fundamental MS, sociocultural factors, stages of learning, types of mvmt Flashcards
stability skills
involves balance and control of the body
locomotor skills
enable us to move through space eg walking and running
manipulative skills
involve control of an object eg throwing, catching and kicking etc
Types of movement precision
gross and fine motor skills
gross motor skills
involve recruiting large muscle groups and less emphasis on precision eg running
fine motor skills
involve recruiting smaller muscles for precision movements eg finger and hand movements in darts
3 stages of learning
cognitive, associative, autonomous
Cognitive stage/phase
- big and regular mistakes are made
-a lot of thinking is required
-movements will be inconsistent, with stiff and unrelaxed movements - not yet developed error detection
-MOST IMPROVEMENT
Associative phase/stage
- Less mistakes (frequency and size)
- increased attention to external environment
-refine technique/movement patterns - begins to associate the skill with the environment
- more consistent, makes fewer errors and can detect some
autonomous phase/stage
-the skill is mostly automatics
-performer can detect and correct errors
-focus on tactics
-work in open environment
types of movement
continuous motor skills, serial motor skills, discrete motor skills.
continuous motor skills
no definite beginning or ending. repetitive moments eg running
serial motor skills
several discrete skills are performed in a sequence eg a gymnastics floor routine
discrete motor skills
clear beginning and ending, short duration eg netball pass (MUST BE CLEAR WHEN BEGINNING AND ENDING OF A CERTAIN SKILL IS)
fundamental motor skills (motor skills, performance and participation)
students who do not get the opportunity to master fundamental movement skills are less likely to develop the sport specific skills and therefore less likely to be successful in their chosen sport at the later stage, hence are less likely to participate as they have less confidence
closed motor skills
are performed in surrounding where the performer has the greatest control over the performance environment (best for cognitive learners)
-self paced (performer decides when to start/stop)
-environment is predictable
-limited inter trial variability
eg diving competition
open motor skills
are performed in a less predictable environment where conditions are constantly changing, and the performer has limited control over their environment.
- unpredictable environment
-externally paced
-intertrial variability
sociocultural factor: FAMILY
ENABLER: can encourage children to participate in particular activities, help teach them skills, drive to activities and pay for them to do it
BARRIER: may not like activities so do not encourage them to participate, may be poor role models.
sociocultural factor: GENDER
ENABLER: Boys often have more role models and are influenced by gender stereotypes to play sports like football and cricket
BARRIER: females often have less role models and old gender stereotypes often suggest that girls shouldnt play sport
sociocultural factor: CULTURAL BELIEFS/TRADITIONS
ENABLER: Jamaican’s have a tradition and culture of being involved in sprinting
BARRIER: some cultures don’t value physical activity eg the burqa may make it difficult to participate in some sports
sociocultural factor: SES
ENABLER: higher SES allows more access to equipment/ facilities/ competitions/ travel etc
BARRIER: may not be able to afford the equipment/ facilities or travel
