classification of skill

Created by: money_k01
Created on: 20-10-17 17:23

View mindmap

Unit 2.1 Skill Aquisistion
- classification of skill
  - pace continuum
    - self-paced skill
      - performer decided when to start/speed
        high jump (closed skill)
    - level of control performer has over timing
    - externally paced skill
      - control of skill determined by environment
        receiving pass in hockey(open skill)
  - continuity continuum
    - serial
      - no. discrete elements put together
        triple jump
    - discrete
      - clear beginning/end
        penalty kick
    - continuous
      - no deliberate beginning/end
        cycling
  - difficulty continuum
    - simple skills
      - little info to be processed
        sprinting
    - complexity of movement
    - complex skils
      - high perceptual load
        lots of decisions to be made
        timings critical
        tennis
  - environmental continuum
    - closed skill
      - not affected by environment
        always performed in same way
        follow set technical model
        self paced
        vault
    - opponents/team mates/weather/playing surface
    - open skill
      - affected by environment
        adapted to suit situation
        involve decision making
        externally paced
        chest pass in netball
  - organisational continuum
    - low organisation skills
      - sub-routines easily separated
    - how closely linked the sub-routines are
    - high organisation skills
      - sub-routines closely linked
        difficult to separated without disrupting skill
        golf swing
  - muscular involvement continuum
    - precision of movement
    - fine skill
      - small muscle groups
        intricate movements
        accuracy
        hand eye coordination
        darts
    - gross skill
      - large muscle groups
        little precision
        swimming
  - attentional wastage
    - misdirection of concentration to irrelevant cues
      - reduces effectiveness of performance
        slow down learning proces
  - kinaesthetic sense
    - physical feeling that get from movements made
      - muscle memory
- types of practice
  - varied practice
    - repeating skill in different situations
    - builds up schema to use in game
  - massed practice
    - continuos and repeated
    - causs fatigue
      - simulated late stages of game
  - distributed practice
    - attempts at skill divided up with interval inbetween
      - allows rest/mental rehearsal
      - good for young/lowly motivated individuals
        best for fatiguing/dangerous skills
  - fixed practice
    - repeatedly practice whole skill
    - strengthens motor programme
  - motor programme
    - sub-routines organised into correct sequence to perform movement
    - stored in long term memory
      - schema
        info needed to make a movement decision
  - schema
    - info needed to make a movement decision
- methods of practice
  - part practice
    - parts of skill practised in isolation and then assembled as whole skill
      - +ve
        -ve
        transfer from part to whole not effective
        
        time consuming
        
        loss of end product
        
        reduce kinaesthetic sense
        
        focus on specific elements
        
        reduces demand
        
        serial skills
        
        maintaining motivation
  - progressive part practice
    - parts of skill practised individually before being linked together and expanded
      - +ve
        weaknesses targeted
        
        understand relationship of sub-routines
        
        -ve
        slow process
  - whole practice
    - skill practised as whole from start to finish
      - +ve
        -ve
        unsuitable for complex skills
        
        overwhelm performer
        
        loose confidence
        
        low attention span
        
        no time wasting
        
        appreciate end product
        
        kinaesthetic sense
        
        fast skills that cant be broken down
  - whole part whole practice
    - whole skill demonstrated + practised before be broken down then practising whole skill
      - +ve
        -ve
        not suitable for high organisational skills
        dangerous if broken down
        
        easier/quicker to learn
        
        identifies technical weakness
- transfer of skill
  - retroactive transfer
    - current learning of new skill affects performance of previously learnt skill
    - +ve or -ve
    - smash in tennis affects current learning of overhead clear
  - negative transfer
    - ways of limiting:
      - practice conflicting skills together
        over learn subroutine before progressing
    - skill hinders learning/performance of another skill
    - respond incorrectly to stimuli
      - differences in kinaesthetic feedback cause confusion
    - flexed arm when throwing hinders straight arm bowling in cricket
  - bilateral transfer
    - transfer from limb to limb
    - +ve or -ve
    - kicking football with both feet
  - positive transfer
    - how to optimise
      - clear demo of where transfer takes place
        make aware of transferable elements
    - skill helps learning/performance of another skill
    - develops correct motor programme
      - transfers s-r bond of one skill to another
    - arm action of throwing ball helps serving arm in tennis
  - proactive transfer
    - previous learnt skill affects learning/performance of another skill
    - +ve or -ve
    - tennis player takes up badminton
      - old to new skill
- theories of learning
  - cognitive learning theory
    - performer understands whole problem before performing skill correctly
  - operant conditioning
    - trial and error learning
      - test various methods of achieving goal until find one that works
        slow proces
    - positive reinforcement
      - rewarding correct response with praise
        strengthens S-R bond
        response more likely to be repeated
    - negative reinforcement
      - removal of unpleasant consequence from coach when correct response shown
        strengthens S-R bond
        stop shouting at performer
    - punishment
      - action performed not desirable
        weakens S-R bond
        red card
    - Thorndyke's Laws
      - law of effect
        negative reaction
        S-R bond weakened
        
