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
