Help
Options
Didn't know it?
click below
click below
Knew it?
click below
click below
Don't Know
Remaining cards (0)
Know
retry
shuffle
restart
0:00
Embed Code - If you would like this activity on your web page, copy the script below and paste it into your web page.
Normal Size Small Size show me how
Normal Size Small Size show me how
Chapter 1 and 2 PE
Nelson textbook PE unit 3 and 4
| Term | Definition |
|---|---|
| Motor Skill | A special skill that requires movement from the body or limbs to achieve a goal. |
| Fundamental Movement skills | Foundation skills that provide skills that provide the basis for successful participation. Best to develop whilst young. |
| Locomotor Skills | Enables us to move through space. eg. Walking, running and jumping |
| Object control/Manipulative Skills | Involves the control of an object. eg. Catching and throwing |
| Stability Skills | Involve balance and control of the body. eg. balancing and climbing |
| 3 Classifications of movement skills | Type of movement Movement Precision Predictability of the environment |
| Discrete skill | Skills that have clear beginnings and endings and contains a single action. eg. Free throw, Catching ball |
| Serial Skills | Skills that involve a combination of discrete skills in a sequence. eg. Triple jump, layup. |
| Continuous Skills | Skills that have no clear beginnings and endings. They may continue for several minutes. eg. Running, cycling, swimming. |
| Fine Motor Skills | Involves use of small muscles. Accurate and precise. eg. Darts, snooker. |
| Gross Motor Skills | Involves use of large muscles groups in a coordinated action. Less precise but more power. eg. Cricket bowl, Shot put. |
| Closed Skills | Skills performed in a predictable environment. Skill is controlled by the performer and is self paced. eg. Free throw |
| Open skills | Skills performed in a unpredictable/changing environment. Timing is influenced by external factors. eg. 3 pointer during a game. |
| Learning | Permanent improvement in performance. |
| 3 Stages of learning | Cognitive, Associative, Autonomous. Athletes can be at different stages of learning for different skills within the same sport. |
| Cognitive stage | This is the beginner stage of learning. These learner try to understand the requirements of the task. They make large errors and are unable to correct their own. They are inconsistent and their focus is on performing the skill. Lots of feedback required. |
| Associative stage | This is the intermediate stage of learning. Their practice is on refining their technique. |
| Autonomous stage | This is the advanced stage of learning. The performer is automatic and doesn't have to think about performing the skill. Performance is smooth accurate and consistent, they can also identify and correct their own errors. |
| Practice | Helps promote the learning of physical activity. |
| Practice key factors | The amount of practice, Part vs Whole practice, practice distribution and the variability. |
| Amount of practice | The more you practice the better you will become. As you progress through the stages of learning the rate of improvement will slow down(Diminishing returns). |
| Considerations for the types of practice. | When selecting the type of practice you need to consider the task complexity and the task organisation. |
| Task Complexity | How difficult a task may be. |
| Task organisation | Refers to how dependent each segment is on the previous segment |
| Types of practice | Part practice and Whole practice |
| Part practice | Involves breaking a skill down into subroutines and practice a specific part of the skill. Best suited to cognitive learners or complex tasks Eg. Practicing the throw of a tennis serve. |
| Whole practice | Involves practicing a skill as one whole movement. Best when the skill is simple and cannot be broken down. Eg. Basketball chest pass. |
| 2 Types of practice distribution | Mass practice and distributed practice |
| Massed practice | Involves scheduling training sessions that are longer in duration but less frequent. More suitable to non-professional sporting teams as it maximises time. |
| Distributed practice | Involves more frequent training sessions that are shorter in duration. More suitable to professional sporting teams as there is less fatigue. |
| 2 Types of practice variability | Blocked practice and Random practice. |
| Blocked practice | Involves practicing the same skill in the same conditions. This suits cognitive learners when the environment is closed. Eg. Hitting 100 golf drives. |
| Random practice | Varying the sequence of the certain motor skills in the same training drill. Open environment therefore suitable for autonomous learners. Eg. Rally in tennis using various strokes. Forehand, backhand, lobs, smashes. |
