Skilled Performace Flashcards
Definition of skill
The learned ability to bring about predetermined results with maximum certainty and efficiently
Main features of a skill
🍒objective- goal direction and pre determined. Ie have an outcome want to achieve
🍒Leaned- not innate, go through same stages of learning as everyone but make it look easy
🍒Movement efficient- don’t waste energy, easy minimum effort, action performed fluently
🍒Aesthetically pleasing
🍒consistently successful
🍒recognisable it linked to technical model- compared to ‘full marks model’ ie sequence of movement allows skill performed efficiently, effectively, with accuracy. Covers positioning, technique, timing, recovery
Basic skills
🍒Form the foundation of more complex skills.
🍒Don’t include complicated movement.
🍒often generic to many sports
🍒sports people need to master these first before attempting complex skills
🍒eg running, jumping, throwing
Complex skills
🍒more difficult
🍒complicated movements require high levels of coordination and control
🍒usually sports specific
🍒eg serve in tennis, throwing a discus
The discrete, serial, continuous continuum
Concerned with whether or not an observer can see a definite beginning or end to the movement, whether it is composed of a number of separate elements, or whether movement has no clear beginning or end
Discrete
🍒well defined beginning and end
🍒usually a brief single specific skill
🍒skill repeated just start at beginning
🍒eg basketball free throw, golf shot
Serial
🍒number of discrete skills in a sequence
🍒order is important
🍒each movement has a stimulus and response
🍒eg triple jump
Continuous
🍒poorly defined beginning and end
🍒activity is ongoing
🍒end of movement is the beginning of next
🍒eg cycling, running, swimming
Open skills
🍒affected by the environment or performed in a dynamic changing situation or environment
🍒predominantly perceptual with no clear beginning or end
🍒long pass in soccer
Closed
🍒performed in a stable, unchanging environment, where environment had little or no impact on the performance
🍒predominantly habitual with a clear beginning and end little decision making required
🍒eg forward roll in gymnastic
Different types of skills
🍒Cognitive- involves 🧠 working eg reading coaching points or eg reading instructions over and over to learn how to serve in badminton.
🍒perceptual- involves interpretation of info and making divisions on it. Eg in badminton you look which area of court to serve too
🍒motor- involve control of muscles in carrying out movements eg forward roll
🍒perceptual motor- involves perceptual, motor and cognitive skills. Involve knowing what to do, behind able to interpret and make right decision for the situation and behind able to execute skill efficiently.
Eg I’m badminton seeing the shuttlecock cove over net and knowing what shot could be played, deciding on the best option and then performing the shot effectively with sound technique.
Cognitive skills
🍒Cognitive- involves 🧠 working eg reading coaching points or eg reading instructions over and over to learn how to serve in badminton.
Perceptual skills
🍒perceptual- involves interpretation of info and making divisions on it. Eg in badminton you look which area of court to serve too
Motor skills
🍒motor- involve control of muscles in carrying out movements eg forward roll
Perceptual motor skill
🍒perceptual motor- involves perceptual, motor and cognitive skills. Involve knowing what to do, behind able to interpret and make right decision for the situation and behind able to execute skill efficiently.
Eg I’m badminton seeing the shuttlecock cove over net and knowing what shot could be played, deciding on the best option and then performing the shot effectively with sound technique
Coordination definition
Ability of the brain and muscle to work together to perform smooth accurate movements.
Test for co ordination
Alternative Hand Wall Toss- Hand-eye coordination
🍒mark a certain distance from wall usually 2 meters
🍒stand behind line facing wall
🍒ball thrown underarm off wall with left hand and caught with right hand then vice versa.
🍒Usually continues for a set time period with number of successful catches counted
Balance definition
The ability to be in a state of equilibrium whether static or moving. About being in a position to be able to perform the sequence of movements of a skill under control
Test for balance
Stork stand
🍒stand on both feet with hands on hips.
🍒lift one leg. Toes of this leg placed against knee of standing leg
🍒you then raise heel of standing leg and stand on toes
🍒watch starts and stops is 1) lose balance 2) hell touches floor 3) foot comes away from knee
Reaction time
Time taken for the body (or part) yo respond to a stimulus. Time lapses from the presentation of stimulus to start of response
Eg time taken from shut gun at 100 m spring
React to opponents shot in badminton
Test for reaction time
Ruler drop test
🍭a 1m in help by tester between outstretched index finger and thumb of the performers dominant hand.
🍭performers thumb level with 0 on ruler
🍭ruler then dropped by tester and performer must catch ASAP
🍭read off the ruler how many cm took to catch. Lower number better reaction time
Agility definition
Ability to change direction efficiently and effectively when moving at speed. About being able to start, stop or change from forwards or backwards or to sideways quickly and with CONTROL.
