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Yr 11 skill Acquisition 2

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Brendan Clewes
Brendan Clewes

1. The document discusses the role of the senses in detecting cues from the environment and conveying information to the brain during decision making and skill execution in sports. It covers topics like stimulus intensity, speed of cues, noise levels, sensory organ function, and arousal levels. 2. Faster reaction times come from anticipating cues based on experience with a sport as well as optimizing factors like stimulus strength, age, sex, predictability, and warning signals. 3. Proper identification and processing of cues is crucial for sports performance and can be improved by understanding how different sensory systems work and adjusting environmental factors and personal states.

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1 Input The senses Decision Making Information processing Output Feedback
Input - Distance from goals, wind speed and direction, distance from opponent on the mark Decision making - How will you hold the ball, run up - how close to mark to take kick, which side of goals to aim, how much force to apply 2 Output - Performing the kick Feedback - Did the ball go through the goals? Did I lean back or have head over the ball? Was my kicking leg straight? did I drop the ball straight onto boot? Did it make contact on the right part of the boot?
Your senses are responsible for detecting pieces of information about the environment and conveying them to the brain. A piece of information is called a cue. Hearing, vision, touch, equilibrium (balance) and proprioception (The unconscious perception of movement and spatial orientation arising from stimuli within the body itself.)
Hitting a cricket ball requires the use of vision (to determine speed, spin and direction of the ball) and proprioception to feel the contact of the bat on the ball. You can tell from the feel of the hit whether you hit the ball cleanly and powerfully. This ability to detect or identify cues is imperative to learning and performing skills.
5 1) Stimulus intensity or strength of the cue 2) Speed of the cue 3) Noise level 4) Functioning of the sensory organs 5) Arousal Level.
6 The more intense the stimulus, the quicker it will be detected The Australian Football League introduced brightly colored balls for their night fixtures. The cue (in this case the ball) is now more visible, so the skill level of the players is less affected by the dark surroundings.
7 3) Speed of the Cue The faster an object is moving, the quicker the response is needed. This is why speed is slowed down during the learning phase. Ie. T Stands in softball make the pitch stationary so batter has greater chance of hitting the ball. 2) Noise level Affects signal detection through distraction If a signal is not as loud as the noise around them it is possible player will miss the cue. Noise can be described as a negative cue
8 5) Arousal level** Lacking concentration - may miss cues Over arousal - can cause anxiety and they become tuned to the wrong cues 4) Functioning of the Sensory organs Colour blindness Hearing loss Sunglare Sight- poor sight in tennis would mean you would be unable to judge the speed or angle of a ball and court position
9 For each sport, there is an optimum level of arousal for maximum performance. If arousal is too high - (too pumped up) anxiety and stress level increases and performer may react to the wrong cues Arousal too low - lacks concentration and might miss cues between these two there is an optimum level. This changes person to person, sport to sport. e.g. different arousal levels required for boxing compared with archery
10 Reaction time Response selection Decides what response should be made. The athlete with the ability to react faster to stimuli will be more successful. Response time Stimulus identification the individual recognises and identifies the input
11 Anticipation You will react faster if you develop an understanding for the relevant cues in the desired activity. This allows for anticipation Gives more time to move into position Prepare for execution of response ***Anticipation is an educated guess based on relevant cues or stimuli
12 There are many factors that influence reaction time Type of stimuli e.g. Audio, visual, kinaesthetic Strength of stimuli Stronger, larger, brighter - the faster the processing time Age Reaction time likely to be quicker in 20s Sex Males react faster than females Likelyhood of stimulus Faster reaction time when predicable e.g. bat high in cricket indicates pull shot Warning signals Some sort of signal which indicates a stimulus - e.g. traffic light Number of choices When there is only one possible response to stimulus reaction time faster than to four. Psychological refractory period When 2 cues are displayed together, the first must be processed before the other can be attended to. Familiarity of stimuli Knowing what is going to happen e.g. Starter gun in comparison to someone saying go in a race.

