SEHS success criterias

✅ Learning, Stages & Learning Curves

• Define learning vs performance (with sport example)

• Learning: A relatively permanent change in ability due to practice.
  E.g. a basketball player permanently improves their free-throw technique.

• Performance: A temporary execution of a skill that can vary day-to-day.
  E.g. shooting well today but poorly tomorrow due to fatigue.

• Cognitive, Associative, Autonomous stages (with examples)

• Cognitive: Beginner; lots of mistakes; needs demonstrations + feedback.
  E.g. a beginner learning a tennis serve for the first time.

• Associative: Fewer errors; movement becomes smoother; more consistent.
  E.g. a volleyball player developing more reliable serves.

• Autonomous: Automatic, little conscious thought; consistent + efficient.
  E.g. an elite netball shooter performing with high accuracy under pressure.

• Recognise learning curves

• Positive acceleration: Slow improvement → fast improvement.

• Negative acceleration: Fast initial improvement → slows down.

• Plateau: No improvement for a period (fatigue, motivation, lack of challenge).

• Factors affecting rate of learning

• Motivation

• Quality of coaching

• Task complexity

• Feedback quality

• Physical fitness

• Experience / previous skills

• Positive, negative, zero transfer (with examples)

• Positive: One skill helps another.
  E.g. overarm throw → improves serving in volleyball.

• Negative: One skill hinders another.
  E.g. badminton wrist flick interfering with tennis forehand.

• Zero: No effect.
  E.g. swimming → no transfer to long jump.

✅ Information Processing & Memory

• Information processing model

Input → Decision making → Output → Feedback

• Identify inputs/cues

• Vision: Position of opponent, flight of the ball

• Sound: Teammate calling

• Touch: Feeling of ball contact, balance

• Proprioception: Body position sense

• STM vs LTM (capacity + duration + sport link)

• STM: 5–9 items; lasts ~30 seconds; used for temporary decisions.
  E.g. remembering a coach’s quick instruction during play.

• LTM: Unlimited capacity; long duration; stores motor programmes.
  E.g. stored technique for a hockey push-pass.

• Reaction time, movement time, response time (with example)

• Reaction time: Time from stimulus → start of movement.
  E.g. hearing the starter gun in sprinting.

• Movement time: Start of movement → completion.
  E.g. sprinting to the finish line.

• Response time: Reaction time + movement time.

✅ Single Channel Hypothesis, Anticipation & PRP

• Single Channel Hypothesis

Only one stimulus can be processed at the decision stage at a time → bottleneck.

• Anticipation (how it speeds/slows)

• Correct anticipation: Faster responses (pre-programmed movement).

• Incorrect anticipation: Slower responses (must adjust last-second).

• Spatial vs temporal anticipation

• Spatial: Predicting where something will happen.
  E.g. goalkeeper predicting ball direction.

• Temporal: Predicting when something will happen.
  E.g. sprinter timing the gun.

• Psychological Refractory Period (PRP)

Delay in responding to a second stimulus (S2) when it follows closely after the first stimulus (S1) because S1 is occupying the bottleneck.

• Apply PRP (fake pass/shot)

In European handball or basketball:

• Attacker gives a fake shot (S1) → defender processes it.

• Real shot (S2) comes quickly → defender is stuck in bottleneck → delayed → attacker gains advantage.

• How coaches/performers use deception

• Fake passes

• Dummy runs

• Double movements

• Sudden direction changes
  All force the opponent into PRP delay.

✅ Skill Classification & Practice Types

• Skill continua (with examples)

• Gross–fine:
  Gross: Rugby tackle.
  Fine: Darts throw.

• Open–closed:
  Open: European handball pass under pressure.
  Closed: Gymnastics floor routine (predictable).

• Discrete–serial–continuous:
  Discrete: Penalty kick.
  Serial: Triple jump.
  Continuous: Running.

• Self-paced–externally paced:
  Self-paced: Golf putt.
  Externally paced: Receiving a serve.

• Practice types

• Fixed: Same environment → for closed skills.

• Variable: Changing environment → for open skills.

• Massed: Long sessions, few breaks → motivated/fit learners.

• Distributed: Short sessions, many breaks → good for beginners/fatigue.

• Choose suitable practice type (examples)

• Beginner learning tennis serve → distributed + fixed.

• Advanced soccer player passing → variable + massed.

• Evaluate distributed practice

Pros:

• More rest, avoids fatigue

• Good for beginners

• Allows reflection/feedback
  Cons:

• Time-consuming

• Less repetition per session

✅ Feedback, Signal Detection & Selective Attention

• Feedback types

• Intrinsic: From senses/muscles.

• Extrinsic: Coach/video.

• Concurrent: During performance.

• Terminal: After performance.

• KP: Technique-based.

• KR: Outcome-based.

• Motivation, reinforcement, punishment: Strengthen or weaken behaviours.

• Identify feedback (short examples)

• “Follow through more” → KP

• “You scored 7/10” → KR

• Video replay → extrinsic, terminal

• Feeling stable landing → intrinsic

• Signal detection

Ability to pick out relevant cues from noise.
Improved by: experience, training, selective attention, cue intensity, time.

• Selective attention (European handball example)

Player focuses on relevant cues (teammate’s movement, defender’s position) while ignoring crowd noise → faster, better decisions.

✅ Information Processing (Complex Models & Application)

• Welford model (key parts)

Input → Perception → Decision making → STM ↔ LTM → Output → Feedback

• How info enters STM

• Selective attention filters important cues.

• Rehearsal keeps them in STM long enough to use OR transfer to LTM.

• Apply SCH + PRP to tennis scenario

• Player A sends two quick shots: fake drop shot (S1) → real lob (S2).

• Opponent begins processing S1.

• Bottleneck (SCH) prevents processing of S2 immediately.

• PRP delay means opponent reacts late → loses point.