Skilled Performance and the Acquisition of Skill Flashcards
1A. Characteristics of Skilled Performance
- Demonstrating a range of qualities in their skill executions and movements.
1. Kinaesthetic Awareness
2. Anticipation
3. Consistency
4. Technical Execution
1A. 1. Kinaesthetic Awareness
- Understanding of your body position during sporting movements.
- Can be used to adjust your movements to achieve success.
E.g.; Discuss throw requires a highly refined feel for the athlete’s body position related to it’s movement inside the throwing area.
1A. 2. Anticipation
- Ability to predict the next moves of their opponents.
- This information can be used to decide on an appropriate action to gain an advantage.
- Anticipation skills can be developed through experience from different scenarios.
E.g.; A defender in GAA examining their opponents specific bodily movements.
1A. 3. Consistency
- Executing skills with a high success rate on a consistent basis.
- Key feature that sets athletes apart from others.
1A. 4. Technical Execution
- Capacity to execute skills with excellent technique.
- Will allow the performer to experience success.
- Benefits; powerful movements, efficient use of energy and reduced risk of injury.
1A. Indicators of a Skilled Performance (ACEFACE)
- Aesthetically Pleasing:
- Performance looks good.
- Appealing to spectators. - Consistent:
- Repeating skills with a high success rate. - Efficient:
- Use the best moving patterns and options available. - Fluent:
- Movements are smooth, graceful and effortless.
- Appears easy for the athlete. - Accurate:
- Set of requirements to complete are met.
- All details of the skill are executed. - Controlled:
- Ability to move and manipulate the body. - Economical:
- Not wasting energy.
1A. Environmental Influence Continuum
Open Skills:
- Constantly changing environment.
- Happens in response to other factors.
E.g.; Running into an open space to receive a pass in football.
Closed Skills:
- Stable with enduring characteristics.
- Clear beginning and end.
E.g.; Free throw in basketball.
1A. Muscular Involvement Continuum
Gross Skills:
- Require large muscular groups.
E.g.; Deadlifting.
Fine Skills:
- Requires precision when executing.
- Only requires the use of small muscles.
E.g.; Throwing a dart.
1A. Pacing Continuum
Self-Paced Skill:
- Athlete is in control of the timing.
- Moving begins when they feel comfortable.
E.g.; Badminton servers.
Externally Paced Skills:
- Happens as a result of environmental factors.
- Athlete is not in direct control of timing.
- Athlete must adapt to the environment when executing the skill.
E.g.; Catching a rugby pass reacting to the speed and direction of the ball to adjust their speed and body position.
1A. Skill vs Ability
Skill:
- Coordinated movement patterns.
- Have been learned overtime in order to achieve a specific outcome.
- Developed through practice.
Ability:
- Foundations for the development of skills.
- Predetermined and genetic.
- Natural ability.
1A. Types of Skills
Psychomotor Skill:
- Bodily movement performed with a pre-determined end result.
E.g.; Striking a sliotar with a hurl.
Perceptual Skill:
- Interpreting the information of the sporting environment.
- Enables athletes to make decisions during the play.
E.g.; Watching the body position and action of the opponent in tennis when the ball is struck to interpret the ball’s flight, direction and spin.
Cognitive Skill:
- Problem solving during play.
- Deciding what to do next.
E.g.; An opponent is struggling to kick with their left leg so the athlete forces them onto this side when defending.
1A. Stages of Skill Acquisition
- Process of developing a specific sequence of body movements that proves to be complicated or difficult.
- Cognitive Stage
- Associative Stage
- Autonomous Stage
1A. Stage 1: Cognitive Stage
- Beginner athletes learning a new skill.
- Movements at this stage may not be smooth or accurate.
- No consistency or accuracy.
- Movements may appear awkward and forced.
- Basic extrinsic and positive feedback.
1A. Stage 2: Associative Stage
- Athlete has a grasp of the fundamental movements.
- Will begin to improve their skill execution and movements.
- More consistent in skill execution.
- Both intrinsic and extrinsic feedback.
- Able to make self-adjustments.
- Development of kinaesthetic awareness.
1A. Stage 3: Autonomous Stage
- Final stage of skill learning.
- High levels of consistency, fluency and accuracy.
- Motor programme of the skill is stored in the long-term memory.
- Required to continue practicing and refining their skills.
- Able to provide intrinsic feedback.
- Able to appreciate and use negative feedback.
- Able to link complicated movements together and make them look easy.
- Able to demonstrate highly developed kinaesthetic awareness.
1A. Types of Feedback
- Information an athlete receives about specific aspects of their performance.
- Helps to identify mistakes and inaccuracies in their technique.
- Intrinsic Feedback
- Extrinsic Feedback
- Positive Feedback
- Negative Feedback
- Continuous Feedback
- Terminal Feedback
1A. Intrinsic Feedback
- Receiving kinesthetic feedback on the movement.
- Combination of senses; vision, hearing, proprioception and touch.
1A. Extrinsic Feedback
- Outside source; coaches or another athlete.
- Provided after a performance/ skill execution.
- Classed by knowledge of results and knowledge of performance.
Knowledge of Results:
- Gives information on the end result.
- Concerns an athletes score/number of successful attempts/time/overall result.
Knowledge of Performance:
- Gives information of the quality of the athlete’s action or technique.
- Doesn’t concern the end result of the action.
1A. Positive Feedback
- Form of praise directed at an athlete.
- Cognitive stage learners will benefit from positive feedback.
1A. Negative Feedback
- Highlights mistakes made by an athlete.
- Beneficial if accompanied by advice on how to improve.
- Should include notes on what the athlete has done well for motivation to improve.
- May not be successful with cognitive stage learners.
1A. Continuous Feedback
- Received by an athlete during their skill executions of performance.
- Allows an athlete to change technique within the performance in order to perform better.
1A. Terminal Feedback
- Received by an athlete at the end of a performance.
- Helps athletes with future performances.
- Provides a focus for future training sessions.
1A. Types of Practice
Fixed Practice:
- Requires skill repetition.
- Environment remains constant.
Massed Practice:
- Continuous practice with no rest period.
- Practice a particular skill over and over.
- Develops simple, closed, discrete skills.
Variable Practice:
- Develop skills and adapt their technique in changing situations/environments.
- Practice using different responses to varying situations.
- Develop decision-making skills.
- Suited for associative/autonomous stage athletes.
Distributed Practice:
- Skills are practiced with rest and recovery periods to allow for analysis.
- Receive extrinsic feedback.
Mental Practice:
- Visualising a successful performance.
- Enhancing confidence levels of the athlete.
- Complex, serial skills can be developed
1A. Methods of Practice
Whole Practice:
- Skill is practiced in it’s entirety from start to finish.
- Allows the athlete to get a feel for the entire movement pattern.
- Develops kinesthetic awareness.
Part Practice:
- Different parts of the skill are practiced in isolation.
- Developing complex and serial skills.
- Perfects one aspect of the skill.
- Move on and try to perfect another.
Whole-part-whole Practice:
- Skill is first practiced in it’s entirety.
- Skill is broken down in practiced in sub-routines.
- Skill is then practiced again fully.
