4200052
Beschreibung
Karteikarten von Sophie Burk, aktualisiert more than 1 year ago
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Erstellt von Sophie Burk
vor fast 9 Jahre
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| Frage | Antworten |
| Define 'skill' | the consistent production of goal-oriented movements which are learned and specific to skill (something we learn) |
| Define ability | refers to the general trait or capacity of the individual that is related to the performance and performance potential of a variety of skills and traits |
| Define motor skill | emphasize movement, minimal thinking weightlifting |
| Define cognitive skills | the ability to solve problems by thinking chess, rules, game objectives |
| Define perceptual skills | how we sense things and interpret them, taking info from one's environment and making decisions deciding what shot to take in golf |
| Define perceptual-motor skills | reading environment stimuli and the motor reaction that follows most important sports skill as it incorporates all three |
| Define gross + fine motor skills | large vs. small muscle groups worked jumping/running vs. hand-eye coordination |
| Define open + closed skills | affected by dynamic environment vs. stable/predictable environment jumping for a rebound vs. archery |
| Define discrete + serial + continuous skills | discrete: clear start/stop, hockey stroke serial: linked, more complexity, hop/skip/jump continuous: end one, start another, cycling |
| Define internal + external paced skills | internal: player control rate, free hit external: player reacts, defensive play |
| Describe the interaction continuum | individual skill: isolated, one at a time, hockey stroke coactive: performed next to someone, no interaction-swimming lanes interactive: others are directly involved-team sports |
| Describe exteroceptors | provide info from outside the body and external environment (includes all 5 senses) |
| Describe proprioceptors | touch, equilibrium, kinesthesis responsible for telling us where we are in space, tells us which muscles are contracted |
| Describe interoceptors | provide info from within body hunger, pain |
| Name multiple ways a coach can help increase their player's memory skills | brevity, clarity, association, organization, rehearsal, practice |
| Define response time and factors that may affect it | speed in which we complete the action response time = reaction time + movement time age/sex/health/body temp/arousal etc. |
| Distinguish between Fleishman's physical proficiency abilities (physical factors) and perceptual motor abilities (psychomotor abilities) | physical proficiency: gross motor abilities, health related perceptual moto |
| Define technique | refers to a "way of doing" in sport: "a way in which sport skills are performed" |
| State the relationship between ability, skill and technique | skill = ability + selection of an appropriate technique |
| Discuss the differences between a skilled and novice performer | consistency, accuracy, control, learned, effiency, goal-directed, fluency |
| Describe a simple model of info processing | input - decision-making - output info processing is the way by which we take info from our surroundings, use it to make decisions and produce a response inpput/output assessable and observable but decisoon making porcess is only speculation |
| Describe Welford's model of processing | |
| Explain the signal detection process | detection - comparison- recognition background noise, intensity of stimulus, efficiency of sense organs, early signal detection |
| Describe short-term sensory store | |
| Describe short-term memory | |
| Describe long-term memory | |
| Discuss the relationship between seletive attention and memory | operates in STSS, only relevant info is passed to STM where it is held for several seconds. SA ensures sensory overload does not occur, filtering mechanism operates so athelete concentrates, SA is very important when accuracy or fast responses are required |
| Compare different methods of memory improvement | rehersal, brevity, clarity, chunking, organization, association, practice |
| Define response time | response time = reaction time + movement time |
| Outline factors that determine response time | an ability, having indidvidual and group variances, includes signal transmission, detection, recognition, decision to respond, nerve transmission time, initiation of action |
| Evaluate the concept of psychological refractory period | The task related to the first stimulus must be fully carried out before the second response can be made. The overlap is called the psychological refractory period. |
| Define a motor programme and within it, the executive programme and subroutines | a set of movements stored as a whole memory regardless of whether feedback is used in the execution exec: whole skill (soccer strike) sub: (bring heel up, plant foot, lock ankle, flatten foot, bring kicking leg forward) |
| Describe open-loop programmes | |
| Describe closed-loop programmes | |
| Outline the role of feedback in info processing models | intrinsic (self given) extrinsic (given by others eg. coach) knowledge of results (goal) knowledge of performance positive (encouragement) negative (un-constructive) concurrent (during the task itself) terminal (after task completion) |
| Outline the role of feedback within the learning process | reinforcement of learning motivation adaptation of performance punishment |
| Distinguish between learning and performance | learning: relatively permanent change in performance by experience, excluding maturation + degeneration performance: is a temporary occurrence fluctuating over time |
| Describe the phases/stages of learning | cognitive/verbal (early phase) associative/motor (intermediate phase) autonomous (final phase) |
| Outline the different types of learning curves | positive acceleration negative acceleration linear plateau |
| Discuss factors that contribute to the different rates of learning | physical maturation, physical fitness. individual differences of coaches, age, difficulty of task, teaching environment, motivation |
| Define the concept of transfer | Transfer in skill acquisition is the influence of learning and/or performance of one skill on the learning and/or performance of another |
| Define the types of transfer | Skill to skill Practice to performance Abilities to skills Bilateral (from one limb to the other, left-to-right and right-to-left) Stage to stage Principles to skills (from theories to actual performance) |
| Outline the types of practice | |
| Explain the different types of presentation | |
| Outline the spectrum of teaching styles |
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