Consistently good more likely regarded as skilled
Test for agility
Illinois agility test
🍭lye down in front with hands by shoulder. When instructed to start get to feet and complete marked course in shortest time possible. Final time compared against scoring chats
Factors that unpin a skilled performance
🍭specificity 🍭validly -test what you want to test 🍭reliable- same every time 🍭conditions and environment 🍭protocol 🍭accuracy of measurement 🍭athlete emotions, motivation and state of readiness 🍭athlete state of heath and hydration
Main reasons for fitness testing
🍭provides a baseline or starting point 🍭identifies talent 🍭identifies strengths and weaknesses 🍭provides incentives 🍭helps motivate 🍭monitors progress 🍭helps set goals and targets
Specificity SP
Fitness tests must asses an individual as fitness for the activity or sport in question.
Eg little point using running endurance test to assess athletes improvement in cycling endurance
Validity SP
Testing is concerned with whether the test measures exactly what it sets out to.
Reliability SP
Accuracy of results
Test reliable it should be possible to gain same or similar results in a report test.
Conditions and environment SP
Can have a profound effect on field testing particularly when performed outdoors due to weather primarily.
Consideration should be given to effect alterations weather may have on testing environment eg slippy surface and sports performed eg temperature extremes.
Ideally tests should be performed in very similar conditions enabling comparisons to be drawn. Coach should note weather conditions recording test scores.
Protocol SP
Must be followed strictly
Sane test must be used for fair comparison
Athlete emotions motivation and state of readiness SP
Must be recorded before and during each test.
Not motivated lack desire to try hard and give up easily
Time of day big difference. Tired early in morning or late at night
Athletes state of hydration and health
Both need to be recorded. It performed injured or feeling unwell this may result in them not reaching full potential in the tests
Cognitive stage of learning
👶🏻Still trying to understand demands of task and working out what they have to do
👶🏻need to give full attention
👶🏻movements not efficient, effective or coordinated
👶🏻many errors
👶🏻you pass to next stage when you can perform skill even though may not be perfect
Associative stage
👦🏽performer gradually becomes more successful and makes fewer errors
👦🏽rapid improvement
👦🏽use intrinsic or kinaesthetic feedback begin compare to mental model
👦🏽practice in wider range situations eg defender
👦🏽Longer than cognitive, vary in length due to complexity of skill
👦🏽practice skill over and over again
👦🏽think less and less about technique and more about timing and coordination
👦🏽pass from this stage perform skill automatically without thinking of timing or technique
Autonomous
🍭skill improvement continues but less rapid pace
🍭less mistakes
🍭confident and in control
🍭High levels of smoothness, no stress
🍭habitual, less affected by outside distractions
🍭performer can analyse own performance and adjust own actions
🍭feedback increasingly intrinsic, negative, concurrent, related to performance
🍭performer process information easily, detect and correct errors without help, concentrate on relative cues form environment
Guidance
Information given to learner in order to limit possible mistakes ensuring that correct movement patterns are carried off.
Visual guidance
👁observe the technique being performed
👁demonstrations/ DVD/ images/ YOUTUBE
👁clear idea of movement patterns, technique and analysis of technique
👁helps develop a mental image
👁important for safety to prevent injury through incorrect technique
👁suitable for learning of cognitive/ associative stage
👁specific cues highlighted
👁suitable large groups
👁motivate by using a significant other/ role model
👁user in conjunction with verbal guidance
Verbal guidance
👂🏼listen to someone yelling you what to do
👂🏼verbal briefing reduces stimulus uncertainty by drawing the learners attention to specific details of certain movements
👂🏼language is clear
👂🏼short
👂🏼appropriate to learner
👂🏼very pitch and tone emphasis points
Physical/ manual
💪🏼someone physically moves you into position and takes you manually through the sequences of movements
💪🏼difficult/ dangerous
💪🏼good for beginners
💪🏼permits kinaesthetic feel
💪🏼not for too long
Disadvantage of visual guidance
👁depends on coaches ability to demonstrate a good model
👁may need expensive equipment eg camera
👁some skills may be too complicated to be absorbed by learner
Disadvantage of verbal guidance
👂🏼coach must have ability to express necessary informations
👂🏼less effective in early stages of learning
👂🏼some techniques are difficult to verbally describe
👂🏼can become boring if too long
👂🏼not all performers can relate words to a mental picture
Manual/physical guidance
💪🏼limited use in group situations
💪🏼limited in fast/ complex movements
How to decide what method of guidance
🍬performers stage of learning. Basic skills learnt quickly from demonstration. Complex need to be broken down into combinations V&V usually most successful
🍬persons predominant learning style
🍬depends on nature of task
🍬depends on situation/ facilities / time available
🍬depends on motivation/ personality of performer
🍬depends on group size
Types of practice
💕whole approach 💕whole part approach 💕part approach 💕condition games 💕problem solving 💕fixed/ drill 💕mental 💕variable
Whole approach
🍪practice skill in its entirety.
🍪use of skill complex/ hard to break down/ high organisation / discrete / simple
🍪use whole skill to gain a feel/ appreciate flow/ kinaesthetic/ sequence
🍪depends on state of learning / beginner /experience
🍪automatic / cognitive stage
🍪safety- no chance of injury
🍪time- short of time
🍪highly motivation as success not certain
🍪eg somersault, snooker/pool shot, tennis serve, penalty kick
🍪performer-experienced, Hugh levels of attention, later stages leaning. Older
Advantages/ disadvantage whole approach
👍🏻develop awareness of whole movement
👍🏻experience timing needed to execute skill successfully
👎🏻difficult to use with complex skills
👎🏻difficult for novice performers to execute initially
👎🏻not good for dangerous skills
Part approach
🥠skill as a whole broken down into parts. Practice each part in isolation eg long jump practice run up in isolation.
