5 - Characteristics and classification of skill Flashcards
Skill
constant production of goal ordinated movements, which are learned and specific to the task.
Describe the different types of skills
Motor – emphasizes movement and does not require much thinking (e.g. weightlifting)
Cognitive – ability to solve problems while thinking
Perceptual – Performer uses perceptual senses to gain information about their surroundings
Perceptual- motor - Performer uses perceptual senses to gain information about their surroundings and then act on them
outline the different approaches to classifying motor skills (12)
Gross – large movements using large muscles or involving whole muscle groups
Fine - small and intricate movements, using small muscles often at the extremities
Open – Movement is affected by the environment, unstable environment
Closed – Movement is not affected by the environment, stable environment
Discrete – brief and have a clear start and ending
Serial – a sequence of movements joined together to create a greater movement
Continuous – has no obvious beginning or ending just repeated actions
External – Environment controls the pace
Internal - Performer controls the pace
Individual – Skill preformed in isolation
Coactive – Skills preformed with competitors but don’t have direct contact
Interactive – Skills preformed with direct competitors with direct contact
Fine and Gross skills
Gross – large movements using large muscles or involving whole muscle groups
Fine - small and intricate movements, using small muscles often at the extremities
Open and closed skills
Open – Movement is affected by the environment, unstable environment
Closed – Movement is not affected by the environment, stable environment
Discrete, serial and continuous
Discrete – brief and have a clear start and ending
Serial – a sequence of movements joined together to create a greater movement
Continuous – has no obvious beginning or ending just repeated actions
internal and external paced skills
External – Environment controls the pace
Internal - Performer controls the pace
individual, coactive and interactive
Individual – Skill preformed in isolation
Coactive – Skills preformed with competitors but don’t have direct contact
Interactive – Skills preformed with direct competitors with direct contact
Ability
The traits that are we are born with, inherited from our parents. They enable us to preform skills.
List two of each Fleishman’s Physical Proficiency and Fleishman’s Perceptual Motor
Fleishman’s Physical Proficiency (Gross Motor)Abilities - Health related ·Extent flexibility ·Dynamic flexibility ·Explosive strength · Static strength ·Dynamic strength ·Trunk strength ·Gross body co-ordination ·Gross body equilibrium ·Stamina
Fleishman’s Perceptual Motor (psychomotor) Abilities - Skill related
- Reaction time
- Response orientation
- Speed of movement
- Finger dexterity
- Manual dexterity
- Response integration
Technique
“The way of doing”, The way in which the skill is preformed
Skill equation
Skill = ability + technique
Differences between skill and ability
Skilled
- Consistent
- Accurate
- Controlled
- Knowledgeable
- Less time to reach outcome
- Know how to get to goal
- Effortless and smooth
Novice • Many errors • Not accurate • Not controlled • Needs assistance • Takes longer • Doesn’t know how to get to goal • Erratic and uncontrolled
Describe the simple model of information processing
Input
Decision making
Output
Feedback
Welford’s information processing model
Sense organs Perception short term store Decision making Long term store Effector control Effectors
Components associated with sensory input
Exteroceptors – provide information about the external environment
Introceptors – Use information from the bodies internal organs
Proprioceptors – movement of the body
Exteroceptors
provide information about the external environment
Introceptors
Use information from the bodies internal organs
Proprioceptors
movement of the body
Equilibrium
the balance used in skillful performance of a gymnast on a balance beam
Explain the signal detection process
The brain identifies that there is a stimuli and then is made aware of it.
Perception: The process by which the brain interprets and makes sense of the information it is receiving.
- Detection – identification of a stimulus
- Comparison – gathered stimuli compared to memory store
Recognition – stimuli is matched
Explain the features of short term and long term memory
Short term memory • Allows information to be held for several seconds to be consciously analyzed • 90% is lost after 10 seconds • Low capacity, short duration • Capacity varies between 5-9 items • Possible to learn how to store more Deals with present information
Long term memory
• Stores information from past experiences
• Recognition
• Unlimited capacity
• Information is stored for a very long time
• Large capacity and duration
Stores motor programmes
Compare different methods of memory improvement
Rehearsal - required to get information into the long term memory and increase chances of recall.
Practice – same as rehearsal
Coding – information associated with images and can be recalled better with associated
Brevity – Easier to remember short specific things rather than longer ones
Clarity – if information is clear and understood it will be remembered
Chunking – chinking several pieces of information together to take up less STM space
Organization – if information is clear it can be recalled easier
Association – links make recall easier
Define the term motor response time
Response time = reaction time + movement time
Factors that determine response time
- Age
- Gender
- The influences of substances (drugs / alcohol)
- Sleep
- Eyesight
How to improve eyesight:
- Warm up
- Mental rehearsal
- Control anxiety
- Selective attention
- Develop good signal detection
- Anticipation, reduces time
Evaluate the concept of the psychological refractory period
- The response time to a second stimulus is significantly longer as a first stimulus is still being processed.
