Chapter 14 Specialized Movement Skills Flashcards
definition of specialized skills
fundamental motor skills that have been further refined & combined
develomental reality
often lag behind
why does developmental reality often lag behind
insufficient practice opportunities
lack of motivation
inappropriate instructors
ecological context of environment
developmental sequence of specialized movements
Transition Stage
Application Stage
Lifelong Utilization Stage
Transition Stage
first attempts to combine and refine FMS
interest is high to do a lot of sports, ability is low
skill focus shifts from process to product
Individuals in Transition Stage
8-12 years
do not feel limited by physiological, anatomical or environmental factors
attracted to different sports
Application Stage
regular attempts to apply specialized skills
practice period
more complex skills refined
individuals in Application Stage
aware of physical limitations
focus on certain types of sports
Lifelong utilization Stage
self-selection for participation and activites
fine tuning stage
regular participation in daily living, recreational or competetive setting
what depends lifetime activity on
interest, ability, availlibility, time
developmental sequence for individuals
many do not develop and refine specialized movement skills
children are often encouraged (angespornt) in practicing their skills
cues of teaching
identify type of skill
establish appropriate practice environment
types of skill
open or closed skill
fine, loco, OC or body management skill
open skill
externally paced
require responses to sudden unpredictable cues
basketball (except freethrow)
closed skill
internally paced
in practice drive for greater constancy
archery
practice cues for beginning skill learners
promote cognitive awareness with visual demonstration
introduce major aspects of skill
tryout skill
provide opportunities of exploration and self-discovery
positive feedback
focus on process
compare new skill to alredy familiar skills
teaching cues for intermediate skill learner
provide opportunities for practice and skill refinement
provide short, fast-paced practice (frequent breaks)
hrlp to self-analyze
provide contructive feedback
attention on whole skill
practice on same intensity as real life, recreational or competetive situation
teaching cues for advanced skill learners
structure practice sessions -> intensity & enthusiasm
provide encouragement, motivation & positive support
tips on strategies
game-like situation
feedback - specific aspects of the skill
