skill acquisition Flashcards
u3aos1 how are movement skills improved?
skill
a skill refers to the ability to do something well.
motor skill
a motor skill refers to a voluntary, goal directed activity that can be learned through practice and experience.
classifying movement skills
classifying motor skills refers to categorising skills according to their characteristics.
movement skills
- movement precision
- type of movement
- predictability of environment
movement precision
movement precision refers to the accuracy/refinement of the movement and the size of the masculature required. categorised into: gross motor skills and fine motor skills.
gross motor skills
gross motor skills refer to movements involving the use of large muscle groups that result in a coordinated action such as running and swimming.
- combined actions
- coordinated movement
fine motor skills
fine motor skills refer to delicate, precise movements that engage the use of small msucle groups such as precise dart throwing.
- small muscle groups
- control of touch
type of movement
- discrete motor skills
- serial motor skills
- continuous motor skills
discrete motor skills
discrete motor skills refer to movement that has an obvious beginning and end such as kicking a ball or a netball pass.
- brief movement
- beginning and end
serial motor skills
serial motor skills refer to the combination of discrete skills in a sequence such as a gymnastics routine.
- complicated action
- combination of discrete skills
continuous motor skills
continuous motor skills refer to movement that has no definite beginning or end point such as walking and running.
- flowing movements
- no beginning and end
predictability of environment
- closed motor skills
- open motor skills
closed motor skills
closed motor skills refe to skills where the athlete has the greatest control over the performance environment: skills are peformed in a predictable, self paced environment.
- constant environment
- replication of skill
open motor skills
open motor skills refer to skills performed in a dynamic and externally paced environment.
- changing environment
- externally paced
- adaption of skill required
fundamental movement skills
fundamental movement skills refer to foundation skills that provide a basis for the development of more sport specific skills.
- stability skills
- locomotor skills
- manipulative skills
stability skills
stability skills relates to the balance and control of the body.
locomotor skills
locomotor skills refers to movement that enables an individual to move through space.
manipulative skills
manipulative skills involve the control of an object
sport specific skills (SSS)
sport specific skills refer the mature fundamnetal motor skills refined and combine to meet the demands of more specific tasks such as a volleyball spike.
sport specific concepts
sport specific concepts refer to factors such as moving into space, when to pass, team strategy.
examples of object control
- kicking
- throwing
- catching
- hitting
examples of locomotor skills
- running
- hopping
- jumping
- skipping
- using a wheelchair
- using a prosthetic limb
examples of aquatic skills
- floating
- early swimming strokes
- paddling
- standing on a surfboard
examples of body control
- balancing
- tumbling
- climbing
stages of learning
stages of learning classify learners into three distinct learning stages to describe the characteristics as they progess through the stages.
- cognitive stage
- associative stage
- autonomous stage
cognitive stage
the cognitive stage of learning refers to the initial phase of learning a motor skill where the emphasis is on the conscious understanding of the task requirements.
characteristics of the cognitive stage
- movements are slow, inconsistent and inefficient
- large part of the movement is controlled consciously
- frequent errors occur
- tend to perform skills slowly
- requires feedback
coaching the cognitive stage
- learners need to dedicate a substantial amount of attention
- provide simple feedback
- giving repeated demonstations
- strategies to correct faults should be given
- allow time for practice and re demonstating the skill
associative stage
the associative stage of learning refers to the consistent performance of the basic mechanics of a skill wih relatively few mistakes.
characteristics of associative stage
- movements are more fluid, reliable and efficient
- requires less feedback
- refinement stage where they work on patterns
- some movement is controlled consciously, some automatically
coaching the associative stage
- provide regular practice opportunities
- exoise to more open competition environments
- identfy errors and correct them
autonomous stage
the autonomous stage of learning refers to the athlete performing the skill almost automatically.
characteristics of autonomous stage
- skill can be almost second nature to them
- movements are accurate, consistent and efficient
- movements are largely controlled automatically
coaching the autonomous stage
- keep their motivation levels up
- use match simulation to enhance tactical knowledge and decision making skills
- suggest small improvements for them to apply
skill learning continuum
a skill learning continuum is used to express the concept that an individual can be in different stages of learning for different skills within the same sport.
direct instruction
direct coahcing approaches are rigid and provide feedback on every practice attempt.
constraints based
constraints refer to boundaries that shape a learner’s self organising moving patterns, cognitions and decision making processes.
- task constraints
- individual constraints
- environmental constraints
task constraints
- level of pressure
- rules
- area / size
- number of players
- time
- scoring method
- zones / areas
- equipment (modififcation, size, weight)
individual constraints
- body size: height, weight, body type, limb length
- fitness level: strength, power, endurance, agility, flexibility
- motivation, confidence
- mental (anxiety)
- technical skills
- tactical skills (perceptual and decision making skills)
- experience
environmental constraints
physical environment:
- court surface
- temperature, weather
- background noise
- gravity
- quality of facilities
sociocultural environment:
- motivation of peers
- crowd, spectators
- peers, teachers
- cultural norms
- family support networks
- societal expectations
qualitative analysis
qualitative analysis is needed to help improve athlete performance.
1. preparation
2. observation
3. evaluation
4. error correction
sociocultural influences
- gender
- cultural traditions and beliefs
- socioeconomic status
- peers
- family
practice strategies
practice strategies maximises meanigful skill repetition within time conditions.
part practice
part practice refers to independent components of a motor skill.
whole practice
whole practice refers to practising a whole skill.
amount of practice
amount of practice refers to how much training is required to acquire each skill
practice distribution
practice distribution can be massed or distributed
distributed practice
distributed practice refers to shorter but more frequent training sessions.
- more beneficial for professionals
- hard to schedule around lifestyle
- creates a better learning environment
massed practice
massed practice refers to less frequent but longer training sessions.
- more beneficial for non pro athletes
- easy to schedule around lifestyle
- physical and physiological fatigue is common
practice variability
practice variability can be blocked or random
blocked practice
blocked practice refers to practising the same skill continuously without changing to a different task.
random practice
random practice refers to the varied sequencing of different motor skills in the same training session.
intrinsic feedback
intrinsic feedback refers to an individual using their own sense to assess performance including:
- visual
- auditory
- proprioception
- touch
augmented feedback
augmented feedback refers to an outside individual providing external feedback.
knowledge of results
knowledge of results refers to specific feedback about the outcome of the task.
knowledge of characteristics/performance
knowledge of performance/characteristics refers to feedback on the characteristics of performing a task.
