skill acquisition T2 A level

what is the acronym for the characteristics of skill

ACEFLAG

what does ACEFLAG stand for

aesthetically pleasing, consistent, efficient, fluent, learned, accurate and goal directed

how is aesthetically pleasing a characteristic of a skill/ what does it mean

the skill is good to watch

what does it mean by consistent to be a characteristic of skill

the skill repeatedly has a high success rate 

what does it mean by efficient to be a characteristic of skill

the skill is produced with the least amount of energy and in the quickest time

what does it mean by a skill being fluent

the skill is performed smoothly, without stopping and starting

what does it mean by a skill is learnt

the skill has been developed through practise

what does it mean by characterising a skill to be gaol directed

that there is a clear aim in mind to achieve

define skill

skill is a learned ability to bring about a pre-determined result with the minimum outlay of energy or time

what is used to help classify a skill

a continuum

define an open skill + go into more detail.

a skill performed in an unpredictable environment. The environment/condition change while skill is being performed, high amount of decision making.

Define closed skill + give more detail

skill performed in a predictable environment. Skill can be performed consistently/repeatedly, less decision making.  

define ability

inherited stable traits that determine an individuals potential to learn or acquire a skill

define a gross skill + give more detail

a skill using large muscle groups. not precise, big movements.

define fine skill + give more detail 

a skill that uses small muscle groups. Small, precise movements require precision, control and accuracy

define self paced skill + add detail

when the performer controls the start and speed of the skill. They are in control

define externally paced skill

when the performer has no control over the start or speed of skill and is determined by external factors

define a simple/basic skill + more detail

skill requiring little concentration and decision making. Easy to learn as its simple.

define a complex skill + detail 

skill requires decision making using lots of information when performed. Hard to learn, need concentration. 

define a high organisation skills + more detail

skill not easily broken down into subroutines/parts as its complicated. high speed, whole practise recommended.

define a low organised skill + detail

a skill that’s easily broken down into simple parts. Subroutines can be isolated, slower speed.

define a discrete skill

a skill that has a clear beginning and end. Its one distinct action.

define a serial skill

a skill containing several discrete skills in order to make a more integrated movement

define a continuous skill

skill that has no clear beginning or end and one part may run into another so the skill is continuous.

what are the 4 types of transfer of learning

positive, negative, bilateral and zero

define the transfer of learning

the effect of the learning and preforming of one skill has on the effect of another skill

define positive transfer

when the learning of one skill helps/facilitates the learning of another skill

when does positive transfer tend to happen

tends to happen when two skills have a similar shape and from/actions.

define negative transfer

the learning of one skill hinders the learning of another skill

when may negative transfer tend to happen

when there’s some familiarity with the environment of the skills which may cause confusion

define zero transfer

when the learning of one skill has no impact of the learning of another

define bilateral transfer

when the learning of one skill is passed across the body from limb to limb (one side to the other)

what type of transfer of learning should be encouraged

positive transfer

how can coaches encourage positive transfer

• ensure performer has over learnt the first skill before moving to the advanced skill

• make practise environment as close to a game situation

• give reward player by providing praise/positive reinforcement when transfer takes place

• avoid teaching skills close together that might appear the same so they have a distinct difference

what are the 3 methods of presenting practise 

Whole, Whole-part-Whole, progressive part 

define Whole practise

practising skill in its entirety so not broken down

when should Whole practise be used

when the skill is: highly organised, continuous, simple, discrete, fast, not dangerous and when the performer is autonomous 

what are the advantages of whole practise

Kinaesthesis / understanding of skill is developed, creates clear/specific mental images stored as motor programme in long term memory, more realistic so easily transferred to game, keeps links between sub routines 

what are the disadvantages of whole practise

can cause information overload, cause fatigue as there’s no break, performer may not be physically capable/ fit enough to perform whole skill, not ideal for beginners 

define whole part whole practise

the learner attempts the full skill, then one/ each subroutine is practised in isolation before being integrated back into the entire skill

when should whole part whole be used

when the skill is: complex, fast, performer is autonomous or beginner is learning complex skill, specific part of skill needs improvement

what are the advantages to whole part whole

allows performer to isolate weaker parts of skill to improve them, confidence and motivation increases, provides immediate feedback, fluency can be maintained in the whole 

what are the disadvantages of whole part whole 

time consuming, cant be used with high organised skills, kinaesthesis/fluency can be lost if subroutine is not integrated adequately and quickly 

define progressive part practise 

the first subroutine is taught and practised until perfected and then the rest of the skill is gradually added in subroutines until whole skill can be performed 

what is progressive part practise also known as

chaining

when should progressive part practise be used

when skill is: low organisation, serial, complex, dangerous and when performer is cognitive

what are the advantages of progressive part practise

focuses on one part of skill so can improve weakness, reduces chance of injury/fatigue, aids understanding of each part, provides confidence and motivation, danger is reduced

what are the disadvantages of progressive part practise 

time consuming, fluency/links between subroutines can be lost, kinaesthetic feel for whole skill is not experienced till the end, if one part is learnt poorly whole skill breaks down, can cause negative transfer 