- The idea we can only focus on one thing at a time
Motor program
Motor program – a set of movement stored as a whole in the memory regardless of whether feedback is used in their execution
- A whole plan
- Subroutines (broken down movements)
- Coordination of these sub routines
Open and closed loop theory
Open loop theory
♣ Decisions are made in the brain
♣ Information is sent in one message
♣ The muscles that receive the message preform the movement
♣ Feedback does not control the movement; it may not be available
Sport: Fast continuous movements such as gold swings
Closed loop theory
♣ Decisions are made in the brain
♣ Information is sent at different times
♣ Muscles receive information and they preform
♣ Feedback is available and used to alter initial movements
Sport: Only works then the skill has been done enough times to store muscle memory and use perceptual trace when they detect an error to refer to the short term memory
Outline the role of feedback in the information progressing models
Intrinsic feedback – self-given
Extrinsic feedback – given by others
Knowledge of results – what happened (goal or not)
Knowledge of performance – was it preformed correctly or not (technique)
Positive – encouragement
Negative – Un-constructive
Concurrent – during the task itself
Terminal – after the task
The role of feedback in the learning process:
- Motivation
- Reinforcement of learning
- Adaption of performance
- Punishment
Distinguish between learning and performance
Learning – a relatively permeant change in performance brought about through experience
Performance – a temporary occurrence, fluctuating overt time
Describe the phases of learning
- Cognitive stage:
- First stage of learning
- For beginners often young
- Learn through trial and error
- Lots of feedback
- Many errors
- Extrinsic feedback (verbal and visual)
- Associative stage
- Reduced number of errors
- Practice to get here
- Get a feel for the skill
- Learners begin with intrinsic feedback
- Performer gradually gets more confidant and fluent
- Autonomous
- Highly skilled individuals, normally years of practice
- Smoothness, efficiency, accuracy without stress
- Performer analyzes their own performance
- Intrinsic feedback
- Process larger chunks of information without their attention
Outline the different types of learning curves
- Linear curve - (a straight accelerating line)
When we perform an easy to learn skill we often demonstrate a linear curve, rare learning is this easy.
- Positively acceleration -
Skills are difficult to learn at first but after time they get easier and the performance improves more quickly. This is called Positively accelerated curve.
3.- Negatively accelerated -
Sometimes we learn quickly and the slow down after. Negatively accelerated curve.
- Plateau effect -
Learning is quick at first then there is a point of no improvement in performance. This is called a plateau effect. If we keep on practicing there is a breakthrough and more learning is demonstrated.
Discuss factors that contribute to the different rates of learning
- Physical maturation
- Physical fitness
- Individual differences of coaches
- Age
- Difficulty of task
- Teaching environment
- Motivation
Transfer
Transfer – the influence learning and preforming of one skill has on another
Outline the types of transfers
- skill to skill
- practice of performance
- abilities to skill
- bilateral
- stage to stage
- principles of skills
Outline the different types of practice
1) Fixed practice
- Useful for closed, discrete drills
- Repetition of a skill
2) Variable practice
- Useful for open skills
- Allows repetition for many positions (shooting)
- Helps relate to real life situations
3) Massed practice
- No intervals
- Simple skills
- Practice designed to fatigue like end of games
- Short training sessions
4) Distributed practice
- Rest intervals to mentally rehearse
- Dangerous skills that cause fatigue (weight training)
- Young pupils with short attention spans
- Low motivated performers
- Complex new skills
- Negative transfer may be a problem
5) Mental
Different types of presentation
1) Whole method – Practicing the whole movement all at one
Advantages:
⎫ Learner appreciates end product
⎫ Learner gets a feel for the timing
⎫ Learner understands relationship between subroutines
Disadvantages:
o Unsuitable for complex skills
o High attention demands: difficult for beginners
o Not good for dangerous skills
2) Whole – part – whole method – The whole action is demonstrated and practiced. The individual elements are identified and improved before returning skill to whole.
Advantages:
⎫ Performer gets a feel for a whole skill then practices elements of it
⎫ Success is continual if weak elements are practiced
⎫ Practices can be focused very carefully
Disadvantages:
o Transfer from part to whole may be difficult
3) Part method - Subroutines of a skill are demonstrated and practiced in isolation. Useful for complex skills with high attention demands.
Advantages:
⎫ Useful for complex skills
⎫ Teacher can focus on specific elements
⎫ Motivation is maintained
Disadvantages: o Transfer from part to whole may not be effective o Not useful for highly organized skills o Reduces kinesthetic awareness o Lack of continuity
4) Progressive part method - Broken into subroutines which are practiced in isolation and learnt.
Advantages:
⎫ Weaknesses are targeted to be improved
⎫ Performer understand relationships of subroutines
Disadvantages:
o Takes time to get to full
Outline the spectrum of teaching styles
1) Command style
- Highly determined by coaches
- Little room of individual influence
2) Reciprocal styles
- Pupils are able to make decisions
- Still primarily determined by coaches
3) Problem solving
- Very little influence from coaches
- Students learn through trial and error
