St John’s PE Revision Course AQA AS PHED 1 Session 2 Skill Acquisition
St John’s PE Revision Course AQA AS PHED 1 Session 2 Skill Acquisition Skill • Characteristics and definitions of skill • Difference between motor and perceptual abilities • Difference between skill and ability • Types of skill – cognitive, perceptual and psychomotor • Classification of skill, use of skill continua (open – closed, discrete – serial – continuous, gross – fine, self paced – externally paced). Characteristics of Skill Learned Economic Coordinated Goal directed Fluent, smooth Aesthetic Efficient, effortless Predetermined Ability is……… Skill and Ability Motor abilities are innate inherited traits that determine an individual’s coordination, balance ability and speed of reactions Skill is……. behaviour A learned ability to bring about predetermined results with maximum certainty often with the minimum outlay of time, energy, or both Motor or Perceptual Ability? Perceptual – receiving, recognising, selecting, organising information from our senses Motor – Underlying characteristics, innate traits Skills require the combination of two or more of these motor abilities Sometimes knows as psycho-motor abilities Leads to – perceptual skills, psycho-motor skill Psychomotor Abilities Gross Motor Abilities Static Dynamic Flexibility Strength Explosive Dynamic Trunk Extent Psychomotor Abilities Reaction Time - Simple, Choice Dexterity -Manual, Finger Limb Coordination Control Precision Rate Control Arm Speed, Wrist Finger Speed Arm Hand Steadiness Aiming Skill Classification Open Closed Gross Fine Self Paced Discrete Jan03Q2 Externally Paced Serial Continuous Ans Fundamental Motor Skills Information Processing • Input – senses, receptors, proprioception, perception, selective attention • Memory – functions and characteristics of short-term sensory store • Short-term memory and long-term memory; • Strategies to improve memory, chunking, chaining, mental rehearsal and practice • Decision making – reaction time, simple reaction time, choice reaction time, • Response time, movement time and the relationship between them • Anticipation temporal and spatial • Factors affecting reaction time, Hick’s law, psychological refractory period, single channel hypothesis • Motor programmes and sub routines • Factors affecting efficiency information processing systems & strategies for improvement Vision (eyes) Most important - 90% of information Info on movement of objects (ball/ players etc) own position. Audition (ears) Identification of what we cannot see (team-mate calling for ball) Important in certain sports – hear racket make good strike on ball Proprioception/Kinaethesis (body awareness) Awareness of body’s position in space, sense of balance, limb position, limb movement Touch – feel grip on racket/floor, ball DCR STSS Sensory Input Short-term memory Perception Selective Attention Jan04Q5 Long-term memory Decision making Feedback badrally Kinaethesis Ans Movem ent/ executi ve Perception • Acquiring, selecting , interpreting, and organising sensory information •Involves D C R – Detection Comparison Recognition DCR Sensory Input Short-term memory Perception Acquiring and selecting Long-term memory Interpreting and organising Feedback Concurrent Intrinsic Extrinsic Negative Knowledge of performance Positive Terminal Knowledge of Results Feedback – Stages of Learning Cognitive Extrinsic(KR) Terminal Autonomous Intrinsic(KP) Concurrent Negative Positive June02Q1 Associative Ans Open and Closed Loop Control Decision Making Input Identify Stimulus Programme Select Response Response Short Term Memory Long Term Memory Output Improving memory • Chunking • Chaining Chunking is organising material into meaningful units by breaking information down, thereby greatly increasing recall capacity. Parts of a skill are practised individually, in the correct order, before being linked together and expanded. This allows for the memorising of the whole movement • Mental Rehearsal mental rehearsal of movement can produce effects similar to practising the actual movements, including memorising movement sequences. Jan04Q4 Reaction Time Ans “time between onset of stimulus and initiation of response” Movement Time “time from the initiation of the first movement to the end of the movement” Response Time (Reaction Time + Movement Time) “from the onset of the stimulus to the completion of the response action or movement” Reaction Movement Response Can I react faster? Reaction time is affected by the number of stimuli –: Simple reaction time – one