Chapter 1: Characteristics of skills and stages of learning Flashcards
Movement precision
Classified according to the precision of the movement and the size of musculature required
- gross motor skills
- fine motor skills
Gross motor skills
Involves the recruitment of large muscle groups. There is less emphasis on precision. e.g running and swimming.
Fine Motor skills
Involves the recruitment of smaller muscles associated with movements that require precision.
What are the types of Movement Skills
Movement skills can be classified as
- Discrete motor skills
- Serial motor skills
- Continuous motor skills
Discrete motor skills
Have an obvious beginning and end
E.g. kicking a ball, or a netball pass.
Serial motor skills
Several discrete skills performed in a sequence. Such as a gymnastics floor routine.
Continuous motor skills
Have no definite beginning or end point
E.g. walking or running.
- Sometimes beginning and end points are assigned
E.g. a 100 metre running race, - but the actual motor skill is CONTINUOUS IN NATURE.
Closed motor skills
Are those where the performer has the greatest control over the performance environment. It is in a stable predictable environment and is self-paced.
E.g. an indoor individual diving routine where the diver determines the routine they perform and when their dive will commence.
Open motor skills
Performed in a less predictable environment. Conditions are constantly changing and the performer has limited, if any, control over their environment. E.g white water kayaking.
Fundamental movement skills
the foundational skills that provide the basis for the development of more sport-specific movement skills.
Cognitive stage
learners begin to understand and develop the basic movement patterns and techniques
- Not in this stage for long
Learner Experiences:
- Trying to understand the skill
- Inconsistent performances
- Trial and error learning
- Poor error detection
- Large performance improvements
Associative stage
refining the movement pattern and associating environmental cues
- In this stage for the longest
Learners Experience:
- Improved error correction - Refined movement pattern - More consistent performance - Associating environmental cues to performance
Autonomous stage
- When this stage is reached, the skill is largely automatic;
- the performer no longer consciously thinks about the skill, allowing their focus to be directed elsewhere.
- The performer has developed anticipation and can detect their own errors and correct them.
Skill learning continuum
- As it is impossible to distinguish exactly when a performer moves from one stage to the next, rather it should be viewed as a continuum.
- A performer can be in different stages of learning for different skills. E.g Excellent dribbling but poor shot.
Part Practice
When a motor skill has several components, it may be appropriate to break the task into segments and practice them in isolation
- better when the skill is complex
- useful for beginners who may feel overwhelmed
Whole Practice
Practicing the skill movement as in its entirety
- better for less complex skills
- Good for practicing a skill where each segment depends on the previous segment(game realistic)
Amount of practice
The amount of practice is a critical learning variable.
- During cognitive stages, significant gains in performance can be seen in proportion to the amount of practice.
- once reached the autonomous stage, only minor improvements can be made
Distributed practice
- Involves shorter but more frequent training sessions,
- allows more rest between tasks during the sessions.
- Usually adopted by full-time professional teams.
- Research shows this creates a better learning environment
Massed practice
- Involves less frequent training sessions that last for longer periods.
- Rest intervals between tasks are also shorter than in distributed practice.
- Most non-professional teams use this as they need to schedule training around lifestyle commitments.
Blocked practice
Involves practicing the same skill continuously without changing to a different task.
- straight repetition
- Each skill is practiced in isolation from other skills.
Random practice
Varied sequencing of different motor skills in the same training session.
- E.g volleyball: Dig, set, spike.
-Random practice is suitable for performers in the associative and autonomous stages.
Feedback
Is the information that a performer receives about the outcome of a task they have performed.
Either:
- intrinsic (internal)
- augmented (external)
Intrinsic feedback (internal feedback)
When performers use their own senses to assess performance, including:
- visual,
- auditory,
- proprioception
- touch.
Augmented feedback (external)
external feedback about your performance
- Can greatly enhance a performer’s own internal feedback system.
E.g Coach providing external feedback on how to correctly grip racquet.
Can be further split into
- Knowledge of results
- Knowledge of performance
Knowledge of results (Augmented Feedback)
Refers to specific feedback about the outcome of the task
- good for those in cognitive stage as it helps them identify intrinsically what occurs when a successful outcome occurs
E.g. The coach gives feedback on the amount of topspin achieved when working on topspin.
Knowledge of Performance (Augmented Feedback)
providing information about the process of how the learner performed the skill
- A more effective means of correcting faults and facilitating learning
E.g. The tennis coach may say to increase the height of the ball toss to increase topsin.
Feedback and equipment (Not super important)
Equipment has long been used to enhance feedback
E.g Stopwatch, softwares
How to deliver feedback - Cognitive Stage
- Only two simple instructions at a time
- Plenty of demonstrations
- Focus on simple FMS
- Aim to keep motivation high
Feedback frequency
How often a learner is provided feedback.
Frequency of feedback should be reduced as a performer moves through the stages of learning.
- This allows the learner to develop their own ability to detect errors.
How to Deliver Feedback - Associative Stage
- provide practice experiences
- support error detection and correction
- help identify important environmental information
How to Deliver Feedback - Autonomous Stage
- Simulate competition standards at practice
- provide appropriate precise feedback
- Motivate
