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Capitulo 8, Goal directed: Focusing performing on a specific target and…
Capitulo 8
8.4, Information-processing model
Information-processing model: The four stage process that a performer goes through to make a decision and act upon it
Input
Desicion making
Output
Feedback
Short term memory: System of storing small amount of information for a bried period, STM can hold vast amounts of information for a long period
Rehearse: Repeat information over and over in order to get information processed and stored as a memory
Intrinsic feedback: Information that comes from within, to do with emotions, thoughts and muscles (the feel of a movement, such as what it feels like to balance)
Extrinsic feedback: Information that comes from an external source: for example a teacher or a coach
Limited-channel capacity: The idea that our brains can only process a certain amount of information at once, too much information results in overload
Single-channel hypothesis: The theory that when receiving many stimuly from the environment, the brain can only deal with one stimulus at a time
Multi-channel hypothesis: The theory that the brain can process different types of information at the same time by using different channels for different stimuli
8.3, skill clasification
Basic skills: Simple skills such as throwing, catching, hitting a ball and running
Complex skills: More difficult skills that require a higher level of coordination and concentration
Gross skils: Movements that use large muscle groups to produce big, powerful movements, gross skils are usually performed by the arms and legs
Closed skills: Skills that are not affected by the environment or the performers within it
Open skills: Skills that are affected by the environment, the performer has to react and adjust to the situation and this will constantly change
Fine skills: Precise movements that require high levels of accuracy and technique, they are often small movements that require small groups of muscles such as fingers
8.2, skilled performance
Gross skils: How we move
Cognitive skills: How we think and make desicions
Perceptual skills: How we visualise and anticipate things
Accurate: Achieving precise, reliable movements
Consistent: Performing to a high level every time with control and quality
Fluent: Using movements that are quick, smooth and flowing, without hesitation or stumbling
Coordinated: Moving different parts of the body together with efficiency and control
Aesthetically pleasing: A display that looks good to the eye of the spectator, judge or coach
8.6, feedback
Feedback: The information that a performer receives about their performance
Extrinsic feedback: Information that comes from an external source: for example a teacher or a coach
Intrinsic feedback: Information that comes from within, to do with emotions, thoughts and muscles (the feel of a movement, such as what it feels like to balance)
Knowledge of results: knowing your score, time, distance or place in the race, this allows you to measure or judge how well you have done.
Knowledge of performance: analysing your quality of movements or use of techniques.
Qualities of a good feedback:
Fast: given as soon after the event as possible
Focused: upon the key areas of concern or development
Factual: based on evidence showing what you did well and not just what you did wrong
8.5, The stages of learning
Cognitive stage: You start to learn the new skill or technique
Associative stage: You continue repeating and practising skills and techniques so that they improve
Autonomous stage: You can perform the skill naturally and without conscious thought. You show control and accuracy, and even flair
8.1, Skill and ability
Ability: The qualities and characteristics a person is born with, such as speed, agility, coordination, flexibility, balance, reaction time, that allow a person to learn or acquire skills
Skill: A learned and practised ability that brings about the result that you want to achieve with maximum certainty and efficiency
8.7, Guidance
Guidance: Help and instruction given to learners through movement patterns, skills and techniques, and so help them acquire skills
Types of guidance:
Verbal: In the form of words
Visual: In the form of images
Manual: 'Hands on' guidance, showing you how to hold a racket or swing a golf club
Goal directed: Focusing performing on a specific target and being determined to achieve that target