classification of skills Flashcards
discrete motor skills
have a definite and clear beginning and end
serial skills
group of discrete skills performed in a sequence
continuous skills
no definite beginning or end
fine motor skills
small muscle groups
gross motor skills
large muscle groups
closed skill
performer has greatest control over the environment
open skill
less predictable environment
- conditions constantly change
fundamental motor skill
- skills developed in the early years of life
includes: - stability (body control)
- locomotor (movement)
- manipulative (object control)
self-efficacy
the perception of one’s ability to reach a goal
sport specific motor skills
technical skills that apply to a specific sport.
- enhances adaptability and ability to adjust to any situation
open and close skill reference
- pacing of the skill- internally or externally paced- control
- predictability of the environment
- intertrial variability- changes in conditions
skill development, participation, performance
having strong fundamental motor skills will help increase your performance which will allow you to further develop your skills and increase performance. Thus, if you are good t it you are most inclined to have an increased participation.
stages of learning
- cognitive (mass)
- associative (mass)
- autonomous (distributed)
associative
- greater consistency and accuracy in skill performance
- fewer errors
sociocultural factors
- family
- peers
- community
- gender
- socioeconomic status
- cultural beliefs and traditions
cognitive
- poor sequencing and coordination of skills
- frequent errors
autonomous
- lower attentional focus on the skill
- highest accuracy - few errors
- efficiency of skill, smooth coordination
linear approaches to learning
- expected movement form
- high volume of practice tasks
- lots of drills and repetition
non linear approaches to learning
- representativeness- practice mimics how the movement skills should be performed in an actual game
- task simplification- making performance of the movement skill easier
linear- direct instructions
- being coach centered
- developing steps to master a skill
- specific correction feedback
- structured, organized, systematic
non- linear- constraint based approaches
- being learner centered
- exploration of the movement context
- g
non- linear- constraint based approaches- adv and dis
adv
- practice mimics that environment
- variability of practice
- implicit learning
dis
- time consuming
- controlling coach
linear- direct instructions- adv and dis
adv
- quick and easy to organize
- maximizes practice time
dis
- learners are forced to pay conscious attention to the skill
environmental constraints
- weather conditions
- gravity
- natural light
- playing surface
- sounds
factor that influence skill development
- individual constraints
- environmental constraints
- task constraints
individual constraints
- physical characteristics
- fitness level
- psychological and behavioral characteristics
task constraints
- rules
- player numbers
- goals
- equipment
type of practices
- part
- whole
part practice
practicing the individual parts of a skill
adv
- can be useful for beginners
whole practice
practice of the whole skill
adv
- easier to replicate skill
practice distribution
- mass
- distributed
mass
practice has fewer but longer sessions
shorter rest periods
distributed
practice of skill with rest periods- short sessions
practice variability
- blocked
- random
block
- learner practices the same skill over and over
random
- the learner doesn’t practice the same skill twice in a row
types of feedback
- intrinsic (internal feedback
- argumented (external feedback) - knowledge of performance
intrinsic feedback
- feedback from the performances own sensors
- visual
- auditory
- proprioception
- touch
argumented feedback
knowledge of performance
- your results of the activity
- statistics- exactly what happened
- critiquing the movement
- information on how a person can change the performance coaching tips
