aos 1 Flashcards
fundamental movement skills
movement patterns that involve different body parts
e.g
-kicking
- catching
gross
involve the recruitment of large muscle groups
e.g
-running, swimming
fine
involve recruitment of smaller muscles associated with movements requiring precision
e.g
-shooting in archery
-throwing a dart
types of movement
discrete
serial
continious
discrete
have an obvious beginning and end
e.g chess pass, kicking footy
serial
the skill involving complex with serial discrete movements
e.g
triple jump, gym floor routine
continious
no definite beginning or end
e.g swimming, running
predictability of the environment
closed
open
closed
performer has greatest control over the performance environment
e.g indoor diving routine
open
performed in less predictable control environment
e.g surfing
stages of learning
cognitive
associative
autonomous
cognitive
beginner stage
mentally trying to comprehend the movement requirements of the motor skills
cognitive charactersitics
many errors in performance
unable to detect and correct performance errors
associative stage
performers beginning to refine their technique and more consistent
associative characteristic
consistent performance of the basic mechanics of the skill
the learner concentrates on skill refinement
autonomous stage
very few mistakes and knows sport very well
characteristics of autonomous stage
very few errors
able to adjust skills to games enviroment
amount of practice time influenced
stage of learning
environmental constraints
player fatigue
amount of practice
coaches should aim to
maximise practice time and minimise long winded instruction
diminishing returns
the principle indicates that as a performer becomes more competent the rate of improvement gradually increases
masses practice distribution
involves shorter but more frequent training sessions
distributed practice distribution
involves less frequent sessions but longer duration
practice variability
blocked
random
blocked
practicing same skill continuously without changing to different task
e.g continuously practicing chest passes for 15 minutes
(cognitive)
random
varied sequencing of different skills in same session
e.g training goals, handballs then kicking
(autonomous)
feedback
- intrinsic
- augmented
- timing of augmented feedback
- knowledge of performance
- knowledge of results
- feedback frequency
intrinsic feedback
performers use their own sensory system to asses their performance
e.g aware of body coordination
skin pain and pressure
augmented feedback
comes from sources external to the performer
e.g coach, video analysis
timing of augmented feedback
feedback provided during activity is called concurrent
feedback provided after activity is terminal: enables full attention from performer
knowledge of performance
relates to the characteristics of performing a task, as opposed to the specific outcome of the task
e.g when a footy player knows the ball left the footy at the wrong angle by feel
knowledge of results
refers to specific feedback about the outcome of the task
feedback frequency
cognitive= most feedback
autonomous= least feedback
link between motor skill development, participation & performance
people more likely to enjoy physical activities if they have the skill required for a level of success which increases participation
sociocultural factors
are costumes, lifestyles and values that characterise a society or group
sociocultural factors- family
parents facilitate theirs Childs involvement in sport through driving them to practice, buying uniform and equipment and be encouraging
cultural norms traditions and beliefs
different nationalities identify with different sports
the prevalence of a particular sport in the community can have a significant impact on skill development
peers- sociocultural factor
younger athletes generally motivated by friends and will consequently choose to the practice the most popular sport in their social group
sociocultural factor- gender
gender stereotypes
- girls learn more balance and coordination through doing gymnastics more
local community
access to safe training facilities
readily available coaching
influences of movement
constraints- boundaries that shape a learners self organising movement patterns, cognition and decision making processes
task constraint
individual constraint
environmental constraints
individual constraints
are those that are internal to the performer
-body size, height, weight
-fitness level: speed , agility
environmental constraints
are the characteristics of the environment here the perfomance takes place
- weather
- family support network
task constraints
is the characteristics of the activity/sport
-rules of the game, equipment used and size of the field/court
approaches to coaching and instruction
direct approach
constraints based approach
direct approach coaching
a coach led method that is particularly effective at enhancing skill development on the early stages of learning (cognitive)
learner is given instructions about skill execution and tactile awareness
constraints based coaching
learner is driven, which develops both technical and tactical awareness through involvement in short sided modified games
cognitive learner characteristics
-learner must dedicate a substantial amount of attention
-performer makes many skill errors and struggles
coaching at a cognitive stage
-important that coach does not overload the learner with info
- keep feedback simple 1-2 teaching points at a time
learner characteristics associative stage
relatively few faults
- beginning to refine and replicate movement patterns
coaching at an associative stage
- must provide regular practice opportunities
- learner should be exposed to more open competition environments
learner characteristics of autonomous stage
can perform the skill automatically
- performer is able to multitask
coaching at the autonomous stage
-coaches should provide precise feedback to further improve skill execution
