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PE NOTES; component 2 Cheat Sheet (DRAFT) by

With content for a-level exam

This is a draft cheat sheet. It is a work in progress and is not finished yet.
 

Dissection of skills of technical elements;

Prepar­ation Phase
Execution Phase;
Recovery Phase;
The initial phase of movement when the limbs are moved into position
The main phase of a movement when the limbs are moved in order to complete the action
The last phase of a movement when the limbs are returned to their resting positions
This will vary between certain skills. Commonly coaches will look at the athlet­e/p­erf­ormers:
his will vary between certain skills. Commonly coaches will look at the athlet­e/p­erf­ormers:
This will vary between certain skills. Commonly coaches will look at the athlet­e/p­erf­ormers:
Head Position & Hand Position
Foot Position & Rhythm of Movement
Foot Position Effect on the results

Thornd­ike's Law;

Law of readiness – The athlete must be both mentally and physically capable of performing the skill effici­ently
Law of effect – If the skill is followed by a pleasant reaction, then the SR bond is further streng­thened. If the following reaction is negative, then the SR bond is weakened
Law of exercise – rehearsing (or exerci­sing) the stimul­us-­res­ponse (SR) connec­tions helps strengthen them and reinforce the correct skill
 

Learning Theories

Classical Condit­ioning; Pavlov came up with this theory having performed an experiment using dogs.
Operant Condit­ioning;
Positive Reinfo­rcement – Rewarding the correct response with praise or a treat - streng­thens the stimul­us-­res­ponse bond (S-R Bond) likely to be repeated in the future.
A bell was rung at dinner times, just before their food was brought out. Before long, the dogs started associ­ating the bell with food and would start salivating at the sound of the bell, before food was even presented.
Skinners theory of operant condit­ioning involves the correct response to a situation or task being rewarded
Negative Reinfo­rcement – Removal of unpleasant conseq­uence from coach when correct technique is shown e.g. coach will stop shouting at the performer. strengthen SR bond to not repeat this behaviour in the future
referee blowing the whistle signifying that play should stop is a good example. The athletes know what to do without having to think about it.
Examples in sport are situations such as football shooting practice. The coach may direct the players to strike the ball into the right of the goal. If this is done they are rewarded.
Punishment – This is used when the action performed is not desirable e.g. a player may be sent off for a reckless tackle - miss a game, be fined or lose their role in a team.- Weakens the SR Bond - less likely to be repeated in the future.
 

Coach and performer;

Command;
Reciprocal
Guided Discovery;
Problem Solving;
A coaching style where the coach makes all the decisions, while the athlete is expected to follow directions
A coaching style where both the coach and the athlet­e/l­earner work together and have equal input to achieve mutual advantage
A coaching style where the athlete is guided in order to achieve an outcome. The athlet­e/l­earner discovers a solution through task experi­ences
A coaching style where a problem is set and the athlet­e/l­earner finds the answer
This type of coaching is to ensure partic­ipants safety within sessions.
This type of style allows athletes to work together in small groups to provide instant feedback on skills.
This can be done through questi­oning or tasks (trial & error) so that learners discover the answer through guidance.
Provides the learne­r/a­thlete respon­sib­ility for their own learning which can improve self-c­onf­idence and creati­vity.
Sporting Example: Javeli­n/Shot Put session
Sporting Example: Athlet­es/­lea­rners working in pairs/­groups to work on their basketball set shot and provide feedback on technique after each repetition
Sporting Example: Devising tactics within team games for specific situations
Sporting Example: Deciding team strategies e.g. deciding how to play or perform against a certain opponent
+ Best in tasks that are perceived as dangerous & Good for teaching complex skills
+ Can be used for mixed ability groups
+ Greatly improves learners confidence & Very effective with high level learne­rs/­ath­letes
+ Problem can be set with numerous outcomes which can improve decision making & Works really well with expert learne­r/a­thletes
- Can be boring and has no creativity
- Expert learners could coach wrong technique & Not good for complex skills
- Not suitable for beginners & Can be time consuming
- Not suitable for anyone other than expert learne­rs/­ath­letes