• Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

Skill Acquisition - Assignment 3

Extracts from this document...

Introduction

Skill Acquisition - Assignment 3 The majority of sports require constant decision making. Once the brain as received information, made sense of it and organised the information a decision can be made. This decision will start a plan of action, and it is then vital that we make this decision as quickly as possible. the space between a stimulus being presented and the performers response to it is called reaction time. Reaction time is often overlooked and usually underestimated in the preparation process for athletes. What we usually refer to as 'explosiveness' is often actually great reaction time. In just about all sports you will find a constant series of reactions to auditory and visual cues. A players ability to respond quickly, properly and precisely to the information being sent is very important in determining their success in the sport. "Reaction time - the time between the first presentation of a stimulus and the performers reaction" Movement time - the time between the first reaction to the stimulus and the completion of movement Response time - the time from the presentation of the stimulus to the completion of the movement" (J Stafford-Brown, et al, 2003) Therefore Response Time = reaction time + movement time In order to be a skilled performer the ability to combine quick reactions with quick movements is vital in order to be able to respond to stimuli effectively. For example in 100m sprinting the most successful sprinter is going to be the one who exerts pressure onto the blocks by his feet after hearing the stimuli (starting gun) first and then moving his feet off the blocks first. this is because his quick combination of reaction and movement time has given him the quickest response time, from the moment he heard the starting gun to the moment both feet left the blocks. ...read more.

Middle

"The main points of Pavlov's theory of classical conditioning are: > Existing behaviour is known as unconditioned response > Behaviour can be conditioned by teaching a response to a specific stimulus" (Stafford-Brown J, et al, 2003) Operant conditioning - this theory is proposed by B F Skinner. He said "behaviour is shaped and maintained by is consequences". Rather than behaviour being the outcome of a response to the stimulus, Skinner sees behaviour as being the result of the action and its consequences. Skinner's theory is concerned with modifying behaviour and response, which is based on trial and error, with the correct response being reinforced. Skinner promotes learning from a demonstration that teaches the skill and then reinforced after the performer has performed the skill successfully. Reinforcement is the key element to Skinner's theory. He described a re-inforcer as anything that strengthens the desired response. This could be verbal praise, a good mark or grade or positive feelings of satisfaction. Example: A rugby player kicks the ball when he should have passed it, by using praise every time the player passes the ball, gradually the player learns to pass the ball. This is known as player modification. However the disadvantage with this is that the player may not know why the response is correct only that he will be rewarded. "The main points of Skinner's operant conditioning are: > Learning is not the result of an association between a stimulus and a response, rather the result of an action and its outcome > Behaviour that is reinforced positively will reoccur > Behaviour which is not positively reinforced will eventually disappear > Learning can be produced through shaping an individuals behaviour" (Stafford-Brown J, et al, 2003) ...read more.

Conclusion

Massed practice occurs when there is no time allocation for rest, while distributed practice occurs when there are rest periods between practices. Research has suggested that distributed practice is more effective than massed practice. This is because motivation and concentration levels are hard to maintain for long periods of time. The rest period in distributed practice enables learners to refresh and enhance their concentration and motivation levels. Fixed versus Variable practice - fixed practice is when some skills are practiced in the same conditions or situation. Variable practice is when skills are practiced in an ever-changing environment or situation. These techniques can be applied to closed and open skills. Open skills need different conditions of practice and the greater the variety, the more beneficial the practice. Therefore open skills are more effectively taught with variable practice. Closed skills will be most effectively practiced through fixed practice as this replicates the game situation. Example: for a penalty in football it is clear that the actual conditions of a penalty should be held fixed in practice. Stimuli that will vary in the game situation such as crowd noise, fatigue and different pressures regarding the score, must be varied. Conclusion Every individual is different and therefore everyone learns in different ways. There are many theories to suggest how we learn and which is the best way for teachers and coaches to present this information to new learners. However teachers and coaches do not have to stick to one theory to be most effective. If this was the case then the teacher or coach would not satisfy the whole learning group, as it is very unlikely that a group of 20 new learners would all learn most effectively from the same theory. Our learning can be affected by many factors such as our innate ability to response, our previous experiences and our ability to transfer our learning. ...read more.

The above preview is unformatted text

This student written piece of work is one of many that can be found in our AS and A Level Acquiring, Developing & Performance Skill section.

Found what you're looking for?

  • Start learning 29% faster today
  • 150,000+ documents available
  • Just £6.99 a month

Not the one? Search for your essay title...
  • Join over 1.2 million students every month
  • Accelerate your learning by 29%
  • Unlimited access from just £6.99 per month

See related essaysSee related essays

Related AS and A Level Acquiring, Developing & Performance Skill essays

  1. Self analysis of weaknesses in table tennis - Comparison to elite model 2

    Game play situations (A game up to 11 only using only forehand pushes) Game play situations (A game up to 11) Game play situations (Set up a barrier about 2ft back from the table, play a game up to

  2. PEP basketball

    The fitness testing I do must be relevant to my activity. I will therefore as above, work through each of the fitness tests that I intend to carry out and comment on the factors which affect their reliability and relevance.

  1. analysis of 2 sports : Badminton and Gaelic Football

    D.5 The aspects which I feel were the main aspects, which need to be worked on are her body weight and her speed. Speed according to 'Wesson Et Al' can be defined as: ' The ability to put body parts into motion quickly, or the maximum rate that a person can move over a specific distance.'

  2. Training Programme - I want to build up my stamina because I need it ...

    it was small and cramped with about twenty, sweating boys in there. A lot of the equipment was damaged or difficult to use and so I did not feel motivated, I was not bothered to train hard and get high results.

  1. Personal exercise plan

    as it allows the body to continue to decrease in temperature and heart rate while aiding joint elasticity, as the joints will still be at a high temperature. Training Principles 'With all training methods it is important to develop a skills related training programme reflecting the exact nature of the muscular contractions needed in terms of strength, co-ordination and range'.

  2. Personal Exercise programme

    The game is fast changing so this is important * Co ordination- this is the ability to work the hands, feet and eyes simultaneously. This is needed to keep the ball and stick under control. * Power- explosive strength exerted in an action for example in hockey, hitting the ball * Balance- the ability to maintain equilibrium.

  1. Monitor of experience in rock climbing

    is not enough and successfully putting them into practice can only be done by actually climbing and working on those techniques which I am least familiar with. Climbing outdoors and more significantly on the bouldering wall at college has enabled me to experience these techniques and has paved the way

  2. Sport Science - Sport Psychology Task 3

    For example if a player has low self belief they imply a stress on themselves that can be considered unnecessary. E.g. a golfer may look at a hole and believe that they won't be able to navigate it successfully under par.

  • Over 160,000 pieces
    of student written work
  • Annotated by
    experienced teachers
  • Ideas and feedback to
    improve your own work