A-Level PE AQA Skill Acquisition

. Aesthetically pleasing
. Controlled
. Efficient
. Fluent
. Accurate
. Consistent
. Economical

ACEFACE

13

. Open
. Closed
. Discrete
. Serial
. Continuous
. Gross
. Fine
. High organisation
. Low organisation
. Simple
. Complex
. Self paced
. Externally paced

A skill that is performed when the sporting environment is unpredictable and changes frequently

A skill that is performed when the sporting environment is predictable

A skill that is performed using large muscle groups

A skill that uses smaller intricate muscle groups

A skill in which the performer controls the speed at which the skill is performed and often has some control over when it starts

A skill in which the performer has no control over when to start the skill or how fast it might be performed

A skill that has a clear beginning and end and is one short sharp action

A skill that has several discrete skills that are linked together in a specific order to form a completed task

A skill that has no clear beginning or end. Often the end of one part or sub-routine of a skill is the start of the next part

A skill that cannot be easily broken down into parts

A skill that can be easily broken down into its sub routines

4

. Positive
. Negative
. Zero
. Bilateral

When the learning of one skill helps the learning of another

When the action of one skill hinders the learning of another

When the learning of one skill has no effect on another

When the learning of one skill is transferred across the body

Similar actions of a basketball pass and a netball pass

Both badminton and tennis courts are similar but actions of the serve are different. A badminton serve uses the wrist whereas a tennis serve uses the arm

When there may be a familiarity with the environment in which the different skills are performed

Swimming action and foot placement in rock climbing

Right footed player encouraged to use left foot when required so impacts of shots from both feet are equal

. Make the training sessions realistic
. One skill should be learned well before moving onto another
. Reward and reinforce players for correct adaptations

. Whole practice
. Whole-part-whole practice
. Progressive part practice

It is performing the skill in its entirety without breaking it into subroutines

. If the skill is fast, ballistic, and discrete
. Skill is highly organised
. Skill is simple
. The feel of the task is required (kinaesthesis)

. Gives a feel for the whole skill (kinaesthesis)
. Takes shorter time to perfect performance
. Performance is more fluent
. Helps create specific images that are stored as a plan in the LTM
. It is more realistic
. Makes more skill consistent

. Places unnecessary demands on performer especially if beginner
. Possibility of fatigue
. Maybe too much info for performer to take in

It is when the performer has an attempt at the whole skill for feel of movement at first. Then each part of the skill is practiced individually and finally put back into the whole skill

. Beginner is doing complex tasks
. If it is high organisation - allows coach to concentrate on one aspect of the skill at a time

. Motivation is provided when specific weakness in skill is corrected
. Allows for immediate feedback
. Corrects any errors
. Fluency and integration of subroutines are maintained
. Maintains feel for whole skill

. May produce negative transfer of learning effects unless the PARTS are put back into WHOLE during same session
. More time consuming
. Requires patience and perseverance

It is when the first part of skill is taught and rest of the parts are added in sequence

. Low organisation skill
. Skill is serial
. Part of a complex skill can be isolated

. Focus' on one aspect of the task
. Potentially correct specific weaknesses
. Fatigue reduced as time to rest
. Each part brings success in stages to restore motivation
. Improve confidence
. Builds initial understanding

. It is time consuming
. It removes feel for the whole skill (kinaesthesis)
. Ignores links between subroutines
. Danger of negative transfer between sequences

. The cognitive stage
. The associative stage
. The autonomous stage

The performer has to think carefully about their actions and try to understand how to copy the demonstrations and instructions they receive.

. Mental image created
. Mental rehearsal required
. Many mistakes performed
. Jerky movement

Extrinsic feedback

The competent beginner moves to an accomplished performer.

. Performer continues practicing
. May continue using trial and error process to perfect skill
. May still use feedback
. Fewer mistakes performed
. Movement are smoother
. May compare current level to top performers and adjust practice to reach that level (modelling)

Internal feedback

Final stage that is reached after effective practice and this must continue to remain in this stage

. Fluent and effective movements
. Skills executed without conscious thoughts

Internal kinaesthesis is used to correct own mistake

Rate of learning is slow and performance level is poor due to performer being new to task and is in cognitive stage of learning. They are likely using trial and error learning

There is a rapid acceleration in rate of learning. Performer has begun to master task and gain some success which provides reinforcement and motivation

There is now no improvement in rate of learning because performer has reached a plateau. Performance maintains same level

This is the period towards the end learning a task when perhaps due to fatigue the performance may deteriorate

A graphic illustration that shows how rate of learning for a performer doing a closed skill over a period of time may vary

