Improving skills

Question 1

Define Qualitative Movement Analysis

Answer 1

qualitative movement analysis is used to improve human movement. The 4 principles of qualitative movement are observation, preparation, evaluation and error correction.

Question 2

List some people who utilise the qualitative analysis

Answer 2

coaches, teachers, athletic trainers and fitness instructors.

Question 3

List the purposes for using the qualitative analysis

Answer 3

Some purposes include: diagnosis of strengths, weaknesses of players and teams, to obtain a final result or rank in completion and also to predict future performance results.

Question 4

List characteristics of skilled performance

Answer 4

some characteristics include: performs consistently at high levels, balanced, flexible, fit and coordinated.

Question 5

List factors of individuals ability to observe

Answer 5

Some factors include: accumulation of experience, academic training, technical training and knowledge of the game.

Question 6

Define validity

Answer 6

Validity refers to the test’s capacity to measure what it is intended to.

Question 7

Define reliability

Answer 7

Reliability refers to the ability of a test to reproduce similar results when conducted in identical/similar conditions, contexts and solutions.

Question 8

Define inter-rater reliability

Answer 8

inter-rater reliability refers to the degree of agreement among raters, it measures homogeneity or consensus, in the ratings given by judges, evaluators or scorers. It’s the level of consistency between different observers.

Question 9

Define intra-rater reliability

Answer 9

intra-rater reliability refers to the consistency of ratings given by one assessor. If either intra/inter reliability score is poor, then the observers need more training or the measures scoring systems needs a replacement.

Question 10

Define direct coaching

Answer 10

It refers to an approach that is rigid, and provides feedback every practice. Within the direct coaching approaches, the learner/performer has limited needs or opportunity to make decisions.

Question 11

Identify the role of the coach in direct coaching

Answer 11

The role of the coach resides in the task selection, task sequencing, structure about how the tasks are to be performed and timing of when tasks will be performed.

Question 12

Define constraints

Answer 12

Constraints refer to the boundaries that shape a learner’s self-organising movement patterns, cognitions and decision making processes. They influence the way performers or learners process information.

Question 13

List the different types of constraints

Answer 13

Individual constraints, Environmental constraints and Task constraints are the types of constraints.

Question 14

List examples of the different type of constraints

Answer 14

Individual - body size, fitness level and technical skills, Environmental - gravity, natural light and terrain and Task - rules of the sport, relative state of the game and equipment available.

Question 15

Define sociocultural influences on skill development

Answer 15

sociocultural refers to customs, lifestyles and values that characterise a society or group.

Question 16

List the characteristics of the learner that affect performance

Answer 16

The characteristics include: Prior experience, confidence, heredity, ability and personality.

Question 17

List some cultural factors

Answer 17

Some cultural factors include: education, politics, religion and values.

Question 18

List some social factors

Answer 18

Some social factors include: family structure, role and status in society, time and access to coaches.

Question 19

Define perceived competence

Answer 19

Perceived competence refers to the self-evaluation of one’s effectiveness or capability in a context.

Question 20

Explain the skill improvement in the cognitive stage of learning

Answer 20

during the cognitive stage of learning, tthe learner needs: no more than two simple instructions at a given time, complex skills need to be broken down into smaller parts and strategies to keep motivation high.

Question 21

Explain the skill improvement in the associative stage of learning

Answer 21

during the associative stage of learning, the learner needs: regular feedback and opportunities to practice with increased variability.

Question 22

Explain the skill improvement in the autonomous stage of learning

Answer 22

during the autonomous stage of learning, the learner needs: practice using game-like situations to focus on tactics and shot selection, practice opportunities with high level of variability and psychological skills training to help player cope under pressure.