UNIT 3/4 P.E EXAM (merged sets)

define what a skill is and an example

involves a sequence of movements (subroutines) that are learned over time, in order to achieve a specific objective.

example = tennis serve

define fundamental movement skills and 4 types

are foundational skills that are the basis for successful participation in a range of physical activity.

includes object control, body control, locomotive skills and aquatic skills

define sport specific skills and give an example

are advanced fundamental movement skills that are developed to achieve sport specific objectives

example = a high mark in AFL

motor skill development on participation (5 steps / impacts)

motor skill development =

• better performance in physical activity

• more positive experience

• have more belief they can succeed and perform at higher level

• more motivation and confidence to participate

• participate in greater levels of physical activity

3 different classifications or sub-categories for movement / motor skills (3)

1. movement precision

2. type of movement

3. predictability of the environment

categories in precision of movement

fine skills and gross skills

define fine skills and given an example

involve small muscles or muscle groups where accuracy and precision are required

example = darts

define gross skills and example

involve large muscle groups or whole body movements where less precision is required

example = kicking a football

subcategories in movement type (3)

1. discrete skills

2. serial skills

3. continuous skills

define discrete skills and example

have distinct beginning and end points

example = netball pass

define serial skills and example

is a combination of discrete skills in succession

examples = gymnastics routine or triple jump

define continuous skills and example

have no distinct beginning or end point

examples = running, swimming or cycling

subcategories in predictability to environment (3)

1. stability of environment

2. timing of skill

3. inter-trial variability

stability of environment consists of

stable or unstable

timing of skill consists of

internally timed or externally timed

define inter-trial variability

weather the skill is performed differently each time

what does an open skill consist of

• occurs in an unstable environment

• externally timed

• high inter-trial variability

what does a closed skill consist of

• stable environment

• internally timed

• limited inter-trial variability

define learning

occurs over time as a result of practice and the use of feedback to recognise errors and modify performance

3 stages of learning

1. cognitive (beginning stage)

2. associative (practice stage)

3. autonomous (automatic or advanced)

characteristics of the cognitive stage of learning (6)

• the beginner is trying to understand the requirements of the task

• frequent and large errors

• can’t detect their own errors (needs coach)

• lots of cognitive thought needed to complete skill

• uncoordinated movement - not fluid

• easily distracted

how to help people in cognitive learning stage improve (6)

• only a few simple instructions at a time

• demonstrating is best

• break more complex skills into small parts

• focusing on mastering fundamental movements

• provide positive and constructive feedback

• lots of practice / closed skill

characteristics in associative stage of learning (6)

• this is the practise stage

• the learner becomes familiar with the order of sub-routines and timing

• techniques are refined / makes smaller and less frequent errors

• can’t detect some of their own errors

• more gradual improvements (some people may be stuck in this stage forever)

• can start focusing on some tactics

ways to help people in the associative stage of learning improve (2)

• regular feedback to refine skills and reduce chance of poor habits developing

• opportunities to practice with increased variability (more random / more open)

characteristics of the autonomous stage of learning (5)

• the skill is automatic, requiring little conscious thought

• attention given to tactics and opportunities

• can cause anticipation

• performance is coordinated, accurate and consistent

• makes few errors, small errors and can self-detect and correct

how to help people in the autonomous stage improve (3)

• practice under game like conditions to focus on tactics / shit selection

• practice opportunities with high levels of variability / open environment

• practice that challenges each athlete to use higher order thinking via a range of problem-based learning scenarios

list the socio-cultural influences on skill development (4)

the 4 P’s

1. peers

2. parents

3. positive role models

4. price point / socio-economic status

what is practice required for

to learn and master skills

4 considerations of practice

1. amount of practice

2. types of practice

3. distribution of practice

4. variability of practice

what’s amount of practice

diminishing returns - the rate of fitness improvement

explain diminishing returns

amount of practice

• the rate of fitness improvement eventually reduces and tapers off. We cannot continue to improve at the same rate

types of practice (2)

1. part practice

2. whole practice

distribution of practice (2)