qualitative movement analysis principle
preparation
observation
evaluation
error correction
preparation
during this phase, the analyst should gather info about
-the purpose of analysis
-critical features of the skill
- info about the peformer
observation
during this phase, the skill is performed live/recorded
the purpose is to collect and organize info
limitation is two coaches could look at the same recording and have two different perceptions
evaluation
when evaluating the analyst must decide what the problem is and what causing it
error correction
strengths and weaknesses identified in the evaluation phase are used to improve in this phase
-should be concise and immediate
-A positive approach should be maintained
equilibrium
refers to a state in which there is a balance of forces or influences in opposition to each other
static equilibrium
is when all body parts are at rest
e.g ball stationary on the ground
dynamic equilibrium
is when all body parts are moving with the same constraint velocity created by balanced forces
balance and stability
balance- the ability to control the state of equilibrium
stability- refers to the degree at which the body resists changing its equilibrium
factors that affect stability
base of support
center of gravity
line of gravity
body mass
friction between the body and the surface contacted
base of support
is the area/amount of the object that is in contact with the surface
-The larger the base of support: the greater the stability
center of gravity
the central point of an object or body, in which all of its weight is evenly distributed and balanced
we can move it by
- stepping forwards and extending arms out in front will move the COG just outside the body
line of gravity
is an imaginary that passes through the center of gravity in the direction that gravity acts
when the line of gravity acts through the center of the BOS stability is increased
ways to reduce stability to promote agility
shifting your line of gravity outside the base of support
narrowing the base of support
lever
a rigid structure (arm or leg bone) that rotates around an axis (aka pivot point)
rotates around an axis when force is applied, causing the lever to move against a resistance
levers can be used to
multiple forces and move heavy resistance easier
produce a range of motion and multiply the speed
3 components of levers
axis- the turning point of the lever
force- the point where force is applied: muscles contract
resistance- the weight/load of whatever a person is trying to move
types of levers- first class
has an axis as the central component that separates the force and resistance
e.g head and neck
second class levers- types of levers
have the resistance as the control component that separates the axis and force
e.g when a person shifts their weight from having feet flat on the ground to standing on the balls of their feet
third class levers
have the force as the central component that separates the axis and resistance
-resistance is generally at the end of the lever
- require greater force: greater range of motion and speed
e.g drop punt kick- axis=hip joint, force=quad, resistance=foot
mechanical advantage
force arm/resistance arm
force arm- refers to the distance between the force and axis
resistance arm- the distance between the axis and the resistance
mechanical advantage1
force arm longer than the resistance arm- the mechanical advantage is greater than 1
increased mechanical advantage- improved ability over heavy resistance easily (favoring force)
decreased mechanical advantage- increased the range of motion and speed the lever can produce, provided enough force can be applied to overcome the inertia of the level
mechanical advantage 2
All class levers are less than 1
greater force is required but only needs to be applied over a very small distance to achieve a larger range of of motion of the resistance
linear motion
motion that occurs in a straight line or curved direction
eg (100-meter sprint)
angular motion
refers to the movement of the body around a central axis or fixed point in a circular path
(axis can be external, internal)
biomechanics from a linear perspective
linear distance
linear discplacement
linear speed
linear velocity
linear acceleration
linear distance
total distance a body has covered, looking at the path travelled from start to finish regardless of direction
measured- meters
linear displacement
the change of position from the start of the movement/ activity to the end of the movement
measured-meters
linear speed
how quickly a body moves. The ratio of the distance covered by the time taken
formula:distance/time
measured:meters per second
linear velocity
displacement that has occurred divided by the time taken to achieve this displacement
formula: displacement/time
linear acceleration
change in velocity in a given period of time
formula: final initial velocity
can be positive negative or zero(remaining constant)
angular distance
the sum of all angular changes
measured-in degrees
e.g on full rotation would equal to 360 degrees
angular displacement
the distance between the initial and final angular position of a body/object
angular speed
angular distance divided by time
angular velocity
formula:rate of change of angular displacement divided by time
increases with skill complexity
angular acceleration
formula:rate of change of angular velocity divided by time
air resistance
works against motion
what can influence air resistance
-velocity
mass
streamline shapes
gravity
acts on all bodies acting them to accelerate towards the earth
angle of release
optimal distance is 45 degrees
angle determines the flight path
to decrease angle of release use smaller angle
height of release
distance between the height it is released from and the height it lands or stops
biomechanic principle inertia and moment of inertia
inertia: the reluctance or resistance of an object or body to change its state of motion
moment of inertia: change the rate of rotation of the object or body
