Chapter 5 Self-study questions homework answers
Topic 5 Self-study questions – answers
1.
2.
3.
Explain the difference between skill and ability.
Skills are learned behaviors.
Abilities are traits we are born with, genetic.
List three characteristics of a skilled performance. (any 3 from the list)
Consistency
Accuracy
Fluency
Control
Learned
Efficiency
Goal-directed
State three abilities that are beneficial for learning.
Several possibilities here.
Motor ability, perceptual ability, physical proficiency.
or specifically the components of fitness (e.g. muscular endurance,
strength, flexibility, coordination and balance), or any three from
Fleishman’s taxonomy of abilities on p.112.
4.
Describe what is meant by each of the following terms and give an
example for each from a sport of your choice:
➢ Cognitive skill – thinking, or to think. Sport example - volleyball – a
player deciding where to place her serve, which may be to an open
area, to the weakest passer, or directly to the setter.
➢ Perceptual skill – obtaining information via the senses about the
environment. Sport example – tennis – the sun is glaring at the
player when he lifts his head to serve, which the player will have to
decide how to adjust.
➢ Perceptual motor-skill - the interpretation of the environmental
stimuli and the motor response. Sport example – tennis – it’s windy,
therefore the player may decide to use more topspin, which helps
the ball drop, to prevent the wind from blowing it out.
5.
Outline why “whole-practice” is more beneficial for learning one of the
following skills:
➢ A drop-kick in rugby
➢ A serve in tennis
➢ A spike in volleyball
All of the above are discrete skills that are difficult to break down into parts.
It is best for the player to experience the complete
movement/motion
(drop-kick, serve, spike) as it actually occurs.
Breaking these skills into parts
serves no purpose (one might argue
differently for the spike (e.g. approach),
as the parts alone don’t
relate to, or have any meaning to the actual skill.
6.
Explain why variability is an important feature of skill learning.
Variability of a skill ensures that the correct skill is being practiced. When
the situation or condition changes, the performer must be able adjust and
still be able to implement the appropriate skill. Variable practice results
in better consistency and accuracy compared with repeating the same
movement over and over again (p. 128), especially if the incorrect
technique is being practiced.
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Chapter 5 Self-study questions homework answers
7.
Distinguish between teaching style A and teaching style G.
Style A – Teacher/Coach is in control. Also known as the command style.
Style G – The Learner is in control. Look on p.129 for Mosston’s spectrum
of teaching. Style G is close to style H (on p. 131), which again, has the
learner solve the problem or come up with a solution on his/her own that
the teacher/coach presents or sets up. This question is using deductive _
reasoning/logic based on Mosston’s spectrum. This is why “reading _
the chapter” is part of the assignment.
8.
Explain why selective attention is important in sports performance.
Selective attention is important in sports performance because the
performer/athlete is able to focus on what is important/relevant and
ignore what is unimportant/irrelevant. Look on pgs. 116-117.
9.
Describe the psychological refractory period, and outline two examples
from sport.
Theory by Welford (IB Assessment piece) where reaction time to stimulus
2 (S2) when introduced after stimulus 1 (S1), took longer or respondents
demonstrated slower than normal reaction times to S2 than when
introduced by itself. Specifically, Welford stated - “when two stimuli are
presented close together, the reaction time to the second stimulus is
slower than normal reaction time.” (p.119)
Sport example – A feint/fake in rugby, basketball and/or soccer (S1)
and the actual movement is S2…the defender will be comparatively
slow in reacting to the real movement (p.119).
10.
Discuss how knowledge of results and knowledge of performance aid skill
acquisition.
Knowledge of results (KR) - post-response info based on the outcome of
the action. (e.g. long jumper’s length, runner’s time). Deals with visual
results. The long jumper can “see” the mark/length, and the runner can
“see” the time scored, or the athlete placed 1st , 2nd or last.
Knowledge of performance (KP) - post-response info based on the
nature of the movement. Deals with feel, but a good example is video
taping an athlete’s performance so that they can “see” what went well,
and what needs work. Sometimes athletes don’t know or believe what
they are doing until they have concrete evidence that is counter.
Both of these are types of feedback that can assist the athlete/performer
in improving.
Data Based Question – This question will be used as a bonus.
Electromyography (EMG) is the electrical recording of muscle activity. The figure
below shoes an EMG profile from one of the quadriceps muscle group of a
basketball player recorded during a reaction time task. I can see how this question
might be confusing for some, however, by just looking at the graph after
reading/outlining the chapter, this one should be very doable. This question will
be counted as a bonus if the correct answers were given.
1.
2.
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Identify a, b, c and d
a. Stimuli 1 (S1) b. Stimuli 2 (S2) c. Response 1, d. Response 2
Explain the psychological refractory period using an example from a sport
of your choice. Answers will vary. Similar question as in number 9,
however, pay attention to _the command term. More information should
be given in an explanation than an outline. You could elaborate more on
Chapter 5 Self-study questions homework answers
your response for number 9.
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