FQ4: How does the acquisition of skill affect performance? Flashcards
Stages of skill acquisition (cognitive)
- learning stage
- performs slow, uncoordinated movements, making large errors while gaining an understanding of the skill
- characterised by mental processes + thinking about the skill (body position, which muscles they are contracting, what movement should look like)
- lots of frequent feedback + demos e.g. use of videos
- frequent, short periods of exposure = best for development (distributed part practice)
- feedback = external + KOP e.g. a coach giving verbal feedback after a basketball lay-up to correct technique for arm extension
Stages of skill acquisition (associative)
- practice stage
- understands how to do the skill, performs it with increased speed, still makes a few errors, but can recognise + correct some errors
- progressed from thinking about what they are doing to how they do it
- movement = more fluid + smooth
- can adjust technique + increase complexity of context e.g. kicking a moving ball
- practice: whole + normally massed = beneficial
- feedback = external, delayed + KOP e.g. coach + athlete watching video + critiquing technique of backswing in a forehand shot
Stages of skill acquisition (autonomous)
- automatic stage (mastery stage)
- performs skill automatically with fluency + very few
errors (consistent skilful performance) → can focus on other aspects of performing e.g. who to pass to - characteristic include: kinaesthetic sense, good anticipation, consistent performance, sound technique
- focuses on execution of skill under pressure, tactics + strategies
- practice: training that mirrors comp with pressures + decisions
- feedback = internal, concurrent + KOR e.g. tennis player ‘feeling’ extension of arm was not optimal + modifying future performances
Characteristics of the learner (personality)
- some individuals possess certain personality traits → more likely to learn motor skills quickly
- more likely to attempt new skills, strive to achieve potential, more receptive to instruction + feedback
- help in the acquisition of skill = determination, enthusiasm, dedication, positive attitude, cooperation, patience, willingness, motivation, concentration
E.g. good work ethic + punctuality = develop skill faster Personality with frequently negative thoughts about skill development + personal ability diminishes ability to acquire skills
Characteristic of the learner (heredity)
- refers to inherited genetic characteristics which are unmodifiable e.g. gender, muscle type, somatotype
- can provide skill learning benefits, where genetic features are significant in the learning process
- Someone who is tall + lean may be more suited to activities where height is an advantage to learn a new skill e.g. reach advantage in b-ball when learning a layup
→ increase confidence = speed up rate of learning - gender (hormones), muscle type (fast/slow twitch), somatotype (Endomorphs = carry more weight e.g. rugby, mesomorphs = muscular + low body fat e.g. AFL, ectomorpohs = skinny e.g. high jump)
Characteristic of the learner (confidence)
- refers to attitude + belief a person has in their ability
- high self-confidence = more likely to keep trying in early stages of learning new skills e.g. dribbling = progress to associative stage more quickly
- failures may destroy confidence, successful skill execution = increase confidence = learn new skills faster
- positive achievement enhances confidence, nurtures self-image + provides foundation for future skill building
- overconfidence leads to poor skill acquisition (belief = better than they are, never perfected + never moving into mastery autonomous stage of skill acquisition
e. g. beginner athlete taught difficult skill e.g. javelin without positive feedback = reduced confidence due to large no. of errors typical in early stages of complex skill learning
Characteristic of the learner (prior experience)
- is the transfer of skills from one context to another allowing the athlete to learn new similar skills faster
- if participated in activity that involves similar qualities = accelerates learning process, learn new skill more effectively
e.g. tennis player learning volleyball serve = tennis serve = similar → motion accelerated in learning progression due to some basic movement elements already learned - influence rate of skill acquisition e.g. netballer begins b-ball = progress more quickly with passing + catching
→ allows them to move quickly through cognitive stage
to associative stage, as they may make only small errors with passing + catching accuracy
E.g. developed hand/eye coordination through hockey, = make it easier to learn sports such as cricket or golf - positive transfer (some skills occur in other sports) = advantage, negative transfer (more difficult e.g. netball standing still with ball + b-ball dribbling with ball)
Characteristic of the learner (ability)
- how well an athlete learns skills; ease of performing movements; competency
- involves way in which an individual can learn, process + implement new skills (incorporates sense acuity, perception, reaction time + intelligence)
- greater ability learn + process new skills faster than lower ability - reach higher levels of skill acquisition faster + for a wide variety of skills
- can come down to:
→ Kinaesthetic sense (awareness)
→ Multi-limb coordination - (capacity to structure movements = fluent)
→ Perceptive sense - (capacity to receive + interpret info effectively)
The learning environment
- nature of the skill (open + closed)
Open skill
- occurs in an environment (weather, opposition, surface) that is unpredictable + frequently changing; totally uncontrollable e.g. kicking a goal in AFL
Closed skill
- performed in the same conditions every time; circumstances are always the same + constant e.g. weight lifting, free throw in basketball
→ Open skills take longer to learn than close skills
The learning environment
- nature of the skill (fine + gross)
Gross skill
- requires large muscles groups (legs, back, chest) e.g. running
Fine skill
- involves small or isolated muscles groups (wrist flexors, bicep) e.g. shooting
→ Fine skills are easier to learn than gross skills
The learning environment
- nature of the skill (discrete + continuous + serial)
Discrete
- has a distinct beginning + end that can be identified e.g. shot put, gymnastics flip
Continuous
- repeats a specific movement over + over again e.g. running, swimming
Serial
- combines a no. of separate smaller skills to perform the larger more complex skill e.g. layup in basketball (dribbling, catching, jumping, shooting)
→ Serial skills = harder to learn than discrete skills
→ discrete skills often harder than continuous skills because continuous skills are repeated all the time
The learning environment
- nature of the skill (self-paced + externally paced)
Self-paced
- movements where the performer determines the timing and speed of the execution e.g. tennis serve
Externally paced
- movement has its timing + speed determined by external factors such as opposing players or music e.g. batting in baseball, rhythmic gymnastics
→ Externally paced skills = harder to learn than self-paced
The learning environment
- performance elements e.g. decision making
- need to be taught decision-making skills in order to understand roles + responsibilities in game situations
- productive DM best achieved through observation, questioning (what would you do if opponent moved here?), part-whole approach, variation (change defence alignment) + creativity
→ helps to increase successful + quick decisions - As skill increases, they also increase ability to make more diverse + creative decisions in increasingly complex game situations e.g. knowing when to shift from man on man defence based on possession in a game
The learning environment
- performance elements e.g. strategic + tactical development
- ensure athletes can not only implement set plays +
rehearsed routines, but can also adapt + take advantages of different game situations as they arise - built on principles of technical efficiency (good for success under pressure + decisions), understanding the game (success in execution + selecting correct ones) + good execution (timing, smooth)
- SD requires athletes to reflect on past performance + plan new approaches for improving in future events
-TD requires athletes to ‘think on their feet’ + play out the scenario in front of them to the best of their ability.
Practice method (massed + distributed)
Massed
- continuous practice session, with rest intervals being shorter than practice intervals
- Skilled + motivated athletes
- Suits skills that are exciting or frequently used e.g. uneven bar transitions, passing
Distributed
- broken practice session with intervals of rest or alternative activities being longer than practice intervals
- Works best when athlete lacks interest, task = difficult, motivation = low, task causes fatigue, excessive work causes discomfort or boring e.g. heading a soccer ball
- Good: difficult skills that need to be broken up or when lots of feedback necessary