1. mass practice

2. distributed practice

variability of practice

1. blocked practice

2. random practice

explain part practice and example

breaking a skill down into it’s sub-routines and practicing one or more parts

example = ball toss in a tennis serve

when does part practice work well

• for beginners

• for complex tasks

• for elite athletes wanting to fine tune techniques

what is whole practice and an example

involves practicing a skill in its entirety

example = gymnastics somersault

when does whole practice work well

• it’s not complex

• cannot be broken down into parts / continuous

• would lose it’s flow & rhythm if broken down into parts

what’s massed practice

training sessions that are longer in duration but less frequent

example = local team training 2 x a week for 3 hours

when does massed practice work well

• non-professional or social athletes/teams

• athletes with work/school commitments

• athletes with family commitments

what’s distributed practice and example

more frequent but shorter training sessions

example = AFL training 5 x a week for 75 minutes

when does distributed practice work well

• professional or full time athletes

• highly motivated

• participating in physically demining sports

compare massed and distributed practice

distributed practice has more frequent breaks with opportunities for a coach and teammate, suiting cognitive learners attempting to grasp a new skill.

Whereas

massed practice is more continuous practice with little or no rest breaks in between. There is repeated rehearsal of skill in the training session.

pros and cons of massed practice

pros

• useful when there is limited time

• good for learners who are motivated and willing to work hard for long time periods

• helps build physical and mental stamina due to longer duration

cons

• physically and mentally fatiguing as less breaks and longer sessions

• can get boring, repetitious and monotonous

pros and cons of distributed practice

pros

• more chance for rest due to shorter sessions and breaks between trainings

• prevents fatigue / boredom due to shorter session

• recovery allows memory consolidation

cons

• more time consuming and frequent during week

• if breaks in between training are too long learners may lose rhythm

what’s blocked practice and an example

practicing the same skill repeatedly without variation

example = 50 chest passes

when does blocked practice work well

• suits beginners trying to master a new skill

• if the task is relatively simple

• if the physical demands of the tasks are low

what’s random practice and an example

practicing a variety of skills in the same drill or session

example = rallying in tennis with a range of shots

when does random practice work well

• suits athletes in the associative or autonomous stages of learning

• promotes decision making

• develops game sense

what is feedback

is information the athlete receives about their performance.

without feedback…

there can be no learning

feedback allows for…

• identifying errors

• allows modification

• reinforces learning

• provides information

6 types of feedback

1. intrinsic feedback

2. augmented feedback

3. knowledge of results

4. knowledge of performance

5. terminal feedback

6. concurrent feedback

define intrinsic feedback

information about the performance which comes from our senses

4 types of intrinsic feedback

1. visual - sight

2. auditory - sound

3. proprioceptive - position in the air and body

4. touch - feel

define augmented feedback

information about the performance which comes from external sources

examples of augmented feedback

• coach

• crowd

• parents

define knowledge of results feedback and example

information about the outcome of the skill performance

example = ball goes in the hoop; i scored a goal

define knowledge of performance feedback and example

information about the outcome of the skill performance

example = I didn’t bend my knees enough & flick my wrists

define terminal feedback

occurs at the end of the event

define concurrent feedback

occurs during the event

define qualitative movement analysis

the systematic observation and judgement of the quality of human movement for the purpose of providing appropriate intervention to improve performance

steps of qualitative movement analysis

1. preparation

2. observation

3. evaluation

4. error correction

planes, over, eastern, europe

whats in preparation of qualitative movement analysis

research sport, decide movement being analyzed, how will you analyze it

whats in observation of qualitative movement analysis

gather information about the performance using live or recorded footage (always mention recording)

whats in evaluation of qualitative movement analysis

judging the quality of performance (always mention strengths and weaknesses)

whats in error correction of qualitative movement analysis

implementing practice to change technique and provide feedback (types of practice)

examples of object control

kicking, throwing, catching, hitting

examples of body control

balancing, tumbling, climing

examples of locomotive skills

running, hoping, jumping, skipping, using a wheelchair, using a prosthetic

examples of aquatic skills

floating, early swim strokes, paddling, standing on a surf board

psychological skills training is based around (9)

Arousal management

Mental imagery and preparation

Adequate Sleep

Increasing motivation

Goal setting

Confidence

Attention and concentration

Self-talk

Mental plans

4 types of motivation

1. intrinsic motivation

2. extrinsic motivation

3. positive reinforcement

4. negative reinforcement

define motivation

an internal state and reason that activates, directs and sustains behavior towards achieving a set goal or acting a certain way.

