Learning vs Performance
What is one key difference between learning and performance?
Learning is relatively permanent; performance is temporary and can fluctuate.
Define a skilled movement.
A movement achieving a goal with maximum efficiency and minimal energy.
What is the difference between open and closed skills?
Open = affected by environment; Closed = predictable, self-paced.
What is the definition of ability according to Schmidt?
“An inherited, enduring trait that supports motor and cognitive activities.”
What does a linear performance curve show?
Performance improves steadily with practice.
Name two characteristics of learning.
Linked to practice/experience; relatively permanent; not a fluke.
What does “fluency” mean in the context of skill execution?
Smooth, natural movement without hesitation.
Define gross and fine motor skills.
Gross = large muscle movements (e.g., sprinting); Fine = small, precise movements (e.g., snooker).
Name the three categories of ability.
Psychomotor, Perceptual, Gross Motor.
Describe a positive acceleration curve.
Slow initial improvement, then rapid progress.
What does a plateau in a learning curve indicate?
No improvement in performance despite continued practice.
Name three characteristics that distinguish a skilled performer from a novice.
Fluent, consistent, efficient vs. jerky, awkward, inconsistent.
What does the pacing continuum measure?
Control over timing and speed—self-paced vs externally paced.
Give an example of a perceptual ability and explain its importance.
Goalkeeper adjusting position based on ball trajectory—critical for decision-making.
What factors might lead to a plateau in performance?
Fatigue, boredom, poor coaching, lack of fitness, injury.
Describe the “S-shaped” learning curve and what it represents.
Slow start → rapid improvement → slowed progress due to cognitive challenges.
Explain the role of cognitive skills in sport.
Involve decision-making, strategy, and understanding game situations.
Give an example of a serial skill and explain why it fits that category.
Triple jump—series of discrete movements in a set order.
How do psychomotor abilities influence performance in sport?
Enhance fine motor control, reaction time, and coordination—key for skill execution.
How can performance curves be used for goal setting?
Track progress, identify plateaus, and set realistic goals.
Suggest three strategies to help a performer overcome a plateau.
Vary practice, set new goals, give feedback, offer rewards, rest periods, re-establish fitness.
Describe how motor, perceptual, and cognitive skills interact during gameplay.
Motor = execution; Perceptual = interpreting stimuli; Cognitive = decision-making. All work together.
Place “receiving a pass in netball” on all four skill continuums and justify your choices.
Environmental: Open (unpredictable pass)
Movement: Gross (large muscle groups)
Pacing: Externally paced (depends on teammate)
Continuity: Serial (catch → control → pass)
Explain the nature vs. nurture debate in relation to ability and skill development.
Nature = genetics (innate ability); Nurture = environment/training. Both influence skill development.
Compare and contrast all five performance curves with examples from sport.
S-shaped: Typical gross motor skill learning
Linear: Steady improvement
Positive Acceleration: Slow start, faster later
Negative Acceleration: Fast start, slows down
Plateau: No change over time