| Feedback | Any form of information the learner receives from their performance of a skill. It is effect when it is specific, precise and in a timely fashion. Allows performer to fix errors and reinforces their technique. |
| 2 Types of feedback | Intrinsic (internal) and augmented (external) feedback. |
| Intrinsic feedback | Information the learner receives via their sensory system from the execution of the skill. (Visual, auditory. proprioception and touch). Allows athlete to correct their skill during the performance. |
| Augmented feedback | Any feedback received received from an external source. Eg. Coach or teacher. |
| 2 Types of Augmented feedback | Knowledge of results and Knowledge of performance. |
| Knowledge of results | Information about the outcome of the skill performance as to whether it was a successful or unsuccessful attempt in regard to the intended goal. |
| Knowledge of performance | Is information about the process of a skill performance. It is the knowledge of why your attempt is successful or not. Information about the execution of your skill. |
| Types of feedback | Concurrent and Terminal |
| Concurrent feedback | Information received during the performance of the skill |
| Terminal feedback | Information received after the performance of the skill |
| QMA | Qualitative movement analysis |
| Who uses QMA | Teachers, Coachers, Trainers, Sports medics, etc. |
| Why is QMA useful | Detects errors, prevents injuries and determining strengths and weaknesses. |
| Step 1 of QMA | Preparation. Outlines key features of the skill, information about the performer, details about the observation strategy and knowledge of what cons |
| Step 2 of QMA | Observation. The skill being performed is record/ measured. A factor that influences the ability to observe would be knowledge of the game. |
| Step 3 of QMA | Evaluation. Identifies strengths and weaknesses and judge the quality of performance. The analyst must decide What the problem is, whats causing it and how can it be fixed. |
| Types of evaluation methods | Checklists, Rating scales, criteria/rubrics. |
| Step 4 of QMA | Intervention, (error correction). Generally done by coaches or teachers via the use of feedback on strengths and weaknesses of a skill. |
| Implementing methods of correction | Modifying practice/ training, discussion, video review, change in technique, etc. |
| 2 Types of coaching methods | Direct coaching and constraints based coaches. |
| Direct based coaching | A 'skill and drill' approach. Coach creates a well structured instructional approach to learning. Explicit instructions are given, highly organised drills and feedback on every attempt. |
| Direct coaches make decisions regarding | Task selection, how the task is performed, timing and duration, how the technique will be refined and how feedback will be provided. |
| Advantages of direct coaching | Learners are kept on task, suitable to cognitive stage due to closed environment, rapid improvements in early stages and rules and guidelines are established. Specific feedback required. |
| Constrains based coaching | Seeks to develop skills within a game context. It is a game sense approach where games are modified for learning. Development of technique and decision making and tactical awareness through modified games. |
| Constraints | Are factors that influence a learners movements and decision making. |
| Individual Constraints | -Body shape/height/weight -Fitness -Motivation (modifiable) -Confidence (modifiable) -Decision making ability -Movement skills (modifiable) -At optimal arousal level athletes will perform motor skills at their best level |
| Task characteristics | -Dimensions if the playing area -Number of players -Aim or goal of the game -Rules of the game -Equipment size and use |
| 2 Types Environmental characteristics | Physical Constraints and Sociocultural Constraints |
| Physical Constraints | -Location -Climate/weather -Noise levels |
| Sociocultural Constraints | -Culture -Nationality -Family support -Peer group/team mates |
| Advantages of constraint based coaching | -Practice replicates game -Promotes problem solving -Develops technique and tactics -Promotes independent learning -Applies skills to match situations |
| Sociocultural influences | Are a combination of social and cultural factors. They influence the amount of practice opportunities and affect the degree of motivation. |
| Sociocultural factors includes | -Family (sports mad family, exposed to sport and guidance at young age) -Role models -Socioeconomic status -Politics -Peers -Gender -Cultural norms, traditions and beliefs |
Created by:
Campbell_McClounan
Popular Physical Science sets