define intrinsic motivation and examples

TYPE OF MOTIVATION

motivation to succeed comes from internal sources

Examples = personal satisfaction, sense of achievement, enjoyment, improving performance (BP)

define extrinsic motivation and examples

TYPE OF MOTIVATION

motivation to succeed comes from external sources

Examples = trophies, prize money, awards, acceptance from others

define positive reinforcement

TYPE OF MOTIVATION

is when positive motivation occurs after an athlete receives a reward for their performance

define negative reinforcement

TYPE OF MOTIVATION

an improvement in performance occurs out of fear of consequences of not reaching (external) expectations

Examples = a coach spray, punishments, running extra laps, pushups

is negative reinforcement effective

can be effective at times but constant use may damage an athlete’s self-esteem/self-confidence

what can goal setting allow for (4)

Direction and focus

Increasing motivation

Encourages resilience

Build self-esteem

goal setting considerations and what they are (7)

S – Specific (specific goal and outlined actions)

M – Measurable (can be measured and evaluated)

A – Accepted (agreed upon by all involved – coach)

R – Realistic (challenging yet achievable)

T – Time-oriented (achieved by a certain date)

E – Exciting (is it enjoyable, motivating and challenging)

R – Recorded (written down “I WILL”)

3 types of goals

1. outcome goals

2. performance goals

3. process goals

define outcome goals and examples

depended on factors out of the athlete’s control such as placing or end results

Examples = winning 200 m free, winning AFL grand final

define performance goals and examples

involve comparisons from past performances

Examples = improving 200 m time, kicking 2 more goals than last game

define process goals

focus on actions that need to be performed in order to be at best

Examples = focus on quick strokes and tumble turn in 200, practice set shot kicking and technique

why are outcome goals a poor motivator

acheivement is depended others

why are are performance goals good

focuses on controllable factors & not the concept of winning = can lead to less anxiety

why are progress goals effective

focuses on controllable factors & not the concept of winning = can lead to less anxiety

what does the idea confidence consist of

self-confidence and self-efficacy

define self-confidence

the athlete must be confident and have high self-efficacy that they can perform well in the competitive environment

define self-efficacy

belief that one can perform successfully, as it increases, improvements in performance can be seen

(self-confidence leads to self-efficacy)

consequences of a lack of confidence (6)

Performance anxiety

Stress

Over arousal

Negative thoughts

Focus and blame of external influences

Lack of effort

consequences of over confidence (6)

Low level of arousal

Bored

Easily distracted

Arrogance

Likely to ignore advice or help

Lack of attention to skill execution and strategies

improving confidence strategies (8)

Prepare properly (physically and mentally)

Positive self-talk

Positive mental imagery

Stay process focused

Build resilience

Develop and stick to routines

Adequate sleep

Follow game plans

sleep and it’s impact on performance

The AMOUNT and QUALIITY of sleep will impact athletic performance

what does not enough sleep cause (9)

• impeded brain function, decision making and focus

• Longer reaction time

• Increased tiredness

• Increased stress

• Decreased tissue repair

• Decreased production of glycogen stores (ability to store glycogen)

• Decreases glycose metabolizing ability (ability to utilize and create glycogen at a fast rate)

• Decreased aerobic performance

• Increased risk of injury

what’s arousal management, why it’s good and what it’s influenced by

the readiness to perform well

A certain level of mental & physical arousal is helpful and prepares us for competition

Arousal is influenced by experience, confidence and nature of competition

explain / define inverted U theory

There is an optimal level of arousal for optimal performance (optimal performance zone).

If the arousal is too high or low, then

athletes’ performance is negatively affected.

The middle of the arch in the orange box indicates the optimal arousal level.

explain the graph

some sports require higher levels of arousal based off their intensity and requirements.

the yellow will have a lower optimal arousal level which is why it is only used for sports such as putting in golf, darts, chess, archery.

As we move higher up the scale to the blue arch, it has a higher optimal arousal level which is why It is used for things such as kicking in footy, tackling footy.

As we move even higher up the scale optimal arousal level also increases better suiting sports such as sparring in boxing, weightlifting or rugby.

under arousal characteristics (7)

• Lack of motivation

• Lack of energy

• Lack of enthusiasm

• Lack of effort

• Boredom

• Lack of focus / attention on irrelevant cues

• Slow thinking, decision making & reactions