stimulus one response Choice reaction time Hicks Law Reaction Time 0.9 0.8 0.7 0.6 Secs Respond correctly when faced with several stimuli each requiring a different response 0.5 Reaction Time 0.4 0.3 0.2 Respond correctly to a specific stimuli from a choice of many 0.1 0 1 2 4 8 16 No of alternatives 32 Can I react faster? Compatibility between the stimulus and response Stimulus intensity If the stimulus is predictable By previous experience or practice – cue detection, set pieces Anticipation Age Gender Anxiety Management Anticipation Event anticipation is the ability to predict what will occur Spatial anticipation - an athlete's ability to predict where an event will occur Temporal anticipation is the ability to predict when the event will occur or the timing of an action Single Channel Hypothesis S2 S1 S2 S2 S1 0.2 R1 S1 Psychological Refractory Period 0.05 0.15 0.2 S2 R2 0.35 Jan02Q5 Ans PRP From Standing to Scoring the Winning Goal Sustained Coordinated Skill Performances Sport Specific Skills Fundamental Motor Skills Psychomotor abilities Executive Plan SubRoutines Forward Swing Contact Backswing Follow Through Ball drop Recovery Grip Motor abilities Stance Limb Coordination, Control Precision, Arm Speed, rate Control, Aiming, Trunk Strength, Gross Coordination, Extent Flexibility Learning and Performance • Learning – stages of learning, use of guidance, how feedback differs between the different stages of learning • Learning plateaus – causes and solutions • Motivation – intrinsic, extrinsic, tangible and intangible • Learning theories – operant conditioning, positive and negative reinforcement and punishment • Cognitive/insight theories • Bandura’s observational model of learning, social learning theory • Motor learning –Schmidt’s schema theory (recall, recognition, initial conditions, response specifications, sensory consequences, response outcomes) • Transfer of learning (positive, negative, zero, bilateral, proactive and retroactive) o impact of practice on improving learning • Goal setting – benefits and types, principles of effective goal setting. How do we get from him….. Developing and adapting our genetic traits through experience, guidance and maturation …..to him? What is learning? A relatively permanent change in behaviour or performance due to past experience and/or practice How is that change in behaviour achieved? Does it happen all at once? Learning Theories • Get into pairs • Make 3 paper balls • Learn to juggle in pairs by using each of the learning theories or forms of guidance Stimulus response Observational learning Schema theory Verbal Visual Mechanical Operant Conditioning or Associationist/Connectionist Theories Associating a stimulus Shaping with a response Making a connection between a stimulus and a response June03Q5 Ans S R bond Conditioning or Associationist/Connectionist Theories Bond formed by success/reward Positive reinforcement strengthens bond Negative reinforcement – strengthens bond – withdraw aversive actions Punishment – weakens the bond June02Q2 Ans volleyball Thorndike’s Laws of Learning Law of Readiness – physically and mentally ready/able to do task Law of Exercise – bond strengthened by repetition of stimulus/action reinforcement Law of Effect – if the effect is good it will be repeated Periods of rapid progression and plateau Insightfulness Not S R Cognitive Theories Understanding of relationship between process and outcome Constant reorganisation of response in the light of new experiences Observational Learning/Modelling Receiving and processing stimuli Observation Model characteristics Attention Retention Athletic performance June02Q5 Motor reproduction Motivation Performance Ans Important cues Concentration span Mental rehearsal Physically able Feedback Schmidt’s Schema Theory Schema – a set of rules/relationships that allow the performer to decide upon a solution to a problem Does not accept that there is a motor programme for every physical action Jan04Q3 Ans Learning is derived from past experience and an understanding of the new situation Recall Schema Initial Conditions Where we are – knowledge of environment Body Position Limb Position Recognition Schema Sensory Consequences Sensory Feedback During and after movement Use of all senses KP Response Specification What have I got to do? Direction Speed Force Response Outcomes Compare actual with intended outcome KR What is my goal? Where am I starting? Recall Schema Select and adapt a response Perform a motor action How close did I get? KR Modify my response Recognition