. Lack of motivation
. Boredom
. Coaching
. Limit of ability
. Targets set too low
. Fatigue

. Find a new coach
. Coach offers more praise
. Rest can be taken
. More variety added to task
. Player could get feedback

Explanation of the task

. Helps build correct mental image in memory
. Can be used with visual guidance

. Too much info may cause confusion and place demand on memory system
. Language may be understandable so can be a barrier to some

Demonstration of the task

. Highlight specific weaknesses
. Shows what skill should look like
. Can be used with verbal guidance

. Demonstrations must be completely accurate
. Too much info may cause confusion

Involves physical support

. Helps eliminate danger
. Helps boost confidence
. Fear and anxiety reduced

. Detrimental effect on performance if over used
. Too much reliance from performer so coach should restrict guidance

A device used to help performance

. Builds confidence
. Eliminates danger
. Allows for feel for whole skills
. Disabled athletes can use it

. Can interfere with feel of whole skill
. Dependant on it
. Motivation can be lost if performer feels they aren't doing it themselves

. Extrinsic
. Intrinsic
. Negative
. Positive
. Knowledge of results
. Knowledge of performance

Comes from within performer themselves

Comes from an external source

Gives the performer information as to what is going wrong so that such errors are corrected

Entails information about what is going good

Gives an indication as to whether or not skill has been successful

Gives reasons as to why something happened and is concerned with technique and how it can be developed

It suggests both acceptable and unacceptable behaviours are learned by watching and copying others

Attention
Retention
Motor Production
Motivation

Performer takes note of relevant cues. Demo must be attractive to performer so it grabs their attention

This is the ability for the performer to remember info. It is stored in memory. It can be broken down into 'chunks' to make it easier for performer to take in and remember

The performer should be physically capable of copying the skill they were demo'd. The task should be at same ability as performer. It is important that during this process they should be allowed to practice and learn before moving on

There needs to be a drive to want to copy demo. This can be influenced by giving praise, rewards and positive feedback as to avoid demotivation

We can learn sporting skills from an MKO (more knowledgeable others). These can be coaches or teachers

During development, skills are learned from a coach by a process called intER psychological learning. Learner here uses the MKO to gain advice, feedback and tactical knowledge
Once external advice is absorbed, learning can take place and learner uses cognitive aspects of skill acquisition to internally analyse. This is called intRA psychological learning and takes place after intER psychological learning.

It can be constructed in stages. There are three parameters on which to build or construct learning

Building on what you know

Working with more experienced others helps develop and add to existing skills.

As they internally analyse, performer assesses their current level and use three levels of performance to determine how they can improve. Learner uses the Zone of Proximal Development

. What can I do alone?
. What can I do with help?
. What can I not do yet?

Suggests performer uses existing knowledge to form an idea about problematic sporting situations

. Concentrates on the whole task
. Provides self satisfaction

. Develops cognitive processes
. May generate a specific role for the performer
. Thinking is encouraged

. Based on trial and error learning
. Coach may manipulate environment using operant conditioning
. Shapes behaviour using reinforcement

Successful responses are rewarded so they are likely to be repeated. Unsuccessful responses are ignored so they are likely to be avoided.

An action that promotes a pleasant feeling so that responses are repeated

An action that creates unease to promote the avoidance of incorrect responses

A pleasant stimulus after the correct response

Taking away an unpleasant stimulus after an incorrect response

An unpleasant stimulus to prevent incorrect actions recurring

Practice that is continuous with no rest in between sessions

When the skill is discrete, simple or closed

. Promotes fitness
. Skill becomes automatic
. Gets task done quickly
. Images are stored more easily so can be recalled from memory

. Can cause fatigue
. Danger of negative transfer unless conditions match that of a real game
. Motivation required

Practice involving rest intervals between sessions

When skill is open

. Takes pressure away
. Reduces fatigue
. Mental practice between breaks
. Motivation during breaks
. Safe way of practicing dangerous tasks

. Time consuming
. Danger of negative transfer
. Not so useful for expert players

Practice that changes drills and practice types so player learn to adapt

When skill is open or externally paced. Can be used if skill is continuous to maintain motivation

. Allows adaptation of skills to changing environments
. Prevents players becoming stale
. Increases motivation

. Time consuming
. Risk of negative transfer
. Unnecessary demands placed on player
. Danger of fatigue

Practice when athlete goes through performance in mind without any movement

With any type of skill

. Improves confidence
. Lowers anxiety
. Stimulates muscle receptors

. Environment must be calm
. Must be correct