AOS 1 Flashcards
Classification of movement skills
Fundamental movement skills - foundation skills that provide the basis for the development of more sport specific skills, including stability skills, locomotor skills, manipulative skills.
Sport specific skills - without establishment of fundamental movement skills the transition into more sport-specific skills is very challenging (rebounding in basketball)
Movement precision
Gross motor skills - involves major muscle groups resulting in large body part movements (walking, running, jumping, water polo)
Fine motor skills - involves smaller muscle groups resulting in more precise movement (typing on a keyboard, playing guitar, darts)
Type of movement
Discrete - contains a clear beginning and end point (golf shot, throw)
Serial - made of several discrete skills combined in a certain order (triple jump)
Continuous - does not have a clear beginning and end (cycling, jogging, swimming)
Predictability of the environment
Closed - when the performer has greatest control over their performance environment (weather, playing surface), (gymnastics, darts pool, penalty shot)
Open -when the performer is required to have flexibility and adaptation the exevution of a skill
Predictability of the environment
Closed - when the performer has greatest control over their performance environment (weather, playing surface), (gymnastics, darts pool, penalty shot)
Open -when the performer is required to have flexibility and adaptation the execution of a skill under a constantly changing environment or time pressure (kayaking, goalkeeper, batting in cricket, surfing)
Stage of learning
Cognitive - performer leans the nature and demands to the task, performance level is inconsistent with frequent large errors. feedback from coach must be simple and demonstrations are necessary.
Associative - parts of the skill become automatically controlled, consistency improves. size and frequency of errors decreases. selective attention improves, the ability to select a stimulus for the focus in the presence of distractions
Autonomous - performers movements are fluent, well-coordinated and seemingly effortless. attends to relevant cues only, making very little errors that are self-detectable.
Amount of practice effects
Coaches must also be aware of ‘diminishing returns’. as the performer becomes more competent and progresses to the latter stages of learning, their rate of improvement in response to practise decreases
Practice distribution
Massed - longer duration but less frequent training sessions, where intervals between tasks are shorter. Physical and psychological fatigue, useful for developing discrete skills.
Distributed - shorter in duration but less frequent training session, where rest intervals between task are longer. better suited to continuous skills and when learning a new skill
Practice variability
Blocked - practicing the same skill continuously without changing to a different skills. Effective in closed environments and cognitive stage.
Serial - different skills are practiced but in a predictable sequence. ideal for associative stage of learning.
Random - varied sequencing of different motor skills in the same training session. suitable for performers in the autonomous stage
Intrinsic vs Augmented feedback
Intrinsic - involves sensory information (visual, proprioception, auditory and touch systems) the learner receives directly from skill execution.
Augmented - additional feedback provided by an external source. Can come in knowledge of performance; subjective feedback that a performer receives regarding the quality of their movement or technique. Knowledge of results provides objective feedback based on the outcome or success of their performance
Timing of feedback
Concurrent feedback - provided during the performance either internally or through the coach and can be used for immediate change.
Terminal feedback - provided after the movement has been completed by external source and can only be used to change future performance
Link between motor skill development, participation and performance
Central to this relationship is the fact that motor sills can be an enabler or barrier to movement. For a person to participate in sports and some forms of physical activity, they need to have a basic level of skill. It is also true that people are more likely to enjoy these activities if they have the skills that are required for a level of success in the activity
Qualitive and Quantitative Analysis of Movement
Qualitative - coaches analyse the performance of an athlete to determine; athlete’s limits, progress, doing right and what needs attention
Quantitative - analysis using numbers (distance, time and speed)
Knudson - Morrison model
Preparation stage - coach must know the points of technique required to produce the skill correctly
Observation stage - decide on the best way to observe and gather information about the skill.
Evaluation stage - identify strengths and weaknesses of the performer and prioritise weaknesses.
