Skill Acquisition

Question 1

Aesthetically Pleasing

Answer 1

The skill is good to watch.

Question 2

Consistent

Answer 2

The skill repeatedly has a high success rate.

Question 3

Efficient

Answer 3

The skill is produced with the least amount of energy and in the quickest time.

Question 4

Fluent

Answer 4

The skill is performed smoothly.

Question 5

Learned

Answer 5

The skill has been developed through practice

Question 6

Accurate

Answer 6

The skill is precise.

Question 7

Goal Directed

Answer 7

The skill is performed with a clear aim in mind.

Question 8

Open Skill

Answer 8

The sporting environment changes while the skill is being performed. Performers must adapt and a high amount of decision making is involved.
e.g. a chest pass is an open skill because your team mates and opposition constantly move around the pitch as you prepare to pass the ball.

Question 9

Closed Skill

Answer 9

The sporting environment/playing conditions are stable, enabling the performer to repeat the same movement pattern. There are few decisions to make.
e.g. performing a backward roll in gymnastics is closed, as the environment does not change.

Question 10

Gross Skill

Answer 10

Large muscle groups are used to perform the skill.

e.g. a sprint start is a gross skill, as the quadriceps are used to drive out of the blocks.

Question 11

Fine Skill

Answer 11

Small muscles are used to perform a skill that requires precision.
e.g. a pistol shot is a fine skill because it uses the muscles of the hand to stabilise the gun for accuracy.

Question 12

Self-Paced

Answer 12

The performer is in control of the speed and timing of the skill.
e.g. the hammer throw is a self-paced skill because the performer decides when to begin the rotations and also dictated how quickly they spin.

Question 13

Externally Paced

Answer 13

The performer must adapt as they have no control over the speed and timing of the skill. It is in the control of the sporting environment.
e.g. when receiving a hockey pass from a team mate, the performer reacts to the speed and direction of the incoming ball. This makes it an externally paced skill, as the performer has no control over the speed of the incoming pass.

Question 14

Highly Organised Skill

Answer 14

The skill is difficult to break down into its subroutines/parts due to the speed at which the action is performed. Whole practice is recommended for these skills.
e.g. a sprint start is highly organised because it is performed rapidly and is therefore hard to break down into subroutines.

Question 15

Low Organisation Skill

Answer 15

The skill can easily be broken down into its subroutines/parts. Subroutines can be practiced in isolation.
e.g. back crawl swimming has low organisation because the subroutines, i.e. arm and leg actions, can be easily practiced individually.

Question 16

Simple Skill

Answer 16

Limited decision making is required.
e.g. a forward roll is a simple skill because there is little information to process and few decisions to make when producing the action.

Question 17

Complex Skill

Answer 17

Several decisions must be made.
e.g. the centre player in rugby =, running with the ball, takes into account the defender’s positions before deciding which team mate to pass to during attacking play. This is a complex skill because of the large number of decisions to make before the pass can be made.

Question 18

Discrete Skill

Answer 18

The skill has a clear beginning and ending, and is one distinct action.
e.g. a pirouette in dance is discrete because there is an obvious start and finish.

Question 19

Serial Skill

Answer 19

A number of discrete skills are performed together sequentially, creating another skill.
e.g. the run-up, hop, step, jump, and landing are linked and performed together as a triple jump. The individual skills are linked in a specific order and therefore it is a serial skill.

Question 20

Continuous

Answer 20

The skill has no clear beginning or ending. The end subroutine of one skill becomes the beginning subroutine of the next. The movement is cyclical.
e.g. cycling or swimming strokes are continuous because of their cyclical nature.

Question 21

Transfer

Answer 21

The effect in the learning and the performer of one skill on the learning and performance of another skill.

Question 22

Positive Transfer

Answer 22

Learning a skill facilitates the learning of an additional skill.
e.g. learning how to throw overarm helps when learning to serve in volleyball.

Question 23

Negative Transfer

Answer 23

Learning a skill inhibits the learning of an additional skill.
e.g. learning the forehand drive in tennis hinders the forehand clear in badminton.

Question 24

Zero Transfer

Answer 24

There are no similarities between the tasks, therefore there is no effect on either skill.
e.g. learning to tackle in rugby has no effect on a tumble turn.

Question 25

Bilateral Transfer

Answer 25

Learning and performing a skill on one side of the body is then transferred to the opposite side.
e.g. learning how to perform snooker shots with one hand can then be transferred to the other hand.

Question 26

Whole Practice

Answer 26

The skill is presented in its entirety and not broken down into parts/subroutines.
WHEN TO USE: 
- highly organised skill
- continuous/cyclic skill
- simple skill
- discrete skill
- fast/ballistic skill
- not a dangerous skill
- performer is autonomous
ADVANTAGES:
- kinesthesis is developed 
- fluency between subroutines is maintained
- not time consuming
- creates a clear mental image
- easily transferred into full game
- aids understanding 
DISADVANTAGES: 
- ideal for cognitive performers
- can cause information overload and fatigue
- must be physically capable of producing the full skill
EXAMPLES:
- golf swing
- tennis serve
- cycling
- forward roll