improving skills (chapter 2) Flashcards
link between motor skill development, practicipation and performance
fundamental movement skills:
- body control (balancing,climbing)
- locomotive skills (running, skipping, jumping)
- object control (kicking, throwing, catching)
- aquatic skills (swimming, strokes, floating)
if such movement skills are not developed, it will result in a lower level of participation and performance as fundamental skills are associated with continued particpation in physcial activity
the development of motor skills will enable an individual to participate. participation will lead to greater development of skills, improved performance and increased participation
QUALITATIVE MOVEMENT ANALYSIS PRINCIPLES
what is qma?
analysis of the quality of human moveent without the use of numbers, used to improve human movement
purposes of qma?
- diagnose strengths/weaknesses of players/teams
- talent identification/team selection
- ranking of individuals
- prediction of future performance results
Qualitative movement analysis principles
preparation
observation
evaluation
error correction
preparation
-consider purposes of the analysis
-understand critical features of the skill
-info abt perfromers (generder, strengths/weaknesses)
-details abt observation strat (individual play/whole player recorded, where will it take place from, no. observations needed to be made, will cameras be used )
- type of feedback given to performer (will thye show results, how much info will be shared
observation
task is recorded/measured by watching or digitally recording the performer undertakin movement
the details of the observation will have been planned during the preparation
purpoe of observation is to gather infor
the main limitation of observation is subjectivity. several coaches could observe the same player or team and have very different perceptions of the performance
evaluation
A judgment on the quality of performance:
- what are the positive aspects of the performer’s technique
- are there errors in the performer’s technique
- what are the errors
- what is causing the errors
performances can be judged either objectively (scores) ir subjectivity (observation, perception, opinion)
qualitative analysis is largely subjective but can be made more objective through the use of:
-checklists: list elements essential for performance
- criteria/rubrics: outline set of guidelines relating to assessment of the performance
error correction
Error correction is the intervention made by the coach based on their evaluation of the data observed.
Error correction needs to be planned, accurate, practical and relevant to the age and and skill of the performer,
error correction cn be achieved by:
- verbal feedback- corrective instructionwith the aim of providing the performer with knowledge on how to improve technique
-modified practice: break skils into parts, block/closed
- exaggeration: small modifications are hard so some coaches ask performer to exaggerate aspect of the skill
-visual model: demonstrate thru vid
-manual guidance: phycailly move body to correct position so they can work kinasthetically to experience correct action
-mechanical guidance: a mechanical aid can be used to help performer maintain corect body position
influence of indivudla contraints on motor skill development
examples of contraints in the individual category include:
- body size (weight, limb size)
- fitness levels (agility, speed, power, aerobic capacity)
- mental skills (attention control, concentration, confidence, arousal)
- perceptual and decison making skills (recognising patterns of play)
- technical skills
influence of environmental constraints on motor skill development (physical and social/cultural
-locality (parks backyards where the player was raised)
- noise level in gym/sports field
- auditory feedback or other environmental features
- gravity
- weather
Social/culture
-cultural norms
- family support networks
- peer groups (teammates)
- societal expectation, aussie rules popular in victoria,
- the culture of sport clubs and access to high quality coaching
task contraints
-rules of sport
-equipment availability
-field/pitch/court dimensions
-player numbers (team size)
-instructions abt how to complete the task
-change teams/equipment
-athlete learns from themselves/mistakes
direct approach to coaching and instruction (advantages and disadvantages)
a regimented, instructor driven approach where the emphasis is on initially teaching simple skills in a relatively “predictable environment”
coach makes decisions relating to the task selection, task sequencing and duration of task
emphasis is on mastering techniquue where the skills are isolated from the game before the skills and game are put back together
feedback comes from a external source
learner is provided with a set of rules to guide decison making, e.g if servers ball toss is wide , move to cover wide serve
Advantages:
- keep learner’s “on task”
- effective at enhancing skill development in the early stages of learning using a closed environment
Disadvantages:
- limits the leaners ability to search for their own movement solutions, adapt to variations in play and think independently
- skills developed in isolation may lack complexity or adaptability to be effective in a game
- leaner may not develop suffficient tactical awareness which limits ability to make decisions
constraints based approach to coaching and instruction
aim of constraints based is to manipulate the constraints (individual, environmental and to achieve a desired learning environment.
rather than focussing on developing technique
places perfromer in game like situations from an early age, to develop technical and tactical awareness
guided discovery with coach as facilitator
allows athletes to solve problems in a way that suits their individual constraints.
ADVANTAGES:
-through the process of findin solutions to games-based challenges, the learner discovers and develops effective motor skills
-learner develops a sense of when and how to perform these skills within a game situation (improved decison making)
-practice is more varied providing learner with more interesting and engaging learning evironment
-encourages independent learning that happens implicitly as a result of taking part in contraints-based
Stages of learning
to design an effective training session coach needs to take into account the skill level of learner
- cognitive
2.associative
3.autonomous
training structure for each stage will vary significantly
gradually progress from one step to the next
Cognitive (characterisitcs and consideration for the coach)
complete beginner
- many errors
-learner’s attention is given to understanding the skill
-trial and error learning style
-unable to dectect/correct errors
considerations:
- keep it simple
-dont overload
-verbal instructions should be clear/concise
-demonstrations
-part practice may be helpful
Associative stages (characteristics and considerations)
-consistent performance of the basic mechanics of the skill
- concentrates on skill refinement
-improved ability to detect errors
-some perception of important cues/info in game environment
considerations:
-provide opportunity to practice
- continue to work on error detection/ and correction
-assist learner to recognise important cues/info in game environment