Error correction - provide feedback and suggest methods to improve.
influences on movement
task constraints - relates to the complexity and the demands of the task
individual constraints - relates to the characteristics of the learner
environmental constraints - refers to the learning environment, structure of practice, and feedback provided to the learner
Direct Approaches to Instruction
Coach provides feedback on every practice attempt. Adv - effective in early stages of learning, time efficient, works well with a large group of participants. Dis - repetitious and boring, learner may not be resilient to game pressures and learner is overly dependent on coach
constraints based approach
facilitates learning through manipulating boundaries to enable the learner to find a movement solution. Adv - motivating, practice sessions mimic game performance, greater variability in practice. Dis - skill technique may lack refinement, takes longer to achieve learning outcomes, not as suitable to large groups or younger learners.
Sociocultural influences on skill development
Family - Facilitate by encouraging them to get involved and to apply themselves in practice.
Peers - younger athletes are generally motivated to play with their friends
Community - suitable positive role models, conductive climates, and natural resources, ease of access to safe training, readily available to coaches.
Gender - often socialised into different sports.
Socio-economic status (SES) - based on income, occupation and education.
Cultural beliefs/traditions - different nationalities/cultures identify with different sports. for example, aus - swimming, brazil - soccer.
Momentum
mass x velocity, the amount of motion an object has
Conservation of momentum - momentum is conserved in an isolated system where there are no external forces acting. The total momentum of the system before the collision is equal to the total momentum after the collision.
Summation of momentum/force summation (simultaneous and subsequential) - the correct timing and sequencing of body segments and muscles through a range of motion.
Body Parts – use as many as possible
Sequence – move the stronger body parts first
Timing – move the next part only when the previous body part has reached maximum velocity
Stabilisation – body parts must be stable so that no momentum is lost.
mass
refers to quantity of matter found within an object. Measured in Kilograms (kg)
Interia
The tendency for an object/body to resist any change in its state if motion.
It can be static (barbell) or dynamic (baseball flying).
The higher mass equals higher inertia.
Force
F = M x A
measured in newtons
Force is acted up by, friction, air/wind/water resistance and gravity and mass.
Impulse
I = F x T
the change in momentum of an object
Newton’s Laws
(Law One) An object at rest stays at rest and an object in motion stays in motion with the same speed and in the same direction unless acted upon by an unbalanced force
(Law Two) The rate of acceleration off a body is proportional to the force applied to it and in the direction in which the force is applied
(Law Three) for every action, there is an equal and opposite reaction
Projectile Motion
An object propelled into the air or water by an external force.
A projectile is an airborne object which is under the influence of only gravity and air resistance
Follows a ‘parabolic’ path due to constant acceleration from gravity
Effected by; air resistance, gravity, angle of release, height of release, speed of release.
Angular Kinematics
Motion - refers to when an object turns about an axis of rotation and all body parts travel through the same angle, in the same direction, at the same time (gymnastics), medial, longitudinal, and horizontal axis.
Distance - The angular distance is the total of all angular changes that result from an object or body part angle between the starting and finishing position
Displacement - The difference in degrees between the object or body part’s initial and final positions, it is measured by the smaller of two angles.
Speed - refers to the angular distance covered divided by the time taken
Velocity = displacement/time
Acceleration - the rate of change in angular velocity and is measured by m/s2. Positive (accelerating), negative (decelerating), zero (constant speed).
Linear Kinematics
Motion - refers to all parts moving over the same distance, in the same direction, at the same time (diving)
Distance - how far an object has travelled
Displacement - change from starting position to ending position
Speed - rate of motion, = distance/time
Velocity - displacement/time
Acceleration = final velocity – initial velocity/time
Equilibrium
Exists when there are no unbalanced forces (forces and torques) acting on the object
Balance
The ability to neutralise forces that disturb equilibrium
Stability
Base of Support - area of an object that is in contact with the surface supporting it
Centre of Gravity - the point where the mass of the body is concentrated
Line of Gravity - relevant to the base of support (movement is easier when this line is outside the base of support)
Levers
Refers to a beam or rigid structure that rotates around a fixed point, commonly referred to as an axis
First Class - FAR (seesaw) MA = a long resistance arm ensures increase in speed.
Second Class - AFR (wheelbarrow) MA = force arm is longer than its resistance arm, it is said to have a mechanical advantage.
Third Class - ARF (tongs)
Mechanical Advantage
MA is a measure of the force or speed amplification generated by a lever MA = Force Arm/Resistance Arm MA < 1 -> speed advantage MA = 1 -> balance MA > 1 -> force advantage