Schema What does it feel like? KP June04Q3 Stages of Learning badsmash Cognitive Associative Autonomous Beginner Practice Phase Almost automatic Basics acquired Little conscious control, habitual Smoother, less errors Consistent, highly skilled Can detect gross errors Detect & correct errors Longer phase Can give attention to other aspects of display Understanding what to do Cognitive images Initial plan of action Directed to important aspects Short phase Variety of conditions Performed easily Transfer of Learning Positive Bi-lateral Zero Old – New Situation Retroactive Pro-active Negative Forms of Guidance Mental Accurate Image Visual Highlight important cues Physical Restriction Use with visual Early Stages Verbal Cue words Demo’s On own with experts Safety Manual/mechanical Early Stages Forced Remedial Response Jan05Q4 Ans Jan02Q1 Ans Motivation Motivation is why people do what they do Internal mechanisms - our inner drives towards achieving a goal or outcome; External stimuli mean the pressures and rewards that we gain, seek or avoid, from those around us Arousal means how intense is our behaviour. Table tennis Motivation Intrinsic – from within – participation for sheer fun/enjoyment (self-satisfaction); Extrinsic – from without/outside – playing for rewards External reward Tangible –concrete, such as badges and medals; Intangible – untouchable such as praise from others Motivation The vast majority of research into motivation has concluded that intrinsic motivation is far better than extrinsic Performer may end up doing the activity just for the reward; Enjoyment of the activity is lost; Extrinsic reward if not valued will not develop intrinsic motivation; Extrinsic rewards can lose their power Skill acquisition in practical situations • Understand the advantages and disadvantages of the following factors and explain how to improve performance • Factors to consider when developing skill and planning training/coaching sessions • Teaching styles – command, reciprocal, discovery and problem solving • Methods of presenting practice; whole, progressive part and wholepart-whole. • Types of practice: massed, distributed, variable and mental practice. • Methods of guidance: verbal, visual, manual and mechanical • Feedback – types of feedback, Knowledge of Performance, Knowledge of Results, terminal, concurrent, delayed, positive and negative, intrinsic, extrinsic Spectrum of teaching styles Adapted from Mosston & Ashworth A B C D E F G H I Teachers decisions Learners decisions J Games for understanding Game Game Appreciation Performance Learner Tactical Awareness Skill execution Making appropriate decisions What to do How to do Schema Theory - Teaching Implications To develop recall schema Practice in a wide variety of situations Knowledge of wide variety of situations allows variety of response More successful response Use appropriate type of feedback to develop recognition schema Schema Theory relevant to both learning new responses and adapting old responses to new situations Organising Practice Practice time is Simple Skill short New Skill Young learners - Low motivation short attention To simulate fatigue Massed Adverse conditions Distributed Highly motivated Learners are Complex Skill able, fit and Fatigue may be learner experienced dangerous June05Q5 Ans Motivation & Practice Challenging, Interesting, Attainable, Relevant, Evaluated Beginners Understand the relevance of training drills; Receive positive feedback based on knowledge of results; Selective simple feedback on knowledge of performance. Skilled performers Knowledge of performance regarding fine precise movements; Help in developing kinaesthetic feedback; Some Negative feedback. Types of goals Outcome goals – relates to end result More unpredictable, less controlled, chose easy win/lose situations, lose motivation quickly Performance goals – relates to performance judged against other performances – better the last performance e.g. time Feel in control, selects realistic tasks, defeat not major set back – better. Process goals – relates to technique or tactics Similar to performance goals Goal Setting Why? How? S M A R T specific measurable achievable recorded time bound Milestones/Targets Clear route Motivational Develops self-efficacy Helps monitor progress Ans Jan05Q1 Goal-setting Benefits: • Makes performer persist • Focuses attention on certain skills - directs • Motivates – sustains, diversifies • Boosts confidence • Reduces stress • Helps achievement of long-term goals • Reduces anxiety
© Copyright 2024