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Skill acquisition PE - Coggle Diagram
Skill acquisition PE
Feedback
Intrinsic feedback
- Information from internal sources
- The feel of a movement as it is performer
- Detected by propiroceptors
- Helps autonomous performers to correct movements
Advantages
- Good at the autonomous stage
- Intrinsic feedback or kinaesthesia helps fluency of the skills
- Allows the performer to have more attentional space (less to think about) therefore the performer has time to think about or focus on peripheral sttimuli
Disadvantages
Less effective at cognitive and aossicative stages
- Can hinder learning if overused
- Can be demotivating at the cognitive and associative stages
Extrinsic feedback - Information from outside sources - Can be positive or negative
- Used to support intrinsic feedback
- Good for cognitive performers how have not developed the feel of the skill
Advantages
- Good at the cognitive and associative stages of learning
- Helps understand the correct pattern of movement
- Teaches the performer to know how to focus/use intrinsic feedback
- Can be a source of positive reinforcement
Disadvantages
- Learner can become too dependent on extrinsic feedback therefore less effective in developing kinasthesis which is needed to reach the autonomous stage
- If overused, its effectiveness as a source of positive reinforcement is lessened
Positive - Given by the coach when the movement is correct
- Can be intrinsic or extrinsic
- Used to reinforce the action
- Good for motivating performers
Advantages
- Good at cognitive and associative stages of leafrning
- Indicates which part of the skill has been performed correctly
- Gives confidence
- Improves motivation
Disadvantages
- Less effective at the autonomous stages when mistakes need to be identified
- Ineffective if unspecific or imprecise
- Loses impact if used too often
Negative - Given by the coach when the movement is incorrect or could be improved
- Can be intrinsic or extrinsic
- Reduces the chances of bad habits developing
Advanatges
- Good at the autonomous stages
- Can finely tune well learned skills
- Helps the performer to remain at the autonomopu stage
Disadvantages
- Less effective at cognitive and associative stages
- Can hinder learning ig overused
- Can be demotivating at the cognitive and associative stages
Knowledge of performance is information about the quality of the movement. It can be extrinsic or intrinsic
- Concerns quality of movement
- To do with technique
- Can be intrinsic or extrinsic
- Informs the performer if the skill is correct or incorrect
- Important for autonomous performers eg, feeling the balance to control technique during a pommel horse sequence
Advanatges
- Ideal at autonomous stage when kinasthesis helps with technique
- Allows for quick correction during a gymns
astics vault when technique is the measure of success
- Goor for modifying overlearned skills
- Very effective in some closed skills as it enables technquie to be adjusted during performance
Disadvantages
- Less likely at cognitive stage
- Gained through experience so may take a lot time to develop therefor long processes may be demotivating and may prevent some learners from reaching the autonomous stage
Knowledge of results - The information about the outcome or results of the movement
- Can be positive or negative
- Extrinsic
- Useful at all levels of skill/performance eg. a footballer sees that their pass is accurate and so can choose next move
Advanatages
- Good at cognitive and associative stages
- Allows correction after the movement or outcome of the movementg
- Enables skills to be modified
- Good for open skills because the outcome/result is the measure of success
Disadvanatges
- Not as effective at autonomous stafe
- Can only be used after movement has been completed, corrections cannot be made during performance therefore not as effective in some closed skills, because technique is often the measure of success
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Guidance
Visual guidance - The learner watches a model to form a mental image
- A demonstration and also pictures, charts, DVDs
Advantages: - Increases understanding of movement requirements
- Forms a mental pciture
- Corrects erroros
- Motivates the learner
- Good at cognitive stage
Disadvantages
-Not effective if the demonstration is poor
- Demonstration loses impact if too complex or static
To be effective demonstration should be supported by verbal guidance
- No feedback so less effective at the autonomous stage
Verbal guidance - The learner is told what to do, spoken instruction, good for feedback
Advantages
- Builds on knowledge gained by visual guidance - Helps to develop understanding of detail
- Can focus on key aspects/most relevant cues
- Corrects errors
- Motivates the learner
Good at the autonomous stage
Disadvantages
- Not effective if too much negative feedback or criticism is given
- Not effective if too much information is given (overload)
- Incorrect or unclear information could be given
- Some skills too complex for verbal guidance alone
- Can be confusing at cognitive stage
Manual guidance
- The learner is given physical support by the teacher
- Moving the joints or limbs through the movement
- Manipulating the learner's body to try to develop kinasthesis
Advanatages
- Gives confidence/is good for dangerous skills
- At the autonomous stage helps to develop more skills
- Corrects errors
- Gives a feeling of there movement/kinasthesdis and develops timing
