Characteristics of skills and stages of learning

Question 1

Define Skill

Answer 1

Skill refers to the ability to do something well.

Question 2

Identify what categories movement skills are classified under

Answer 2

Movement precision, type of movement and predictability of the environment.

Question 3

Identify the two types of movement precision and size of musculature required

Answer 3

Two types of movement skill classifications are gross motor skills and fine motor skills.

Question 4

Define gross motor skills

Answer 4

Gross motor skills involve the recruitment of large muscle groups, less emphasis on precision.

Question 5

Define fine motor skills

Answer 5

Fine motor skills involve the recruitment of smaller muscles associated with movements requiring precision.

Question 6

Identify the three types of movement

Answer 6

The three types of movement are discrete motor skills, serial motor skills and continuous motor skills.

Question 7

Define discrete motor skills

Answer 7

Discrete motor skills refer to the skill having a clear beginning and end.

Question 8

Define serial motor skills

Answer 8

Serial motor skills refer to the skill being discrete and done multiple times, in a sequence. The combination of discrete skills.

Question 9

Define continuous motor skills

Answer 9

Continuous motor skills have no clear beginning or end point. Sometimes beginning and end points are assigned but the actual motor skill is continuous in nature.

Question 10

Define a closed motor skill

Answer 10

A closed motor skill refers to a skill where the performer has the greatest control over their environment.

Question 11

Define a open motor skills

Answer 11

An open motor skill refers to a skill that is performed in a less predictable environment. In an open environment, conditions are constantly changing and the performer has limited, if any, control over the environment.

Question 12

Define fundamental motor skills

Answer 12

Fundamental motor skills refer to foundation skills that provide the basis for the development for more sport-specific movement skills.

Question 13

Identify the way that fundamental movement skills are classified

Answer 13

Fundamental movement skills are classified in three ways: stability skills involving balance and control of the body, locomotor skills that enable us to move through space, such as walking and running, and also manipulative skills involving the control of an object,, such as throwing and catching.

Question 14

Define stages of learning

Answer 14

Stages of Learning refers to when all sports people progress through different stages of learning. Being able to understand the different needs of players, from beginners to elite performers, and the most appropriate feedback to be given at a certain time for the performer.

Question 15

Define the cognitive stage of learning

Answer 15

During the cognitive stage of learning, the beginner is mentally trying to comprehend the movements of the motor skills. The attention will be on movement production and their performance. They are often aware of what is wrong but don’t know how to correct it. Require heaps of feedback. Instructions are short and specific.

Question 16

Define the associative stage of learning

Answer 16

During the associative stage of learning, the performer is beginning to refine their technique/movement pattern. More consistent and make fewer errors, demands for attention decrease, allowing the performer to focus on external stimuli. Now able to detect the cause of some errors and develop strategies to correct them.

Question 17

Define the autonomous stage of learning

Answer 17

During the autonomous stage of learning, the skill is largely automatic, the performer no longer consciously thinks about the skill. Has developed anticipation. Can detect their own errors and correct them, and performance variables are very small. feedback is still appropriate at this stage of learning.

Question 18

Identify the factors that need to be considered when choosing practice methods

Answer 18

Factors include: part and whole practice, amount, distribution type and variability.

Question 19

Define practice distribution

Answer 19

Practice distribution refers to the scheduling of practice sessions. First consideration is the availability of the participants and then the frequency and length of sessions can be determined.

Question 20

Define distributed practice

Answer 20

Distributed practice refers to the shorter but more frequent training sessions. More time is allocated to rest inbetween tasks during the sessions.

Question 21

Define Massed practice

Answer 21

Massed practice refers to the longer but less frequent training sessions. Rest intervals between the tasks are also shorter than in distributed practice. Physical and physiological fatigue is more likely to result from massed practice.

Question 22

Define practice variability

Answer 22

practice variability refers to the event in which the coach then needs to decide whether it is best to practice one of these skills for a set number of repetitions before moving on or to mix up the skills during the training sessions.

Question 23

Define blocked practice

Answer 23

blocked practice involves practising the same skill continuously without changing it to a different task. Each skill is practised in a block, in isolation from other skills, important for beginners who are trying to understand and reproduce the movement action. Environment should be kept as stable as possible to enable the beginner to quickly replicate the basic foundations of the movement patterns.

Question 24

Define random practice

Answer 24

random practice refers to the varied sequencing of different motor skills in the same training sessions. It is suitable for performers in the association and autonomous stages.

Question 25

Define Feedback

Answer 25

Feedback refers to the information that a performer receives about the outcome of a task they have performed. Classified as intrinsic or augmented.

Question 26

Identify the two types of feedback

Answer 26

The two types of feedback are intrinsic and augmented feedback.

Question 27

Define intrinsic feedback

Answer 27

Intrinsic feedback refers to when performers use their own senses to assess performance, including visual, auditory, proprioception and touch. Always available to the performer.

Question 28

Define augmented feedback

Answer 28

Augmented feedback refers to external feedback that can greatly enhance a performer’s own internal feedback system. It can occur during or after a performance. If feedback occurs during the activity, it’s known as concurrent feedback. Terminal feedback is provided after the activity.

Question 29

Define knowledge of results

Answer 29

Knowledge of results is a result of augmented feedback. It refers to specific feedback about the outcome of the task, particularly beneficial for learners trying to develop new skills. Can sometimes become annoying to performers who are able to analyse their own outcome results.

Question 30

Define knowledge of performance

Answer 30

knowledge of performance refers to the characteristics of the performance. generally delivered after the task has been completed. Learning styles should be taken into consideration when delivering external feedback.

Question 31

Identify the frequency in which a learner should receive feedback

Answer 31

No definitive rule regarding how often someone should provide feedback during a skill session. It should be reduced as a performer moves through the stages of learning. When a learner is in the cognitive stage, they will prevail better with frequent augmented feedback. As the skill starts to progress, learner needs to develop own way to detect their own errors and fix them. Feedback should be given but less. frequently.