Eduqas A-Level PE skill acquisition: a complete overview of area of study 4

What this area demands

Skill acquisition tests named models applied to coaching real skills. It covers skill, ability and the stages of learning, the classification of skills and transfer, the theories and methods of practice, information processing and reaction time, memory and feedback, and guidance. Marks are lost on vague description; they are gained by naming the model, explaining its mechanism, and applying it to a named skill or learner, with the right coaching for the stage. This overview ties the dot-point pages together.

Skill, ability and the stages of learning

A skill is learned, consistent and efficient; ability is innate and genetic; technique is the form of the action. Learners pass through the cognitive (many errors), associative (self-correction) and autonomous (automatic) stages. Learning curves can be linear, accelerating or S-shaped, and a plateau (a flat period) is broken by new goals, varied practice and feedback. See the skill, ability and the stages of learning page.

Classification and transfer

Skills sit on continua (open-closed, gross-fine, discrete-serial-continuous, self-paced-externally paced, high-low organisation), which guide practice design. Transfer of learning is positive (helps), negative (hinders), zero (no effect) or bilateral (limb to limb); positive transfer is maximised by highlighting similarities and securing the first skill. See the classification of skills and transfer of learning page.

Theories and methods of practice

Operant conditioning shapes behaviour by reinforcing the correct response (the law of effect); cognitive learning uses insight; observational learning (Bandura's ARMM) uses a model. Practice methods (massed, distributed, fixed, varied, whole, part, whole-part-whole, progressive part) are matched to the skill and the learner. See the theories and methods of practice page.

Information processing and memory

Information processing has four stages (input with selective attention, decision-making via Welford's model and memory, output, feedback). Reaction time rises with choices (Hick's law), and the psychological refractory period explains the dummy. The multi-store memory model has the sensory store, short-term memory (about 7 items, 30 seconds) and long-term memory (near-unlimited). See the information processing and memory and feedback pages.

Feedback and guidance

Feedback is intrinsic or extrinsic, positive or negative, and knowledge of results or knowledge of performance; beginners need extrinsic, positive, KR feedback, experts use intrinsic, KP feedback. Guidance is visual, verbal, manual or mechanical, matched to the performer, task and environment, with physical support withdrawn to avoid dependence. See the memory and feedback and guidance pages.

Check your knowledge

Attempt these, then check the solutions.

1. State the difference between skill and ability. (2 marks)
2. Name the four processes a learner needs in Bandura's observational learning. (4 marks)
3. State the equation linking reaction time, movement time and response time. (1 mark)
4. State the capacity and duration of short-term memory. (2 marks)
5. State one shared disadvantage of manual and mechanical guidance. (1 mark)