C2- classification and development of motor skills Flashcards
muscular involvement continuum GROSS
involves large muscle movements. They are not very precise and require more movement
eg. long jump
muscular involvement continuum FINE
involves intricate movements using small muscle groups. The movement is precise and requires great control
eg. archery
environmental influence continuum OPEN
affected by environmental. involve a lot of decision making and need to be adapted to fit the environment
eg. passing in football
environmental influence continuum CLOSED
not affected by environment. They are determined by all players individually with a set routine- don’t have to be adapted
eg. gymnastics routine
pacing continuum EXTERNALLY PACED
environment determine when the skill starts and the rate at which it is performed
eg. start in 100m
pacing continuum SELF PACED
performer decides when the skill starts and the rate at which it is performed
eg. serve in tennis
difficulty continuum SIMPLE
low perceptual load and little judgements to make. it’s technically easy
eg. sprinting
difficulty continuum COMPLEX
requires a lot of decisions and has a high perceptual load. it’s technically difficult to perform
eg. handspring
organisational continuum LOW
low in organisation. sun routines can easily be separated and practiced in separate parts
eg. swimming
organisational continuum HIGH
sun routines are closely linked and difficult to seperate
eg. golf swing
continuity DISCRETE
clear beginning and end. it’s single and specific, and can be repeated from the beginning
eg. gymnastics routine
continuity SERIAL
several discrete elements that are performed together in a pattern
eg. triple jump
continuity CONTINUOUS
do not have a clear beginning and end. repetitive and ongoing
eg. long distance running
pro active
when the previously learned skill effects the skill currently being learned
retro active
when the skill currently being learned effects a previously leaned skill
positive transfer
when the learning of one skill helps the learning of another
negative
when the leaning of one skull hinders the learning of another
bilateral
when the learning of a skill on one side of the body contributes the meaning of the same skill but on the other side of the body (limb to limb)
strategies to optimise positive transfer
•make learner aware of transferable elements of the skill
•clear concise demos
•positive reinforcement will strengthen SR bond
•ensure previously learned skills are well learned
strategies to avoid negative transfer
•ensure performer knows differences between skills
•don’t introduce too many new movements at once
• avoid teaching skills together that are similar
•make practice sessions similar to game situation
methods of practice MASSED
•practice with no rest intervals
•good for discrete skills
•simulates fatigue
methods of practice DISTRIBUTED
•practice with rest intervals
•low motivation and fitness levels
•breaks improve motivation
methods of practice FIXED
•predictable stable environment
•closed skills that need to be overlearned
•for events in unchanging environments
methods of practice VARIABLE
•skill is practiced in many environments
•practice conditions must be realistic
• creates SCHEMA
types of practice WHOLE
•skill practiced without any breakdown of subroutines (in entirety)
•high organisational
•A= good for experts
•D= can be dangerous
types of practice PART
•skill is broken down into subroutines and a particular part is practiced
•low organisational
•A= good for cognitive SOL
•D= takes a long time
types of practice WHOLE-PART-WHOLE
• skill is practiced without any breaks, then a skill in isolation, then all together again
•complex
•A= kinaesthetic awareness
•D= can be dangerous
types of practice PART PROGRESSIVE
•each subroutine is seen as the links in the chain (chaining)
• serial
•A= kinaesthetic awareness of links between movements
•D= takes a long time
