Goal directed
Learned ability to bring about pre determined results with maximum certaininty often with minimum outlay of time energy or both
Ability
Ability is : Innate characteristic that lays the foundation of skill
Inherited, underpins skill and efficient
Examples; hand eye co-ordiantion, explosive strength, power, agility, manual dexterity and stamina
Perceptual Ability: Ability to sense and interpret information
Psychomotor ability: Ability to assess a stimuli and respond with correct action.
Information proccessing model
Welford and Whiting model
Whiting: display- receptor mechanism- perceptual mechanism- translator mechanism to effector mechanism to output to feedback
Welford model- display, sense organs, perceptual mechanism, effector mecahnism muscular system, response then intrinsic and extrinsic feedback.
MOTOR PROGRAMME: A SET OF MOVEMENTS STORED IN THE LONG TERM MEMORY THAT SPECIFY THE COMPONENTS OF SKILL
Can't be used for open skills as need to be adjusted according to changes in the environment.
Reaction movement and response time
Movement: time from start to completion of tasks
Reaction TIme: time from onset of stimulus to onset of response
Response time reaction+movement time
Factors affecting reaction time: Gender and age, stimulus intensity fitness and performance enhancing drug
Improve reaction time : Single channel hypothesis "bottleneck" brain can only process 1 stimulus at a time
Psychological refractory period: Before the 2nd stimulus recieved 1st one has to be proccessed once
Learning
Closed loop control lower levels of performance feedback usd to control the movement
Cognitive: phase at the beginning trial error process occurs relies heavily on feedback ,
Associative: Compare their current level of top level player performance. Gain kinasthesis
Autonomous: Automatic motor programmes fully stored
Kinasthesis= feeling of the movement whether it 'feels' right.
learning theories
Cognitive learning theory: learning based on solving problems using past experience and concentrating on the whole skill
Observational theory: Bandura- learn by copying behaviour of significant others
Demonstration,
Attention- loud bright attractive
Retention: chunk info
Motor reproduction: Whether performer is capable (age strength etc)
Motivation: Rewards prasies "Well done"
Matching performance
Schema
Transfer of training- same skills used in different sports
Recall schema
Initial conditions gather info from environment eg basketball player looks at their and teammates position on court
Response specification: Decide what to doeg best type of pass how far ball needs to go
Recognition schema:
Sensory consequences: Gathers sensory information to help adjust weighting and timing of pass.
Response outcome: when pass has been delivered
operant conditioning
Operant conditioning shaping the environment to manipulate behaviour
S-R bond link between stimulus and response
strengthen S-R bond
positive reinforcement- adding pleasant stimulus
early success
mental rehersal
whole task
Weaken S-R bond
negative reinforcement- taking away praise when you get it wrong
punishment
Play
Play= Time Social benefits reduce stress on NHS, reduce crime, economy and integration
Enjoyment
Spontaneous
Childlike
Optional
Sport= Serious/ competitive
Prowess - outstanding or superior skill
Organised
Rewards
Time and space
sport education recreation
Sport playing for school hockey match
Education-compulsory
Recreation- Extra Curricular
Outdoor adventurous activities (OAA)
Respect for natural environment
Awareness of safety - percieved risk only
Teamwork
Social skills
Self esteem
Oppurtunities for participation model etc
Model Course 1902-04 Why- Discipline fitness for army + handling weapons How- Ranks groups run by Non Commision Organisation What- Weapon training, static excercises, military drill
Early Syllabus of Physical Training 1904/09/19 Why: discipline obedient enjoyment alertness
How- Group, table of excercise for teachers What - Swedish excercise danish rhythmitics dance
PT Syllabus 1933 Why- Theraputic mind+ body How- Group 5x20 min lessons newly built gymnasia, direct teaching style What- Atheletics gymnastics
moving and growing 1952/ planning the programme 1954 Why- cognitive social skill increase involvement how- individual interpretations, appartus, problem solving what- agility excercises How- agility excercises swimming apparatus
Sport England
Sport England - improve facilities not build
Key objectives Grow, Sustain, Excel
Active schools
Active Communities
Active Sport
Activemark and Sports Mark
Barriers to sport
Discrimination unfair treatment of a person racial group minority based on prejudice
Prejudice: Unfavourable opinion before meeting an individual often based on inadequate facts
Stereotype: Simplistic generalisation about a group
Racism: Set of beliiefs based on the assumption that races have distinct hereditary characteristics.
Types of practise
Distributed: allowing rest intervals between practise sessions
Fixed practise repetiton of a drill
Massed practise training session with no rest intervals
Part practise: SKill is divided into sub routines in order to focus on specific cues during practise
Varied practise: Different drills and methods
WHole practise: Practised skills in entirety with sub routines intact USED when: highly organised discrete simple
Cardiac
Stroke volume Amount of blood pumped out of left ventricle in each contraction Average resting stroke volume is 70ml
Stroke volume determined by:
Venous return- Volume of blood returning to the heart via the veins. Venous return increase Stroke volume increases
Elasticity of cardiac fibres The more fibres stretch greater contraction greater contraction greater stroke volume . STARLINGS LAW
CARDIAC OUTPUT: amount of blood pumped out of the left ventricle per minute stroke volumexheart rate
Bradycardia Decrease in resting heart rate below 60 beats per minute
Cardiovascular shift: heart rate slowly increases during excercising at steady level. Due to decrease in stroke volume and arteriol blood pressure
Vascular shunt
Vascular shunt = the redistribution of cardiac output(blood flow)
Control of blood flow
Vasometer located in medulla of the brain. During excerice CO2 lactic acid detected by chemo receptors high blood pressure detected by baroreceptors
Vasoconstriction narrowing of blood vessels
Vasodilation: widening of blood vessels increase blood flow. During excerice arterioles vasodilation more blood to muscles.
Sphincters aid in blood distribution when contract blood flow restricted through capillaries
Venous return
Mechanism for venous return Transport of blood to the right side of the heart via the veins
Skeletal muscle pump- muscles contract and relax change shape causing pumping effect to squeeze blood to the veins.
Respiratory pump- muscles contract and relax pressure changes in thoracic and abdominal cavities
Valves in veins- stop backflow
Smooth muscle- squeeze blood back to the heart
Transportation of blood around the body
Pulmonary Circulation- deoxygenated blood from heart to lungs and oxygenated blood back to the heart.
Systematic circualtion carries oxygenated blood to the body from the heart and returns deoxygenated blood from the body to the heart.
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