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Topic 5 - Skills in sport :check: - Coggle Diagram
Topic 5 - Skills in sport :check:
A skill is the consistent production of goal orientated movements which are learned and specific to the task
Types of skills:
Perceptual - interpreting information and stimuli and interpreting it
Motor - performing a voluntary movement with a predetermined result
Perceptual-motor - performing a movement in response to interpreting external stimuli - involves the thought, interpretation and movement of a skill
Cognitive - ability to solve problems by thinking
Different skill continuums:
Gross (complex skill involving large movements) - Fine (simple skill involving small movements
Simple (singular movement) - Complex (many movements(
Open (changing environmental stimuli) - Closed (controlled setting)
Discrete (movement has a clear start and end) - Serial (movement has a few movements involved) - Continuous (movement has no clear start and end and can stop at any point)
Individual (solo sport) - coactive (sport involving other people but still a solo sport) - Interactive (competing against opponents and not with opponents)
Externally paced (judged and paced by an external source) - Internally paced (individual can start and end when they are ready)
Response time = reaction time + movement time
Factors that determine response time:
Attention to preliminary movement
Anticipation
Signal detection
Selective attention
Optimum levels of arousal and motivation
Hicks Law states that the more stimuli there are present in an environment - the longer the response time will be
Psychological refractory period
Idea that if there are two stimuli in quick succession, the response to the first stimuli will occur after the second stimuli has already occurred as the response to the second stimuli cannot be initiated until a response to the first stimuli is completed
Ability is a general trait or capacity of an individual in terms of performance and performance potential of a variety of different tasks and skills
Fleishman suggested that physical proficiency abilities included:
Physical factors such as; strength; speed; power; stamina; flexibility
Perceptual motor abilities is the idea that proficiency abilities include:
Psychomotor abilities such as; reaction time; arm speed; dexterity; and aim
4 types of learning curves:
Positive acceleration - starts slow then learning accelerates
Negative acceleration - starts quick then learning decelerates
Linear - learning increases at a steady rate
Plateau - learning increases quickly then stops and then continues again
Factors that contribute to the rate of learning:
Motivation both intrinsic and extrinsic
Coaching/teaching
Quality of coaching/teaching
Age
Maturation
Degeneration
Talent
Task difficulty
Spectrum of teaching styles:
Command - learning straight from the coach accurately and quickly
Reciprocal - interactive learning with partner + feedback
Problem solving - working out the solution by yourselves
Role of feedback in information processing models:
Feedback allows a performer to reflect on their mistakes and improve for next time
Intrinsic - internal feedback
Extrinsic - external feedback
Positive - what went well
Negative - even better if
Knowledge of results - what was the outcome
Knowledge of performance - nature of the action leading to the outcome
Concurrent - feedback during performance
Terminal - feedback outside of performance
What role does feedback play in the learning process:
Motivation both intrinsic and extrinsic
Reinforcement of learning
Improve performance
Punishment to avoid making same mistake in the future
Distinguish between learning and performance:
Learning is the permanent change in performance due to gained experience and skill development on a task which increases skill level
Performance is the temporary fluctuation in an individuals performance which usually infers rate of learning
3 phases of learning:
Cognitive - learning about a skill and its movements through comprehension of instructions
Motor - understanding and practice of the movements/skills
Autonomous - production of the movement with low levels of cognitive thinking and activity required
Describe concept of transfer:
Transfer is the idea that training one thing has an affect on another skill or movement
Positive - training one skill facilitates another
Negative - training one skill inhibits another
Zero - training one skill has no affect on another
Types of transfer:
Skill --> skill
Practice --> performance
Stage --> stage (stages of learning)
Abilities --> skills
Types of practice:
Fixed (repeating same movement in the same environment)
Massed (rest < movement time)
Distributed (rest > movement time)
Varied (repeating the same movement but in a different environment)
Types of presentation:
Whole - complete the entire skill/movement
Whole - part - whole - complete the whole movement, break it down, then complete it again
Progressive part - complete the smaller steps of the movement then complete it as a whole
Part - only complete the simpler steps of a more complex skill without completing the movement as a whole
Technique is the way in which a skill is performed and it can vary across performers
Skill = ability + appropriate technique
What is a motor program:
A motor program is the combination of movements stored as a whole regardless of whether feedback was used or not
Open loop perspective:
Decisions made in the brain
Information sent in a single message
Signal sent to muscles where the movement is performed
Feedback is not always used and does not control the movement
Closed loop perspective:
Decisions made in the brain
Information sent at different times
Signal sent to the muscles where the movement is initiated
Feedback is always available where the movement is controlled and changes in response to feedback - allowing for changing of movement patterns
Differences between a skilled and novice performer:
Skilled - fluent movements
low level of cognitive thinking required when completing the movement
high level of accuracy
high level of efficiency and always goal orientated
no assistance needed as are knowledgeable about skill and movement being performed
have a high level of control due to muscle memory
Novice - not fluent movements
high level of cognitive thinking required when completing the movement
low level of accuracy
low efficiency and not always goal orientated
need assistance with learning
One simple model of information processing is the model which demonstrates Input --> Decision making --> Output where feedback links output back to input to restart the process
The model states that we take in information from the environment, interpret it and make a decision based on how it is interpreted to make a response in the output
Explain Welford's model of information processing
Sensory input + internal sensory stores (internal organs) --> perception --> short term store --> decision making --> effector control or long term store separately from flow chart --> effectors
3 components related with sensory input:
exteroceptors - interpret stimuli from the external environment such as light, sound or touch
interoceptors - interpret stimuli from within the body - sends information from internal organs such as the heart to the brain via nerve impulses
proprioceptors - perception of where the body is in space and its position and nature in space
Short term sensory store v short term v long term memory
Short term sensory store
Large capacity
about one second
filters out irrelevant information
Short term memory
7+-2 stimuli at a time
about 10 seconds
consciously analysed
Long term memory
unlimited capacity
very long time but not infinite due to neural pruning
stores information as past memories
Relationship between selective attention and memory:
Selective attention allows for unnecessary information and stimuli to be filtered out and prevent overloading and confusion of information during information perception and processing to increase focus and thereby increase memory
For example, when working, the brain filters out sounds and background information to increase concentration on the work which therefore boosts the likelihood that it will be rehearsed and committed to long term memory so that it is able to be recalled.
Different methods of memory improvement:
Rehearsal - commits information to LTM for recall
Chunking - groups information together to take up less space in the LTM
Coding - understanding information, especially images to be able to interpret it better and therefore store it in the LTM via associations
Brevity - make more complex information into simpler parts to make it easier remembered
Clarity - make clear information to make it easier remembered
Organisation - organise information in a way that is structured to make it better memorable
Association - coding information to past knowledge to make it better memorable
Signal detection process:
Stimuli is detected by the brain or reflex
Stimuli is perceived by the brain to attempt to make understanding of it
Stimuli is compared to previous knowledge and memories of past experiences
Stimuli is recognised and assigned with a past experience which makes sense of it