More Related Content

Yr 11 skill Acquisition 2

  • 2. Input - Distance from goals, wind speed and direction, distance from opponent on the mark Decision making - How will you hold the ball, run up - how close to mark to take kick, which side of goals to aim, how much force to apply 2 Output - Performing the kick Feedback - Did the ball go through the goals? Did I lean back or have head over the ball? Was my kicking leg straight? did I drop the ball straight onto boot? Did it make contact on the right part of the boot?
  • 3. Your senses are responsible for detecting pieces of information about the environment and conveying them to the brain. A piece of information is called a cue. Hearing, vision, touch, equilibrium (balance) and proprioception (The unconscious perception of movement and spatial orientation arising from stimuli within the body itself.)
  • 4. Hitting a cricket ball requires the use of vision (to determine speed, spin and direction of the ball) and proprioception to feel the contact of the bat on the ball. You can tell from the feel of the hit whether you hit the ball cleanly and powerfully. This ability to detect or identify cues is imperative to learning and performing skills.
  • 5. 5 1) Stimulus intensity or strength of the cue 2) Speed of the cue 3) Noise level 4) Functioning of the sensory organs 5) Arousal Level.
  • 6. 6 The more intense the stimulus, the quicker it will be detected The Australian Football League introduced brightly colored balls for their night fixtures. The cue (in this case the ball) is now more visible, so the skill level of the players is less affected by the dark surroundings.
  • 7. 7 3) Speed of the Cue The faster an object is moving, the quicker the response is needed. This is why speed is slowed down during the learning phase. Ie. T Stands in softball make the pitch stationary so batter has greater chance of hitting the ball. 2) Noise level Affects signal detection through distraction If a signal is not as loud as the noise around them it is possible player will miss the cue. Noise can be described as a negative cue
  • 8. 8 5) Arousal level** Lacking concentration - may miss cues Over arousal - can cause anxiety and they become tuned to the wrong cues 4) Functioning of the Sensory organs Colour blindness Hearing loss Sunglare Sight- poor sight in tennis would mean you would be unable to judge the speed or angle of a ball and court position
  • 9. 9 For each sport, there is an optimum level of arousal for maximum performance. If arousal is too high - (too pumped up) anxiety and stress level increases and performer may react to the wrong cues Arousal too low - lacks concentration and might miss cues between these two there is an optimum level. This changes person to person, sport to sport. e.g. different arousal levels required for boxing compared with archery
  • 10. 10 Reaction time Response selection Decides what response should be made. The athlete with the ability to react faster to stimuli will be more successful. Response time Stimulus identification the individual recognises and identifies the input
  • 11. 11 Anticipation You will react faster if you develop an understanding for the relevant cues in the desired activity. This allows for anticipation Gives more time to move into position Prepare for execution of response ***Anticipation is an educated guess based on relevant cues or stimuli
  • 12. 12 There are many factors that influence reaction time Type of stimuli e.g. Audio, visual, kinaesthetic Strength of stimuli Stronger, larger, brighter - the faster the processing time Age Reaction time likely to be quicker in 20s Sex Males react faster than females Likelyhood of stimulus Faster reaction time when predicable e.g. bat high in cricket indicates pull shot Warning signals Some sort of signal which indicates a stimulus - e.g. traffic light Number of choices When there is only one possible response to stimulus reaction time faster than to four. Psychological refractory period When 2 cues are displayed together, the first must be processed before the other can be attended to. Familiarity of stimuli Knowing what is going to happen e.g. Starter gun in comparison to someone saying go in a race.

Editor's Notes

  • #3: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.
  • #6: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.
  • #7: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.
  • #8: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.
  • #9: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.
  • #10: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.
  • #11: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.
  • #12: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.
  • #13: A skill may be seen as a whole plan that specifies the timing and sequence of the total movement. This whole plan is known as a motor program (executive plan). Have students construct their own Executive plan and Subroutine for a golf shot.