movement skills Flashcards
discrete motor skills
having an obvious beginning and end
kicking ball or netball pass
gross motor skills
recruitment of large muscles groups
less emphasis on precision
running, swimming
fine motor skills
recruitment of smaller muscles
associated with movements requiring precision
bouncing ball, throwing dart
serial motor skills
several discrete skills performed in sequence
combines discrete skills to perform an action
gymnastics routine, lay-up or dribbling
continuous motor skills
no beginning or end point
walking, running
motor skill is continuous in nature
open skills
performed in a less predictable environment
constantly changing (conditions)
tackling, kayaking
closed skills
where performer has the greatest control over the performance environment
playing surface, opposition
Fundamental Movement skills
Stability- skills involving balance and control (handball)
locomotor- skills that enable us to move through space (running)
manipulative- skills involving control of object (throwing, kicking)
sports specific skills
utilise a range of fundamental movement skills in a sequence
Link between motor skill development, participation and performence
fundamental motor skills are the building blocks to sports specific skills
therefore if your fundamental motor skills are underdeveloped you are less likely to involve yourself in specific sports that rely upon those motor skills
Intrinsic feedback
internal
when performers use their own senses to asses performance
visual, auditory, proprioception and touch
augmented feedback
external enhance a performers own internal feedback system can occur during or after performance during activity= concurrent feedback after performance= terminal feedback
knowledge of performence
characteristics of performing tasks as opposed to the specific outcome
knowledge of results
specific feedback about the outcome of task as opposed to feedback relating to performance chart
beneficial for learners trying to develop new skills
Frequency
frequency of feedback should be reduced as the performer moves through the stages of learning
(cognitive, associative and autonomous)
socio cultural factors
social:
family
available resources
active role models
cultural:
education
religion
Stages of learning
cognitive
associative
autonomous
Stage 1. cognitive
beginner mentally trying to comprehend movement requirements of motor skill
beginners will ask questions
lack of confidence but rapid improvment
knows whats wrong but doesn’t know how to correct
Stage 2. associative
practise stage
refine technique and movement
more consistent, less errors
able to detect errors and develop strategies
stage 3. autonomous
largely automatic skill
developed anticipation
detect own errors and correct them
practise strategies: amount
refers to scheduling of practise sessions
availability, frequency and length of sessions
Distribution: distributed practise
shorter but more frequent training sessions
more time for rest during sessions
creates better learning environment
distribution: massed practise
less frequent training sessions that last for a longer period
rest intervals are shorter
physical and psychological fatigue is more likely to result from massed practise
variability
several skills practised
variability: blocked practise
practising the same skill continuously without changing to a different task
appropriate for beginners
variability: random practise
varied sequencing of different motor skills in same training session
suitable for performers in stage 2 or 3
qualitative movement analysis principals
1 preparation
2 observation
3 evaluation(diagnosis)
4 error correction(intervention)
- preparation
critical features of skill required for success
information about performers
details about observation stage
- observation
influence ability to observe- experience, knowledge, academic and technical training
to gather and organise information
- evaluation
the judgement of quality
determination of the value
what is the problem?
- error correction
providing feedback
visual demonstrations
mechanical guidance
manual guidence
movement: individual constraints
structural- body size, fitness level
functional- anxiety, technical skills
movement: environmental constraints
physical environment: weather, noise level, lacality
social/cultural environment: family support networks, peer groups, cultural norms
task constraints
rules of sport
equipment available
player numbers/team size
field dimensions
direct coaching
maximises practise time
emphases on mastering technique
instructor centred keeps learners on task
constraint-based coaching
develops technical and tactical awareness
skills developed more to game environments
motivating
decreases likelihood of underperforming at times of stress
reliability
ability of test to reproduce similar results in similar conditions
conditions, environment, equipment, observation technique
validity
ability of the observation method to measure what is intended to
environment constraints
surface
weather
individual constraints
fatigue
physical state
sociocultural factors at stages of learning
location
family support
role models
