Characteristics of skills and stages of learning Flashcards
what is a skill
the ability to do something well
movement skills can be classified into 3 groups
movement precison:
- gross
- fine
type of movement:
-serial
-discrete
-continuous
predictability of movement:
- closed
- open
fundamental movement skills
skills that are developed before the age of 10 and provide the basis for the development for more sport-specific skills.
e.g running, catching, throwing
sport specific skills
skills that are required to play a sport and are adapted uniquely for the sport. they involve the use of a range of fundamental skills in a seuence to perform a task.
gross motor skills
skills that involve the recruitment and use of large muscle groups
less emphasis on precison, more on power/force
e.g runnig, swimming, cycling
fine motor skills
involve the recruitment and use of smaller muscle groups. associated with movements that require precison. e.g bouncing tennis ball, wrist and fingers in darts, flick of wrist in bowling
Discrete motor skills
have a distinct beginning and end
involve movements of brief durations
e.g throw kick catch
serial skills
several discrete skills performed in a sequence. e.g gymnastics floor routine, layup in basketball
dodging opponent to the catch ball in netball
continuous motor skills
where there is no distinct beginning and end
walking, rowing, running, swimming
predictability of movement
best represented on a continuum.
closed motor skills:
-internally paced
-predicatble environment with no interruptions or changes in pace
- limited inter-trial variability (replicates same movement)
- indoor diving, archery, golf
open skills:
- an environment that is less predicatble (players, outside, weather, teammates/opponents)
- externally paced (start gun)
- situation changes in a game(more inter-trial variability)
changing direction, speed of ball in hockey when being attacked by players
PRATICE STRATEGIES
- part/whole practice
- amount of practice
- practice distribution
- practice variability
part/whole practice
two factors must be considered
- task complexity:
the more complex the task, the more segment it contains it may be appropriate to use part practice (e.g tennis serve, just working on ball toss)
-breaking down skills can be helpful for beginners overwhelmed by complex skills
- task organisation:
how dependent each of the segments are to the previous
the tennis serve allows this breakdown but a cartwheel or volleyball serve are dependent on the previous segment to complete the skill and therefore whole practice would be used
amount of practice
beginners will see significant gains in performance in proportion to the amount of practice
diminishing returns, as the performer improves the rate of improvment will slow
coaches should ensure that practice sessions are maximised by decreasing instruction time
practice distribution
refers to the ratio of time psent actually practicin ompared to the time resting
must consider avaliability of athletes
massed: longer and less frequent training sessions with less rest/breaks between tasks
fatigue is more likely to occur with this form of practice
adapted by non-professional teams to accomodate to the different commitment of players
distributed:
shorter but more freuqnent training sessions with greater rest between tasks.
professional teams
considered a better leaning environment
practice variability (blocked)
practicing the same skills continuously without changing to a different task (best for cognitive stage) - controlled environment where conditions are as stable as possible
e.g 50 forehands
useful for developing technique for learning who are trying to understand and reproduce the desired action
random practice
a varied sequence of different motor skills in the same training session
-tennis: forehand, backhand, serve. volley, smash etc
this is more appropriate for those in the associative or autonomous stages
leads to greater retention of skills and is more specific to a game environment
Types of feedback
is the information that a performer recives about the outcome of a task they have performed
feedback can:
- fix errors as a result of knowldge of performance/results
- motivate
- reinforce through positive feedback
types of feedbck
-intrinstic
-Extrinsic
- knowledge of performance
- knowledge of results
Types of feedback
is the information that a performer recives about the outcome of a task they have performed
feedback can:
- fix errors as a result of knowldge of performance/results
- motivate
- reinforce through positive feedback
types of feedbck
-intrinstic
-Extrinsic
- knowledge of performance
- knowledge of results
intrinsic feedback
performers use their own senses so they can asses their own performance
- visual: see the ball go through the hoop
- auditory: sound of the bat when it is hit cleanly
- touch: the feel of the ball hitting your hands in netball
- proprioception: the feedback from within muscles (positioning)
augmented feedback
external feedback (coach, smart phone, ipad, video, computer)
can occur during performance (concurrent)- coach telling triathlete split times during run
can occur after performance (terminal feedback) from another individual, digital platform
coach telling tennis player to toss the ball higher in a serve
knowledge of performance
feedback that provides information abt the process of performing the skill
most effective means of correcting faults and facilitating learning
e.g golfer recognising problem with weight transferal after video of their swing (augmented)
golfer can feel when their weight is too far back (instrinsic)
knowledge of results
feedback that best provides info abt the aoutcome of the skill performance. best for beginners as it helps them identify instrincially what occurs when succesfful outcomes occur.
can sometimes become annoying to athletes who are able to analyse their own performance
coach giving feedbakc on the amount of topspin on ball (augmented
golfer seeing the ball flight and where it lands (instrinsic)
score given in gymnastics (augmented)
how to deliver feedback
should be clear, precise and limited in the information it offers so that the performer is not confused
feedback should be reduced as the performer moves through the stages of learning.
as skills progress coach should encourage performer to detect own errors with feedback less frequently.
