Skill Aquisition Flashcards
Skill
the ability to do something well.
Motor skill
a voluntary, goal-directed activity that we learn through practice and experience that involve bodily movements.
3 types of motor/movement skills
Type of movement, movement precision ad predictability of the environment.
Movement Precision
fine and gross motor skills.
Fine motor skills
recruiting smaller muscle groups for precision eg. throwing darts.
Gross motor skills
recruiting large muscle groups, less emphasis on precision eg. running or swimming
Type of movement
discrete, continuous and serial.
Discrete motor skill
movements of breif duration with a definite beginning and end eg. netball pass, free-throw
Continuous motor skill
movements with no clear beginning or end. eg. running marathon, long distance swimming
Serial motor skill
a series of discrete motor skills (creating a more complicated skill action). eg. gymnastics floor routine
Predictability of environment
Closed and open motor skill
Closed motor skill
individual has greatest control over movements that are performed in a stable, predictable environment. eg. indoor individual gymnastics or diving routine.
Open motor skill
performed in a constantly changing environment, externally paced therefore indivdiual has minimal control. eg. AFL match ‘general play’
Fundamental motor skills
foundation skills that provide basis for developing sport-specific skills
3 fundamental motor skills
locomoter, stability and manipulative.
Locomoter motor skills
walk through space eg. running
Stability motor skills
balance and control of body
Manipulative motor skills
control of an object eg. throwing, catching.
3 stages of learning
Cognitive, associative and autonomous
Cognitive stage
individual is new to the skill and is trying to understand what needs to be done; will ask lots of questions and make multiple errors with stiff, inconsistent movements.
Associative stage
the performer is beginning to refine their movement. They are more consistent and make fewer errors
Autonomous stage
where the skill is largely automatic. The performer is no longer consciously thinking about the skill, so their focus can be directed elsewhere.
Practice Distribution
Scheduling of practice sessions: massed and distributed practice
Massed practice
longer, less frequent training sessions, with less rest between tasks, therefore more likley to result in fatigue. (local or amateur level)
Distributed practice
shorter, more frequent training sessions, with longer rest breaks (pro level)
Practice variability
Variability of what is trained during session - blocked and random.
Blocked practice
practicing the same skill continuously without changing tasks. (eg. 50tennis serves in a row) Ideal for beginners still learning the skill.
Random practice
perfoming a variety of motor skills in the same training session (eg. volleyball dig, serve, dig, spike) Ideal for associative and autonomous stage/s.
Part and Whole practice
breaking a skill into subcomponents (eg. tennis serve).
Feedback
any information that an individual gathers or receives about their performance.
Intrinsic feedback
when the individual uses their own senses to assess performance. visual, auditory, touch and proprioception.
Augmented feedback
external feedback - from coaches - which can occur during (concurrent) or after (terminal).
Knowledge of results
refers to feedback about the outcome of the task.
Knowledge of performance
refers to the characteristics of the task.
Frequency of feedback
more augmented feedback is needed in early stages of learning cognitive, as athlete progresses through stages, less feedback is required.
The link between motor skill development, participation and performance
The critical window for developing fundamental motor skills is childhood. Those with better-developed motor skills are more likely to participate in PA than those with less-developed motor skills.
Qualitative vs Quantitative Assessment
description of the quality of human movement without numbers. vs analysis of human movement with numbers.
Qualitative movement analysis
Used by professionals to improve human movement by diagnosis of strengths and weaknesses of players and teams, for talent ID, to predict future performance results.
4 principles of Qualitative movement analysis
preparation, observation, evaluation and error correction.
Preparation
Outlines the purpose of analysis - What, why, how is being analysed? How progress will be tracked and when as well as what characteristics outline a skilled performance.
Observation
Can be live or recorded, however is subjective to coach or observer due to their knowledge of the game/skill, technique training.
Evaluation
a judgement of quality that identifies the problem, what causes this problem and how to solve the problem.
Inter-rater reliability
degree of agreement between judges.
Intra-rater reliability
consistency of ratings given by judge (bias).
Reliability
ability of a test to produce similar results when conducted in a similar situation.
Validity
ability of a test to measure what it intends to measure.
Error Correction
through analysis, strategies are applied to minimise and correct wekanesses through direct or constraints based approaches.
Direct coaching
Traditional coaching method, highly structured drills with feedback provided by coach. Progress made from closed to open environment. (Beneficial for beginners in cognitive stage)
Advantages and disadvantages of direct coaching
explicit learning, effective in early stage of learning, time efficient, keeps learner ‘on task’ HOWEVER, boring repetitious drills, learners become overly dependant on coach’s instructions for success, doesn’t develop decision-making skills
Constraints-based approach to coaching
factors that influence learning at any given time are ‘constraints’, this approach modifies interactions between three categories (individual, environmental and task constraints). (Beneficial for associative and autonomous stages).
Individual constraints
body size (height, weight), fitness level, technical skills, decision making
Environmental constraints
weather conditions, terrain, locality where someone is raised, cultural norms, peer gorups
Task constraints
Rules of the sport, player numbers, field dimensions, equipment
Sociocultural influences
CULTURAL: education, values, race, religion
SOCIAL: time, personality, self-belief, moitvation, active role models
Characteristics that affect performance
prior experience, confidence, heredity, ability, personality
Perceived competence
the extent to which a person feels he or she has the necessary attributes in order to succeed.