        skill followed by positive reactrion
        S-R bond strengthened
      - law of exercise
        rehearsing S-R bond helps strengthen them and reinforce correct skill
      - law of readiness
        mentally and physically able to perform skill efficiently
        if not S-R bond weakened
    - correct response to situation being rewarded
      - reinforces correct response
      - behaviour shaped by coach
  - social learning theory
    - Bandura's theory
      - motor production
        physical movement to perform skill
      - retention
        create mental picture
        practice using mental rehearsal
      - motivation
        learners want to replicate skill
      - attention
        watch demos of skill aimed at ability level/short/role model
    - learn new skills by observing others
      - create mental picture
      - learn through demos
      - copy from role model
- stages of learning
  - associative
    - characteristics
      - fewer errors
        motor program develops
        monitor own feedback
    - process
      - begin to use intrinsic feedback
        pay attention to concurrent feedback
        practice under variety of situations
        competition introduced
        consolidate of correct movement responses
    - teacher cues
      - distribute corrctive feedback
        lots of practice
        stress correct basics
    - longer than cognitive
    - better timed/more accurate
  - cognitive
    - characteristics
      - lots of errors
        cant screen out irrelevant info
        inconsistent performance
        slow/jerky
    - process
      - try understand demands of task
        create mental model using demo
        give performance full attention
        begin to attempt skill using mental model
        feedback given after:clear/short/simple
      - biggest rate of improvement
      - little/no practice until end of stage
    - teacher cues
      - corrective feedback
        short verbal cues
        demos
  - autonomous
    - characteristics
      - decreased attention demands
        increased confidence
        performance gains slower
    - process
      - skill improvement continues but less rapid
        high levels of accuracy
        habitual
        analyse own performance
        tactics
    - teacher cues
      - focus on strategy
        work on mental focus
        encourage/ motivate
- guidance
  - visual
    - +ve
      - all levels of performance
        young/inexperienced
        easily absorbed
        Untitled
        Untitled
    - demo/video
    - -ve
      - limited value for groups
        dependant on coach ability
        dependant on expensive equip
  - mechanical
    - +ve
      - confidence
        develop kinaesthesis
        safety
    - equipment to assist
    - -ve
      - expensive
        become reliant
        learner cant correct own mistakes
  - verbal
    - +ve
      - highlight key teaching points
        experienced performers
        immediate
    - describes skill
      - feedback
    - -ve
      - info overload
        boring
        difficult describing some techniques
  - manual
    - +ve
      - indivdual attention
        prevent errors
        assist all types of performers
    - physically move into corrrect position
      - support them
    - -ve
      - not good in groups
        fel different from performing skill alone
- feedback
  - knowledge of performance
    - +ve
      - autonomous
    - receive info about movement patern
      - internal/external
    - -ve
      - gained through experience
        take long time to develop
  - knowledge of resukt
    - +ve
      - all levels of skill
        modify skills
    - see results of action
      - eternal+terminal
    - -ve
      - only used after movement
        not effective in closed sklls
  - extrinsic
    - +ve
      - strengths/weaknesses
        cognitive/associative
        understand correct movement
    - received from outside(coach/players)
      - supports intrinsic
    - -ve
      - become dependant so less effective in developing kinaesthesis
  - intrinsic
    - +ve
      - make adjustments during performance
        autonomous stage
        helps fluency
    - kinaesthetic feedback
      - received from proprioceptors
    - -ve
      - hinder learning if overused
        demotivating at cognitive/associative
  - positive
    - performance successful
      - strengthens S-R bond
    - +ve
      - cognitive/associative
        motivation/confidence
    - -ve
  - negative
    - +ve
      - autonomous
        refine skills
    - performance unsuccessful
      - reduces chance of bad habits
    - -ve
      - hinder learning if overused
        demotivating at cognitive/associative

Get Revising

classification of skill

Comments

Similar Physical Education resources:

Comments

Related discussions on The Student Room

Similar Physical Education resources: