Skill Classification
The continuity continuum include three types of skills. Name all three.
Discrete
Serial
Continuous
This theory involves the development in understanding of the skill through problem solving and discovery
Insight learning (Gestalt)
Name the three methods of presenting practice
Whole
Whole-part-whole
Progressive part
Define reaction time
time taken from the onset of a stimulus to the onset of response
Name of 4 stages of information processing
INPUT
DECISION MAKING
OUTPUT
FEEDBACK
Define discrete, serial and continuous skills
Discrete - clear beginning and end
Serial - several discrete skills performed one after the other
Continuous - no clear beginning or end and often the end of one is the start of the next
Bandura suggests there are 4 stages of Observational learning (ARMM)
1. Attention
2. Retention
3. Motor production
4. Motivation
Progressive part practice is an appropriate method to use in order to learn a dance routine, why?
Add sections when performer is ready
Prevents information overloads
Learn routine as a whole, rather than breaking down movements in order to increase kinaesthesia.
Explain the difference between simple and choice reaction time
Simple - A simple reaction is where one stimuli is detected and one response is given. For example the gun start in a 100m sprint and the performer sprinting out of the blocks.
Choice - Several stimuli are given but only one must be selected for response. Choosing to run with the ball rather than passing or shooting in football.
In Baddeley and Hitch's working memory model what is the role of the episodic buffer?
Coordinates information between the phonological loop and the visuospatial sketchpad to be sent to the long term memory.
Define the gross-fine skill continuum and give examples for both
Gross - large muscle groups for powerful movement (sprinting)
Fine - small, intricate muscle groups for precise movement (darts throw)
Explain how the theory of operant conditioning may affect the learning of a badminton smash shot.
Praise is given by the coach when the shot has been performed correctly. This is positive reinforcement. This increases the likelihood of it occurring again (strengthens S-R bond)
The coach stops criticizing when they perform the smash shot correctly and therefore the player knows the correct response has been chosen. This is negative reinforcement. (strengthens S-R bond)
Punishment may be used to prevent the wrong response being used e.g. a forfeit or removal of the player in a training game (weakens S-R bond)
Discuss why massed practice is suitable for an elite badminton player
High level of fitness
Motivated to improve/ perform well
Skill can be performed repetitively
Feedback can be given at the end of the session as the skills have already been mastered.
With regards to response time - what does Hick's law suggest?
As the number of choices increase, so does response time
Describe the perceptual mechanisms stage
DCR - detect what has been received and compare to past experiences
(recognise what needs to be done)
Selective attention occurs
Using the following continuum; justify how you would classify each for a swimmer performing a dive from the blocks at a start of the race.
Open - closed
Self paced-externally paced
high-low organisation
Closed
Self/externally
High
Operant conditioning is characterised by three main features. Explain all three.
Based on trial and error learning. A sporting example is changing your grip in racket sports.
Shapes behaviour by using reinforcement. Positive and negative strengthens the stimulus response bond and punishment weakens it.
Coach manipulates the environment - during football shooting practice the coach may direct the players to strike the ball into the right of the goal. If this is done they are rewarded. The area is then reduced to the top half of the right side, and then maybe the top right-hand corner only. Rewarding this behaviour strengthens the link.
Discuss the advantages and disadvantages of each method of presenting practice for a beginner.
Whole - limited understanding of kinaesthesia, could be tiring, correct technique not fully mastered so motor programme still developing. However it helps to create a full motor programme which could then be developed further.
Progressive part - builds confidence, adds sections when participant is ready. However it could be difficult for them to learn the movements fluently and create links between each part.
Whole-part-whole - targets specific weaknesses which can help motivate the performer as well as develop correct technique however if not completely effectively then it can affect the skill learning as a whole
Compare the psychological refractory period and single channel hypothesis.
PRP - a delay in response is caused when a second stimulus is presented before the first has been processes.
SCH - suggests that only one stimulus can be processes at a time
From receptor systems identify the remaining stages of Whiting's information processing model
PERCEPTUAL MECHANISMS
TRANSLATORY MECHANISMS
EFFECTOR MECHANISMS
MUSCULAR SYSTEM OUTPUT DATA
FEEDBACK DATA
For an elite sprinter leaving the blocks at the start of the 100m race suggest how the efficiency of leaving the block is affected (synoptic link). Make 5 different points for 500 points.
Skill Acq - selective attention, reaction and response time
A & P - fast twitch type IIx, ATP-PC, HIIT training, plyometrics, SAQ
Ex phys - training methods (interval/ weight/ circuit), diet
Sport Psych - use of strategies to control arousal
Discuss whether Vygotsky's theory of constructivism may not be applicable to the learning of sport skills
Unless the performer has previous experience they may not have the schema in which to adapt to the learning of a new skill.
Particularly with highly organised or complex skillsit is unlikely the learner will be able to recognise what they can do on their own, with help and what improvements need to be made.
Given that progress is based on the learner's expectations and experience it is unlikely that tasks will be realistic and effective enough to allow for technique development motor programme/ schema building.
Evaluate the use of massed and distributed practice for a group of beginner basketball players.
Distributed better for beginners as includes rest periods and time for the ocach to give feedback. Often used for open skills (3v3 scenario) so allows for the group to break and reassess the task.
Massed more appropriate for expert performers due to the continuous nature. Skills can be performed in repetition to develop consistency of motor programmes. However can become boring and requires performers to maintain motivation.
Therefore variable practice may be more suitable do to its variety and performers learn to adapt to changing environments and adapt their schema.
Discuss how the Schema Theory can be applied to a given motor programme.
Apply to a skill
Recall schema
1. Initial conditions - environment
2. Response specifications/ outcome - which motor programme to use
Recognition schema
3. Sensory consequences - kinesthetic feedback
4. Response outcome - compare outcome to objective (was it successful or not) update motor programme
Using Whiting's model. Analyse a sprint start.
DISPLAY - crown noise, other competitors, gun start
RECEPTOR SYSTEMS - hear the crown, see the competitiors, hear the gun, feel the blocks
PERCEPTUAL MECHANISMS - filter out irrelevant information, focus attention on start position (technique)
TRANSLATORY MECHANISMS - compare with previous past experiences and select motor programme to use
EFFECTOR MECHANISMS - impulses send information to muscles
MUSCULAR SYSTEM OUTPUT DATA - muscles contract and athlete reacts to sound of the stimulus (gun). The quicker they respond to the onset of the stimulus, the quicker their reaction time. Therefore the quicker the sprint start.
FEEDBACK DATA - feed back about decision been made