Physical and Health Education - Skills Flashcards

Flashcards for Physical and Health Education MYP 2 Term 3, focusing on skills, skill classification, information processing, learning, practice, guidance and feedback

Skill

A learned ability to bring about a pre-determined result with maximum certainty and efficiency.

Ability

Skills are developed from this after a period of practice.

Open Skill

Affected by the sporting environment; the performer has to make decisions in response to their surroundings.

Closed Skill

Involves less decision making because it has a predictable environment. The performer can take their time to execute the skill.

Complex Skill

Involves a high level of decision making and has a large cognitive or thinking element to it.

Simple Skill

Has a limited amount of information to process. The skill has a smaller cognitive element.

Low Organised Skill

Can be broken down into parts, or subroutines.

Highly Organised Skill

Hard to break down since it is fast in its execution.

Gross Skills

Involve large muscle groups with little precision.

Fine Skills

Involve small muscle groups and intricate movements. They usually involve accuracy and hand-eye coordination.

Self-Paced Skills

The performer decides when to start the movement and the speed at which it is carried out. These are often closed skills.

Externally Paced Skills

The control of the skill is determined by the environment, such as a starting gun, opponents or the weather. They are often open skills and involve reacting to the situation.

Discrete Skills

Have a clear beginning and end.

Serial Skills

Have a number of discrete elements that are put together in a definite order to make a movement or sequence

Continuous Skills

Have no definite beginning or end. The end of one cycle of the movement is the start of the next.

Continuum

A range or sliding scale between two extreme points

Efficient

No wasted effort in the movement.

Predetermined

The performer knows what they are doing and what they are trying to achieve

Coordinated

All the parts (or subroutines) of the skill are linked together seamlessly.

Fluent

Flowing and smooth.

Aesthetic

It looks good.

Good Technique

Correct technique when executing the skill

Input

Information that is received from the senses.

Decision-Making

Interprets the input using its short and long-term memory and decides what, when, where and how the learner responds.

Output

The action or actions that respond to the situation.

Feedback

Indicates whether or not the response was correct and successful.

Variable Practice

The learner practices the same task in a number of different ways.

Fixed practice

The learner practices the same task in one way

Massed Practice

The skill to be mastered is repeated over an extended period of time.

Distributed Practice

The skill to be mastered is interspersed with other training or rest.

Whole Method

A skill is taught without breaking it down into parts or sub-routines.

Part Method

The skill is split up into sub-routines

Mental Practice/Rehearsal

Athletes visualize themselves performing a skill. There is no actual physical movement involved.

Guidance

Information we give learners to help them develop their skills.

Visual Guidance

Used in all stages of learning, but particularly valuable in the cognitive stage.

Verbal Guidance

Used a lot by teachers/coaches to explain the task and describe the actions. It is also used effectively to highlight important performance cues.

Manual/Mechanical Guidance

This form of guidance involves physical contact/ support. Often used when there is an element of danger.

Intrinsic Feedback

What is felt by the performer during a performance.

Extrinsic Feedback

Provided by external sources, during or after a performance. It includes things that the performer can hear or see.

Knowledge of Results

Focuses on the end of the performance, for example, the performer's score, time or position.

Knowledge of Performance

Focuses on how well the athlete performed, not the end result.