Skill Continuum, Transfer of Skills and Practice for Learning Flashcards
Aesthetically pleasing description
The skill is good to watch
Aesthetically pleasing sporting example
In gymnastics the toes are pointed during routine
Consistent description
The skill is repeated with high sucess rate
Consistent sporting example
A netballer scoring 85% of shots during the season
Efficient description
The skill is produced with least amount of energy and in quickest time
Efficient sporting example
100 meter sprint
Fluent description
The skill is preformed smoothly
Fluent sporting example
Gymnastic floor routine with twists and tumbles
Learned description
The skill has been developed through practice
Learned sporting example
A free kick in football going into the top corner
Accurate description
The skill is precise
Accurate sporting example
A penalty in football going into the corner to avoid being saved by the goalkeeper
Goal directed description
The skill is performed with a clear aim in mind
Goal directed sporting example
A slap hit in hockey to go into the bottom corner of the goal
Mnemonic for characteristics of skills
ACEFLAG
Continua’s
Open to closed
Gross to fine
Self paced to externally paced
Highly organised to low organisation
Simple to complex
Discrete to serial to continuous
Open description
The sporting environment changes while the skill is being preformed, performers must adapt and high amount of decision making requires
Open sporting example
A chest pass is an open skill because team mates and opposition move constantly around as you prepare to pass the ball
Closed description
The sporting environment and conditions are stable, enabling performer to repeat the same movement pattern, these are few decisions to make
Closed sporting example
Preforming a backwards roll in gymnastics is closed, as the environment does not change
Gross description
Large muscle groups are used to perform the skill
Gross sporting example
A sprint start, as quadriceps are used to drive out of the blocks
Fine description
Small muscles are used to preform the skill that requires precision
Fine sporting example
A dart shot as it uses muscles in the hand to stabilise dart
Self paced description
The performer is in control of the speed and timing of the skill
Self paced example
The hammer throw is a self paced because performer decides when to begin the rotations and also dictates how fast they spin
Externally paced description
The performer must adapt as they have no control of the speed and timing of the skill
Externally paced example
When receiving a hockey pass from a team mate, the performer reacts to speed and direction of pass
Highly organised description
The skill is difficult to break down into subroutines due to the speed of the action performed
Highly organised example
A sprint start because it is performed rapidly and is hard to break into subroutines
Low organised description
The skill can be broken down into subroutines and can be practised in isolation
Low organised example
Back crawl in swimming as can be broken down into arms and legs or just arms
Simple description
Limited decision making is required
Simple example
A forward roll as there is little information to process and decisions
Complex description
Several decisions must be made
Complex sporting example
Centre player in rugby, running with the ball, has to take into account their players and opposition, lots of decisions have to be made
Discrete description
The skill has clear beginning and ending, one distinct ending
Discrete example
Pirouette in dance
Serial description
A number of discrete skills performed together sequentially
Serial example
The run hop step jump and landing of a triple jump are discrete skills performed together
Continuous description
The skill has no clear beginning middle and end, the end of one subroutine is the start of another
Continuous example
Cycling and swimming strikes are continuous
Transfer of learning
- Positive
- negative
- zero
- bilateral
Positive description
Learning a skill facilitates the learning of an additional skill
Positive example
Learning how to throw overarm helps with learning how to serve in volleyball
Negative description
Learning a skill inhibits the learning of an additional skill
Negative example
Learning the forehand drive in tennis hinders the forehand clear in badminton
Zero description
No similarities between tasks and no effect on either skill
Zero example
Learning to tacked in rugby has no effect on a tumble turn
Bilateral description
Learning and performing a skill on one side of the body is transferred to other side
Bilateral example
Learning how to play snooker shots with one hand then and can be transferred to other side
Coaching positive transfer
- Ensure performer was learnt skill completely before developing the skill
- make training and skills close as possible to game situations eg: replace cones with people
- give praise/ positive reinforcement
- avoid teaching similar skills together eg: tannins and badminton skills as increased likely hood for negative transfer
Methods of presenting practise
Whole, whole-part-whole,progressive part
Whole method
The skill is presented in its entirely and not broken down into subroutines
Whole method use
Skill is: highly organised, continuous, simple, discrete, fast and not dangerous
Performer is: autonomous
Whole method advantages
Kinaesthesis is developed, fluency between subroutines is maintained, not time consuming, creates clear mental image, easily transferred into full game, aids understanding
Whole method disadvantages
Not ideal for cognitive performers, can cause information overload and fatigue, must be physically capable of producing the full skill
Whole method examples
Golf swing, tennis serve, cycling, forward roll
Whole-part-whole method
The learner attempts the full skill, then one subroutine is practised in isolation before being integrated back into entire skill
Whole-part-whole use
Skill is: complex and fast
performer is: cognitive or autonomous and concentrating on a specific weakness
Whole-part-whole advantages
Kinaesthesis is maintained in the whole, weak parts can be improved, fluency between subroutines is maintained in the whole, confidence and motivation improved as success made
Whole-part-whole disadvantages
Time consuming, cannot be used with highly organised skillsrinathesis can be affected negatively is not integrated quickly
Whole- part -whole example
Front crawl
Whole - full stroke
Part- practise arm actions
Whole - full stroke again with new arm actions
Progressive part method
The first subroutine is taught and practised until perfected the rest of the parts are then added sequentially until whole skill can be performed
Progressive part use
Skill is: low organisation, serial, complex, dangerous
Performer is: cognitive
Progressive part advantage
Focusing on just one part of the skill reduces change of overload or fatigue, aids understanding of both parts, confidence and motivation increase, danger reduced
Progressive part disadvantages
Very time consuming, cannot use with highly organised skills, fluency can be negatively affected, kinasthesis of skill not experienced till end
Progressive part example
Triple jump:
Teach hop, then teach step, then together, teach jump then all together hop, step, and jump
Types of practise
Massed
Distributed
Variable
Mental
Massed practise
Continuous practice without rest periods
Massed used
Spill is: discrete, closed, selfpaced, simple
Preformer is: highly motivated, autonomous, and physically fit
Massed advantages
Overlearns skill so becomes habitual, motor programmes are formed, improves fitness
Massed disadvantage
Caused fatigue, preformer may not be physically capable of undertaking the practice, no time for feedback
Massed examples
Badminton player attempting to perfect a short serve
Distributed practice
Practice with rest periods included
Distributed use
Skill is: continuous, complex, serial, low organisation, externally paced, open
Performer is: cognitive, unfit, lacking motivation
Distribute advantages
More effective than massed, allows time for physical recovery, allows time for mental practice, coach can give feedback, motivational
Distributed disadvantage
Time consuming, can cause negative transfer
Distributed example
A swimmer practicing stroke technique
Variable practice
Practising skills and drills in a constantly changing environment
Variable use
Skill is: open, externally paced, complex
Performer is: cognitive, lacking motivation
Variable advantages
Develops a schema, Increase motivation, performer gains experience in a range of situations, positive transfer from training game
Variable disadvantage
Time consuming, can cause fatigue,information over load, can cause negative transfer
Variable example
In a 3 v2 drill in rugby, players develop passing technique can be use in games
Mental practise
Going over a skill in the mind,internal and external
Mental use
Skill is: complex, serial
Performer is: cognitive, to build image or autonomous, focus on tactics
Mental advantages
Produces a clear mental image, performers can see themselves being successful, can rehearse strategies, increase confidence, reduce anxiety, muscles are stimulated, reaction time improves
Mental disadvantage
Difficult for cognitive performers to complete efficiently, mental image must be accurate,difficult if environment is not quiet
Mental example
Triple jump visulising stages of jump before beginning
