MLC Flashcards
Classification of motor skills
type of movement
Predictability of the environment
complexity of the task
Type of movement
gross motor skills Fine motor skills discrete skills Serial skills continuous skills
gross motor skills
Involve movement of major muscle groups resulting in large body part movement
fine motor skills
Involve movement of smaller muscle groups resulting in more precise movement
discrete skills
Have clear beginning and endings
serial skills
Made up of a number of discrete skills which are put together in a certain order
continuous skills
Do not have a clear beginning or ending and it is impossible to define exactly where the skill starts and where it stops
predictability of environment
Closed skills
open skills
Close skills
where performer has the greatest control over their performance environment and usually require repetition of a successful movement pattern
Open skills
where the performer is required to have flexibility and adaption in the execution of a skill under a constantly changing environment or time pressure
Complexity of task
simple skills
Complex skills
simple skills
Quickly learned no time pressure One cue only no opposition (Eg. Hitting baseball on tee)
Complex skills
longer learning and practice time
Time pressure
many cues
(Eg. Hitting moving ball)
Fitts and Posner phases of motor learning
Cognitive
Associative
Autonomous
Cognitive stage
Trial and error
more concerned with what to do then how to do
Basic motor patterns
inconsistent performance
Associative
consistency improves
Size/frequency of errors decrease
Correcting errors/technique
Time in associative stage depends on:
task complexity
Level of ability
amount of practise
Amount and quality of feedback
autonomous stage
Movements are fluent increased speed/accuracy Attends to relevant cues only performance is consistent Self corrects
cues
Stimulus perception which signal for action or give a hint how to respond in a particular circumstance
types of cues
Visual cues
verbal cues
Proprioceptive cues
visual cues
Provides the performer with a piece of observable information that allows learner to determine and see what movement is required in the execution of the skill and the result of their performance
verbal cues
Short concise task-oriented phrase which directs attention to the most important features in the environment, or prompts performers to attend to the key components in the task in order to enhance performance
proprioceptive cues
Proprioceptors send information to the central nervous system detailing position, posture, equilibrium, and internal conditions of the body
Information processing model of learning
Input
Processing
Output
Feedback
Input
information received by sensory system
Detecting cues in environment
much of info is discarded
Processing
information analysed, interpreted and response selected
Process sequential processes
perceptual mechanism/stimulus detection
Decision making mechanism
effector mechanism/ response selection
Output
selected movement is produced
Nervous system and effector mechanism prepare to produce decision made.
involves neuromuscular system producing movements required ti produce the selected response
Feedback
information about performance is received
hicks law
States the greater number of possibilities available to a performer, the longer it takes for them to react.
more info = more time needed to process and make decision
Purpose of feedback
motivate the performer
Reinforce leaning and provide information
motivate the performer
They are more interested and involved in training
persist longer in learning a skill
Apply greater effort to learning a skill
reinforce learning
feedback can be used to reinforce learning or performance which increases the chances of the behaviour being repeated
Types of feedback
intrinsic
Extrinsic
intrinsic
Received from inside body
Extrinsic
received from outside body
Categorised:
knowledge of performance
Knowledge of results
knowledge of performance
Subjective feedback that a performer receives regarding the quality of their movement or technique
knowledge of results
Objective feedback which provides the performer with information regarding the success of their performance in achieving a desired outcome
timing of extrinsic feedback
Concurrent extrinsic feedback
terminal extrinsic feedback
Concurrent extrinsic feedback
provided during the performance via the coach
Terminal extrinsic feedback
provided by an external source after the movement has been completed
Characteristics of feedback
general Specific constructive Destructive changeable Unchangeable
general
Contain no info
specific
Contains info
constructive
Recognises positive parts of the athletes behaviour and suggests further ways to improve
destructive
Provides no motivation or encouragement
changeable
Directed at behaviour that can be changed
unchangeable
Not changeable (eg. Too short to play)
