Definition: A general capacity of an individual. Ability is inherited through genes Key Concepts: Ability: inherited, stable + enduring, perhaps more than 50, underlie many skills. Skill is the application of ability. General motor ability: person able to perform a large number of skills well. Specific motor ability: different sports require different motor abilities Key words: Inherited Perceptual motor abilities (speed, reaction time agility) Stable/enduring Genes

Definition: The learned ability to bring about predetermined results with the minimum time/effort or both Key Concepts: Gross v Fine —large muscle movements v small muscle movements Self paced v Externally paced —self v starter (e.g. gun / time limit) Discrete v Continuous v Serial – Clear beginning and end (long jump) v one continuous movement (cycling) vs series of discrete movements (triple jump) Closed v Open— Not effected by environment v effected by environmental factors (e.g. Other players) Key words: Learned, Gross, Fine, Self Paced, Externally paced, Discrete, Continuous, Serial, Sequence, Open, Closed

Definition: Theories related to the learning of skill—achieving the correct solution Operant conditioning —stimulus—response bond (through reinforcement) Trial and error learning —link correct response to a stimulus Positive/negative reinforcement praise + reward+ removal of praise = Stronger SR Bond leading to increase chance of correct response Punishment = Weakens SR bond Key words: S-R bond Reinforcement Conditioning Praise Punishment Strong bond Weak bond

Definition: What happens if you want to make a movement once stimulus is provided Key words: Selective attention Overload LTM/STM Limited channel capacity Perception Reaction time Decision making Feedback Key Concepts: Simple information processing model Input– information entering, Decision making—occurs in the brain, Output— movement, Feedback—information concerning the movement Complicated Information processing model Input—info from senses, Perception—sensory input is given meaning, Memory—used to compare what has happened, Decision making—occurs in the brain (what to do) Output—movement, Feedback—info concerning the movement

Information processing PRP Delay in response to two closely presented stimuli E.g. responding to a dummy pass. Selective attention The filtering of relevant and irrelevant information Information overload can occur Ensure basic skills are learned to autonomous stage before progressing to more complex Improving Selective Attention Mr P CO BA POAM Mental rehearsal, Practice, Cues obvious, better anticipation, Perform at optimum levels of arousal Reaction time Simple (gun) Choice (options—who to pass the ball to) Single Channel Hypothesis Can only attend to one piece of information at a time - The bottle neck

Key Concepts: Open Loop—sending information. EG golf swing—brain assesses situation, sends command to muscles concerning the swing then muscles carry out action. Explains closed skills Closed Loop— importance of feedback. E.g. riding a bike— Brain sends message to muscles (how to ride) muscles respond and send message back to brain. Brain Detects errors and corrects. Explains open skills well Key words: Open Loop Theory Closed Loop Theory Chunking Feedback Muscle commands Definition: Motor programme is a series of generalised movements stored in the long term memory

Memory Short term memory -30 to 60 secs -5 – 9 Items -Encodes to LTM -Working memory Short term sensory store -0.5 sec -Large capacity -Selective attention -Sends relevant info to stm -Info forgotten if not attended to Long Term Memory -Store of well learned experiences -Unlimited capacity -Decodes info to stm - Stored as motor programmes Improving Memory Paccm Practice, Association, Chunking, Chaining, Motivation

Definition: A series of generalised movements that can be adapted to many situations. Key Concepts: Information used to form schema- 1).Initial conditions—concerning the environment 2).Response specifications—how to perform a movement 3). Movement outcomes—success or failure of the movement 4). Sensory consequences—how the movement felt/looked 2 types of schema—Recall and Recognition Recall : Information that is needed before a motor programme is selected and run Initial Conditions + Response Specification Recognition information needed to correct faulty performance and how to correct Response outcomes (KR) + Sensory Consequences (KP) Key words: KP/KR Decision Initial Conditions Response specification Movement outcomes Sensory consequences Recall Recognition

Definition: A change in performance which is exhibited through increased levels of consistency Key Concepts: Cognitive Stage—beginner Learner needs to know what to do with a lot of mistakes when performing skills. Building up mental images Associative Stage—able but not quite there Learner has an overall picture of what is required but still makes some mistakes Autonomous Stage—professional Learner knows how to complete the skill and can do so with a great degree of consistency and proficiency Key words: Cognitive Mistakes Associative Autonomous Mental images Consistency

Definition: Transfer of learning refers to the effect that learning one skill has on the learning of another Key Concepts: Positive transfer— Prior learning enhances the learning of a new skill E.g.– tennis player uses prior learning when trying to learn the overhead serve in volley ball Negative transfer —prior learning has an inhibiting effect on present learning of a skill E.g.– Badminton to tennis Zero transfer —football can not use skills when swimming Bilateral transfer – Transfer of learning from one limb to another E.g.—throwing with either hand / kicking with either foot Proactive – Present learning enhances a previously learnt skill Retroactive - Present learning negatively effects a previously learnt skill Key words: Positive Negative Zero Bilateral Proactive Retroactive

Definition: The different variety of techniques used by coaches/teachers when stimulating a class to learn new skills Key Concepts: Command - Teacher makes all the major decisions. Practice - Teacher sets the task, the pupils do it Reciprocal - learner works in pairs—response Self-check - learner works individually on tasks set by the teacher Inclusive - teacher stimulates/challenges all pupils Guided discovery - teacher sets the problem and leads the learner to the correct answer (divergent/ many answers - Convergent /one answer) Problem solving - teacher sets the problem, the learner finds the answer Self Teach - Pupil teaches themselves Key words: Command Practice Reciprocal Self checked Inclusion Guided discovery Problem solving

Definition: Methods of communication a teacher or coach may use when dealing with a group or individuals Key Concepts: Verbal — Learner told what to do Manual — Learners limbs are physically moved / manipulated in to the correct position Visual—Learner shown what to do through demonstrations or video evidence Key words: Verbal Visual Guidance