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Skill Acquisition- Extended learning QuestionsCharacteristics of skill1. Explain the differences between skill and ability and the relationship between them (3 marks)2. What are the characteristics of a skilled performer? (3 marks)Skill and ability1. What is Motor ability? (2 marks)2. Explain the relationship between Perceptual skill, cognitive skill and psycho-motor skill, explaining each (4 marks)Classification of skill1. Classify diving according to the following four continua and justify each of you choices. (4 marks)- Open to closed- Self paced to externally paced- Discrete to continuous- Gross to fine2. Name a different athletic event for each of the following skill classifications, giving a reason for your choice;(i) an open skill; (2 marks)(ii) a continuous skill; (2 marks)(iii) a serial skill. (2 marks)Input and selective attention1. State four types of sensory information used in badminton (3 marks)2. Perception is part of the information processing system. Briefly explain each of the three processes that occur as part of perception (3 marks)Memory1. What are the characteristics and functions of ‘short-term memory’? (3 marks)2. How can a coach ensure that important information is stored in the ‘long-term memory’? (4 marks)Decision making1. Describe the information processing involved by a performer who is about to pass a ball to a team mate. (4 marks)2. To be effective, games players will need to use selective attention. Explain the term selective attention and give examples of its use from a game of your choice. (4 marks)Factors affecting response time1. When playing badminton, the shuttlecock occasionally hit the top of the net during a rally and the receiver has to adjust their response. This causes a delay before the final response can be made. Explain why this occurs (3 marks)2. What factors can affect the sprinter’s anticipation of the starter’s gun in a race? (3 marks)3. What can a sprinter do to improve his response time? (3 marks)Motor programmes1. What do you understand by the term motor programme? How they are formed? (5 marks)2. What do you understand by the term sub-routines? (2 marks)Phases of learningAs a javelin throwers skill improves, he will pass through the three phases of learning. 1. Name the three phases of learning and describe the characteristics of the level of performance associated with each phase. (3 marks)2. What strategies could a coach use to help the thrower progress from:(i) the first phase of learning; (3 marks)(ii) to the final phase of learning? (3 marks)Learning curves and plateaus1. Explain what factors may cause a plateau in learning to occur. (4 marks)2. Describe four ways that a coach could help a performer overcome a learning plateau. (4 marks)Operant conditioningDescribe operant conditioning theory and give an example of how a diving coach may use it to improve learning (4 marks)Cognitive learning1. What were the criticisms of Operant conditioning which led to the development of Cognitive learning? (2 marks)2. Explain the term cognitive/insight learning and suggest how this approach to learning could have a positive effect on performance. (3 marks)Schema theory‘Schmidt’s schema theory’ (1975) is based on the concept that every time athletes make a movement, they gather information from four sources. Explain how athletes use these four sources of information to make a movement. (4 marks)How can a coach enable schema to develop? (4 marks)Social learningBandura’s model of observational learning is shown in Figure 1.0444500Using Figure 1, explain how the terms attention, retention, motor production and motivation help the process of learning. (4 marks)TransferExplain the terms transfer of learning, proactive transfer and retroactive transfer (3 marks)Springboard divers often train using trampolines. Explain how a coach can ensure that practice on a trampoline can assist the learning of skills in diving(4 marks)Motivation and goal settingWhat do you understand by the term motivation? Using examples, explain the different types of motivation (5 marks)In order to improve a badminton player’s performance, a coach may set goals. Explain why these goals need to be realistic, specific and time-based (3 marks) ................
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