what are the 4 types of practise

Massed, distributed, variable, mental

define Massed practise

involves continuous practise without periods of rest

what type of skill is needed when doing massed practise

when skill is: discrete, closed, self paced, simple

what should performers be when doing massed practise

when performers are: highly motivated, autonomous and physically fit

what are the advantages of massed practise

improves fitness, motor programmes/images are formed, overlearns skill, develops kinaesthetic awareness, allow skill to be performed as a whole, skill becomes automatic/consistent

what are the disadvantages of massed practise

causes fatigue and risk of injury, no time for feedback, reduced concentration, needs high motivation, performer may not be physically capable 

define distributed practise

involves practise with periods/intervals of rest

what type of skill is needed when doing distributed practise

when skill is: continuous, complex, serial, low organisation, dangerous/tiring, externally paced and open

when using distributed practise performers are:

cognitive, unfit and lack motivation

what are the advantages of distributed practise

reduces fatigue/ allows time to recover, time for feedback, motivational, more effective than massed, allow time for mental practise, reduces danger/injury

what are the disadvantages of distributed practise

time consuming, can cause negative transfer, disrupts flow, requires planning from coaches

define variable/varied practise

involves practising skills and drills in a variety of situation/changing environment

what type of skill is required for varied practise 

when skill is: open, externally paced, complex, continuous 

what are the advantages of varied practise

increases motivation, positive transfer from training to game, enhances decision making, develops schema (adapting existing skill)

what are the disadvantages of varied practise

time consuming, causes fatigue, possible information overload , danger of negative transfer unless changing of drills are integrated into aims of session

define mental practise 

involves going over the skill in your mind without moving 

what are the two types of mental practise+ what do they mean

internal- seeing performance through own eyes ‘within yourself’

external- seeing performance from outside as spectator 

what are the advantages of mental practise

produces clear mental image, performer can imagine success, rehearse strategies/tactics, increase confidence, reduce anxiety, muscles are stimulated 

what are the disadvantages of mental practise

mental image must be correct, environment must be quiet/calm

for beginners mental practise should be..

short and key parts emphasised

benefits of mental practise on BEGINNERS

lower arousal, build confidence, reduce anxiety, provide motivation

when mental practise is combined with _____ it gives the best result

physical practise

what are the 3 main stages of learning in order

Cognitive, associative and autonomous

define the cognitive stage of learning

first stage of learning used by a novice, understanding the subroutines are explored by trial and error

describe cognitive stage of learning

• performer has to think carefully - attention is on working out how to perform skill

• novice/beginner

• motor programme not formed

• movements are uncoordinated

• requires accurate demonstration and instructions (observational learning)

• performer lacks mental image 

• many mistakes are made

what type of feedback is required in the cognitive stage

extrinsic feedback and positive

why is extrinsic feedback required in the cognitive stage

they are unable to identify their own weaknesses as don’t understand the kinaesthetic feel of skill yet, needs motivation/ encouragement to persevere

define the associative stage

second stage of learning where motor programmes are developed and skill becomes smoother 

describe the associative stage

• mediocre performer 

• performer models the actions to those highly skilled athletes

• must continue to practise- trial and error can still be used

• motor programmes are developed into long term memory

• attention is on finer aspects of skill to perfect it

• more coordinated, smoother and less mistakes

what feedback is require during the associative stage

both extrinsic and intrinsic feedback

why is both extrinsic and intrinsic feedback required during the associative stage of learning

intrinsic- performer has developed the kinaesthetic feeling for skill so is able to identify and correct movement themselves 

extrinsic- needed to help refine actions and mistakes they are still making 

define autonomous stage of learning

final stage of learning used by an expert when movement is detailed and specific

describe the autonomous stage

• experts/ professionals

• movements are fluent, efficient and executed automatically without thinking 

• motor programmes are fully formed 

• concentrate on final details, tactics and advanced strategies 

what type of feedback what be used during the autonomous stage of learning

• extrinsic feedback can be negative to aid error correction

• intrinsic feedback to correct own mistake

• knowledge of performance to understand why action was successful or unsuccessful 

what are the 6 types of feedback

Positive, Negative, Intrinsic, Extrinsic, knowledge of results (KOR), knowledge of performance (KOP) 

describe negative feedback

• constructive- informs on actions required for correct technique

• inform athlete what wasn’t correct

• Elite athlete- take it on board positively and look to change

• beginners- if receive to much negative feedback causes low motivation and confidence

describe positive feedback

• tell performer what they did correct

• important as movement provides reference point in future

• essential for beginners to encourage and motivate them

describe intrinsic feedback

• received from within the performer through kinaesthetic senses

• elite athletes are able to know if they performed well through this feeling

describe extrinsic feedback

• outside of the performer e.g. coach, spectators

• beginners rely on this as they cant understand the success of their movement 

describe knowledge of results 

• how successful you have been in achieving what you set out to do

• focus on end result/outcome of movement

• e.g. score, time or position 

describe knowledge of performance

• focuses on how well athlete performed no matter score

• relates to technique, quality, pattern of movement

• provides more detail of performance and can be negative or positive

define plateau

a period of no improvement in performance

what are some causes of Plateau 

lack of motivation, boredom, low quality coaching, fatigue/injury, limit of ability, targets/goals set too low

what are some strategies to overcome learning plateau

reset goals/make tasks more challenging, use mental rehearsal, new coach, rest, offer extrinsic rewards and praise, more variety of practise, make practise for fun/enjoyable, provide feedback , explain the plateau concept