TOPIC 5 SKILLS - IB SEHS

5.1 Skills, 5.2 Information Processing, 5.3 Principles of skill learning

what is a skill

what is a skill

specific action or level of performance of an individual

welfords model

input, decision-making, and output, with feedback loops that refine future actions.

Exteroceptors

provide information about external environment

Introceptors

Pass information from body’s internal organs 

Signal-detection process

How the brain interprets and makes sense of the information it is receiving from the sensory organs 

signal detection process components

detection, comparison, recognition

detection

Identification of stimulus

comparison

 Gather stimuli and compared memory stores

recognition

Stimuli matched to one stored in memory

chunking

combining up information so it is easily remembered 

motor programme sub sections

whole plan, coordination of subroutines, relegating executive programmes to subroutines

Open loop Perspective

Decisions made in brain information for one movement sent in single message, feedback may not be available

Closed loop perspective

Decisions made in brain and Information sent at different times, feedback is always available

Transfer

When skill can be applied to another sport

fixed practice

movement is repeated over and over

massed practice

little to no gaps in practice, lots of reps, no rest intervals

mental practice

when performers think about specific components of the movement without actually performing 

teaching styles

command, reciprocal, problem-solving

reciprocal

class organised in pair or threes, observer makes decisions, feedback is given if necessary

problem solving

Program developed by learner based on physical and cognitive abilities , highly individual, teacher observes and guides

command

teacher makes all decision, orderly, massed practice

progressive part method

• Skill is broken into subroutines, which are then practiced in isolation and well learnt 

part method

the subroutines of the skill are demonstrated and practiced in isolation

whole-part method

The whole action is demonstrated and practiced in parts

whole method

the action is demonstrated and then practiced as a whole by the pupils

variable practice

allows repetition of skill but from different positions and situations 

distributed practice

when practice is interspaced with rest or different activity

principles of skills transfer

from theories to actual performance

stage to stage transfer

cognitive, to the associative to the autonomous stage

bilateral transfer

the skills from one side to another

ability to skill transfer

natural abilities inform acquisition of skill

practice to performance transfer

training to in-game situation

skill to skill transfer

from one skill to the next

negative transfer

When a practice of one task has a bad effect on the leaning or performance of another

positive transfer

when the practice of one task has a good effect on the learning or performance of another

Memory trace

Select and intiiates an appropriate response

Motor Programme

a set of movements stored as a whole in the memory regardless of whether feedback is available or not

Single Channel Hypothesis

you can only deal with one stimulus at the time, so the first stimulus needs to be attended before you respond to the second stimulus

methods of memory improvement

rehearsal, coding, clarity, chunking, organisation, brevity

brevity

Information kept brief so it can be processed easily.

organization

 If information is clear and in a logical format it is easier to recall 

clarity

Learning information that is clear and simple will make it easier to remember

coding

 information form images to be recalled with those associations

rehearsal

Repeating a certain skill over and over until it is memorized

Proprioceptors

Provide information about position and posture of body in space (detect movements)

Physical Proficiency Abilities

Relates to the physical/structural aspects of the body, more health-related

characteristics of skills

goal oriented, meet the performance with max certainty and minimum outlay of energy, learned through practice

motor skills

function which involves the precise movement of muscles with intent to perform a specific act

motor skills do not improve naturally they must be

practiced

fundamental movement skill (FMS)

the building blocks for movement

FMS can be categorised as

locomotor, object-control and stability skills

characteristics of skilled performers

achieve desired results, physiologically economical, movements highly coordinated, react quickly, high levels of consistency and accuracy

cognitive skills

the core skills your brain uses to think, read, learn, remember, reason and pay attention

cognitive skills are used on the field/court to

aid in decision-making

perceptual skill

senses include: vision, vestibular senses that help with balance, haptic touch

perceptual-motor skils

involves the interpretation of environmental stimuli and the motor responses to this sensory information

perceptual motor skills are very important in activities where the performer must

adapt to the environment

three main types of skills needed to make a skilled performance

motor skills, cognitive skills, perceptual skills

fine and gross motor skills classification is based on

the level of muscle recruitment in the movement pattern

gross motor skills

skills that recruit large muscle groups in order to produce large body movements

fine motor skills

skills that recruit small muscle groups to produce precision movements

some skills require a combination of both fine and

gross motor skills

open and closed motor skills classification based on

the extent to which a performer needs to adjust to the environment in which the skills are performed

closed motor skills

skills performed in predictable environments where the performance of the skill is totally internally paced

closed motor skills summary

spatial control, highly predictable, fixed environment, self-paced

open motor skills

skills performed in unpredictable environments where the performance of the skill is totally reactionary

open motor skills summary

changing environment, spatial and temporal control, externally-paced

discrete, continuous and serial motor skills classification is based on

the length of time the motor pattern can continue

discrete motor skills

skills that are performed for a specific period as they have a distinct beginning and end

continuous motor skills

skills where the movement pattern has no specific start and end

serial motor skills

skills that string together a number of other skills to produce a seemingly continuous performance

locomotor, non-locomotor and manipulative movement skills classification based on

the amount of movement in the muscle pattern

locomotor motor skills

skills that require the whole body to move about a space

non-locomotor skills

skills that are performed on the spot around an axis and expressive movements

manipulative skills

skills that incorporate an object or piece of equipment that must be controlled as part of the movement pattern

external and internal paced skills

relate to when the movement is started or rate which its performed

internally paced skills

self-paced, usually a criterion of closed skills

externally paced

timing not determined by the performer, criterion of open skills

the interaction continuum

different skills in different activities vary in the way and context in which they are performed

individual skills

performed in isolation from other, only one performer is involved at a time

coactive skills

skills performed with someone else, no direct confronation

interactive skills

performers are directly involved, usually attack and defence

indirect interactive

teams are separated but still interact

skills are defined by

purpose, goal and objective

abilities

traits people are born with

motor attributes

physical assets that enable an individual to perform a movement pattern

fleishman’s taxonomy of human

the premise that there is a finite set of women abilities

selective attention

ability to concentrative on task at hand without being distracted

time sharing

ability to shift back and forth between 2 or more sources

spatial orientation

ability to tell and switch position to location of an object and individual

three stages of learning

cognitive stage, associative , autonomous stage of learning

technique

a way in which a particular sports skill is performed

cognitive stage

very short, a person learns what is needed to perform the skill through explanation or watching a video

cognitive stage performer characteristics

know the skill to be practiced, requires great deal of feedback, makes frequent errors

associate stage

takes a long time, the learner must practice to become familiar with the sequencing of the subroutines and timing of a particular skill

associative stage performer characteristics

refines accuracy, recognises why error is made, frequent coaching

autonomous stage

the player can organise the correct sequence and timing of the movement without thinking

autonomous stage performer characteristics

can focus on finer details, uses internal feedback, likelihood of distraction from the environment is reduced

sensory information store

shortest-term element of memory, ability to retain impressions of sensory information after the original stimuli have ended

most information is lost within

0.5 seconds