- Effective at the cognitive stage
- May motivate young people to pursue the sport
Disadvantages
- Learner cannot correct eros for themselves
- Close proximity of the coach could be uncomfortable for the learner
- Ineffective if used for too long/the learner can become relaint
- Learner must trust the coach
Mechanical guidance
- The learners uses equipment or apparatus to help performance
- Supporting the body through the movement using apparatus to develop confidence
Advantages
- Correct errors
- Helps develop more complex skills at autonomous stage
- Gives a feeling of the movement/kinasthesis and develops timings
- Effective at the cognitive stage
- Gives confidence and is good for dangerous skills
- May motivate young people to pursue the sport
Disadvantages
- Learners cannot correct errors for themselves
- May develop false confidence putting learner at risk
- Ineffective if used for too long/the learner can become reliant
- Can limit proprioception/kinaesthetic development/see the relevance of apparatus
Stages of learning
Autonomous:
- An accurate, grooved or over learned motor programme is fully formed
- Stored in long term memory
- movement is fluent with few mistakes
- Little conscious control needed
- `performer can reference intrinsic/kinasthetic feedback giving barre attention capacity
- Performer may revisit the associative stage to finely tune the skill
Associative stage:
- Matching/associating the mental model with performance
- The motor programme begins to form and fewer mistakes are made
- Practice or rehearsal to occur
- Less reliance on extrinsic feedback; intrinsic/kinasthetic feedback can now be used
- Increased fluency/rhythm/efficiency
- Some never move beyond the stage; it is the longest phase
Cognitive stage:
- A mental image/picture is formed - Mental rehearsal helps the learner to understand what needs to be done
- Concentration (conscious though) needed to perform each sub routine
- The learner is unable to use intrisic/kinasthetic feedback
- Extrinsic feedback required in the form of verbal and visual cues
- Movement lacks fluency/is jerky
Memory models
Atkinson and Shiffrin's multi store model is an information processing model
- It consists of: Input, a central processing system and an output
- Selective attention is essential to the model
- The MSM related both to perfuming and learning physical activity skills
Input --> Sensory memory -- attention--> STM --rehearsal --> Long term memory
Input - All information in the form of data or sensory cues is detected from the environmental display eg. when catching the ball the cricketer will receive information about the ball, the batter and the surrounding players Short term sensory stop - All sensory cues or data recived. Selective attention takes place so the most relevant cues receive focus eg. spin, direction and trajectory of ball. All irrelevant cues are filtered out of the system eg. the batter and the surrounding fielders . Relevant ifnromarion is attended to and passes to short term memroy STM or 'working memory - Perception occurs eg. the cricketer interprets the flight of the ball in order to match the catch. Information or cues are rehearsed eg. the flight of the ball is remebered. Information is chucked in the brain eg. the trajectory, speed and serve of the ball. Information is compared with that store din the LTM eg. the trajectory of the ball in previous catches LTM - Learned motor programmes of previous catches are store din LTM. Rehearsed information is received from STM and past experiences of catching are compared and linked rtf the current movement requirements. Successful performances are remembered. Information is retrieved by STM eg. the movement required for catching can now be performed Selective attention
- Helps us to concentrate or focus on a specific cue eg. the spin of the ball
- Filters our unnecessary information eg. the fielding team
- Prevents overload - this speeds up the whole process or interaction between sensory memory, STM and LTM
- Helps to make the passage of information through the model clear, which will help performance and learning
Craik and Lockhart's level of processing model - This model does not differentiate between short term and long term memory
- It focus son the processing that makes up memory - deep and shallow
-It relates to both learning and performancce
- It has no set or recognisable structure
- This memory model was put forward as a criticim of the MSM
- Depth of processing influences memory retention
Shallow processing = shorter lasting memories
Occurs by recognsignn the physical or sensory features of a stimulus or group of stimuli
It involves processing:
- what the stimulus looks like eg. the shape and flight of the ball or tennis ball. This is structural processing
- what the stimulus sounds like eg. the noise made by the ball
This is phonemic processing
This comes from maintenance rehearsal
Results inn a weak memory trace being formed, and only ST retention of informtion
Deep processing = longer lasting memroies
- Occurs by understanding the meaning of the stimulus or group of stimuki
It involves processing:
- how the stimulus relates to previously stored stimuli eg. the players may have experienced a similar ball flight before
- the importance of the stimulus eg. the flight of the ball has given a goal coring opportunity befor
- These are semantic processing
- Comes from elaborative rehearsal
- results in a strong memory trace being formced, and long term retention of information that can help future performance