🥠High complexity
🥠independent subroutines
🥠slow or serial tasks where skill as a whole is of long duration
🥠dangerous skills
🥠eg triple jump, clean and jerk weight lifting, trampoline X10 moves routine
🥠performer beginner, limited attention span, early stages learning, problems with particular aspect of skill, limited motivation
Advantages / disadvantage part approach
👍🏻complex skills broken into different parts and learnt in different stages
👍🏻allows performer develop confidence when practising
👍🏻allows teacher focus on specific areas causing problems
👍🏻maintains motivation levels
👎🏻time so consuming
👎🏻hinders development of continuing and timing of complete skill
👎🏻may reduce overall kinetic awareness
👎🏻highly organised skill difficult break down
Whole part whole
🍪🥠🍪 first practice whole, identify difficult components or weaknesses, practiced separately. When sufficiently fluent part recombined into whole Movement for further practice
Advantages / disadvantages of whole part whole approach
👍🏻feel for whole skill before break up and practice weaknesses
👍🏻identify weak part and practice in part practice you will become more successful
👍🏻practices can be focused
👎🏻transfer from part to whole may be difficult
Mental
Visualising yourself doing the skill over and over again in your mind.
Should include all aspects of skill and all body parts involved.
Take into account environmental and other factors eg 💨, 🌧, crowd, judges.
Engage senses 👁👂🏼👅👃🏼✋🏼
Fixed drill
Practising skill under same conditions each time. Good way to learn a closer skill.
-closed skill need to be practised under same environment each time not effected by external environmental factors- Eg Handstand Throwing discus Triple jump Basketball free throw
Variable practise
Practising skill in a variety of different contexts and conditions. Good way to learn open skill.
-open skill practiced in a variety of situations which match changing conditions in the sport- Eg Tackling in rugby Dodging in netball Shooting in hockey Shooting in netball
Problem solving
Given situations in which you perform your skill while trying out different solutions. Net games and invasion games most likely to use this type of practice. Involves thinking about strategies and tactics as well as practising your skills
Conditioned games
Means playing game but with certain restrictions being applied to it that are not normally part of the rules eg two touch to encourage passing. Type and difficulty of the practice you use depends on complexity of skill and stage learner at
One continuous practice
Massed
Allows for continuity in learning progress
However, tired, bored, lose concentration
More effective learners high fitness and motivation
Spaced practice
Short sessions over a number of weeks for focus maintained
Time for rest and practice before next session
Practice not done what was taught may be lost and little progress made.
Suited lower levels of fitness and experience
What does SMART stand for
Specific Measurable Attainable Realistic Time bound
Arousal definition
Your state of alertness. It is both a physical and mental condition.
What raises arousal levels
❣️mental imagery- call up images of your goal
❣️coach or manage motivating you with a pep talk
❣️seeing the opposition and their determination
❣️coach or manger giving you a special role
Arousal levels lowered by
❣️relaxation technique - lowers your heart rate, slows breathing, removes tension
❣️mental imagery- image yourself performing well and being successful
Describe arousal levels
People tend naturally over anxious or excited when they do thing eg competition. Personality trait means arousal levels are often high.
If people are relaxed and calm about things it means arousal level are low.
Perform poorly either way.
Optimum zone in between where you will perform at your best.
Intrinsic feedback
❣️provides information on the ‘feel’ of performing the sequence of movements.
❣️inc info on balance and tension in muscles.
❣️what you need during/ after you have performed/ practised skill.
❣️feelings provide you with information about your performance and can be valued helping analyse it
❣️proprioceptors in muscles, tendons and joints
❣️interceptors infernal organs of the body
Extrinsic feedback
Provides information on performance from external sources. Can be gathered by you, teacher, coach, video clip.
KR
Provides information on your performance eg you see the ball going into the net or basket, your time was 12 seconds, your service was in.
Comes from exteroceptors eyes and ears
❣️external and usually terminal.
KP
Provides information on the quality of your performance- tell how well you performed irrespective of the result comes from coaches/spectators/fellow players.
❣️internal external with use of high defo camera
Both pos and neg. if neg you should take correcting action to improve technique or performance.
Concurrent feedback
❣️during skill action- can motivate/ reinforce
❣️most often internal from proprioceptors also he from a coach
Terminal feedback
❣️following skill performance- motivate/ reinforce/ correct.
❣️may be delayed!
Cognitive stage - feedback
❣️positive
❣️terminal feedback as need to give all attention to performance of skill and just solely concentrate on that
❣️extrinsic feedback linked to KR
❣️ie more interested seeing ball go into net than focus on technique
Autonomous stage- feedback
❣️deal better than beginner with negative feedback
❣️ concurrent feedback
❣️KP and internal feedback from proprioceptors
