U3 AOS 1: How are Movement Skills Improved? Flashcards
Fundamental Movement Skills (FMS)
movement patterns that involve different body parts. They are basic learned movement patterns and form the foundation for the development of further sport-specific skills.
Sport-specific skills
use a range of fundamental movement skills in a sequence
Closed motor skills
are performed in a predictable, self-paced environment with low inter-trial variability
Open motor skills
are performed in a constantly changing, externally paced environment with high inter-trial variability
Fine motor skills
involve the cooperative use of small muscle groups to produce precise and accurate movements.
Examples include shooting in archery, darts throwing or the precise movement of the fingers in leg spin bowling.
Gross motor skills
involve a combination of large muscle actions that result in a coordinated and often powerful movement.
Examples include throwing, hitting and kicking.
Discrete motor skills
involve movements of brief duration, and they are easily defined by a distinct beginning and end; for example, a throw, kick or catch.
Serial motor skills
are a series of discrete skills strung together to create a more complicated, skilled action; for example, performing a gymnastics routine or the triple jump, which includes the run-up, followed by the hop, step and jump, in sequence.
Continuous motor skills
have no distinct beginning or end (are often repetitive); for example, swimming, running and pedalling a bicycle
Enabler
something or someone that has a positive effect on a person’s movement skills
Barrier
something or someone that has a negative effect on a person’s movement skills
Cognitive (understanding) stage of learning
the initial phase of learning of a motor skill where the emphasis is on conscious understanding of the task requirements
Associative (practice) stage of learning
the second phase in the learning of a new skill, in which movement patterns become more refined and consistent through practice
Autonomous (automatic) stage of learning
the final stage of learning in which the performer’s execution is almost automatic and requires very little of their attention
Sociocultural influences
relating to the interaction of social and cultural elements such as family, peers, community, gender, socioeconomic status, cultural beliefs and traditions
Direct approach to coaching
Explicit learning
is a coach-orientated coaching model in which leaners are given explicit instructions about skill execution and tactical awareness
–> learner is told what to do and when to do it
Explicit learning: learning that takes place as a result of direct instruction, where the performer is told what to do and when to do it
Constraint-based coaching
Implicit learning
facilitates learning through manipulating constraints (task, individual and environment) to help the learner to find a movement skills solution
Implicit learning: players learn through participating in an activity rather than be explicitly instructed on what to do and when to do it
3 fundamental constraints influencing constraint-based coaching
individual constraints- the physical, psychological and behavioural characteristics of the individual performer
eg. height, fitness, motivation
environmental constraints- the characteristics of the environment in which the performance takes place
physical characteristics:
eg. climate, playing surface, lighting
social characteristics:
eg. influence of peers and cultural norms
task constraints- relate to the defining characteristics of the activity or sport
eg. rules, size of court, equipment used
Part practice
learning smaller parts of a skill in isolation
/
breaking the skill down into smaller parts
Whole practice
refers to practicing the whole skill
/
learning all of the skill
Practice distribution
the ratio between time spent actively practicing and time spent resting
Massed practice
involves fewer practice sessions of longer duration
Distributed practice
involves spreading practice out, where the practice time is relatively short and the rest periods are reasonably long.
This applies equally to both the practice schedule and the individual practice session
Practice variability
refers to the extent to which a variety of skills are practiced, and the degree to which the same skill is practiced in different ways, in different conditions
Random practice
a form of practice that involves rehearsing a number of different skills in an unpredictable environment
Blocked practice
a type of practice in which each skill component is practiced repetitively as an independent block
Feedback
information concerning the performance and/or outcome of a movement skill, including information about errors and how to correct them
Internal feedback
sensory information the learner receives directly from skill execution (received from their own sensory system)
Augmented feedback
information about a skill performance that comes from an external source
Knowledge of performance (skill)
feedback regarding how a skill is performed; assessing performance on the basis of process and skill technique
Knowledge of results (outcome)
information about the outcome of the skill performance; information regarding the relative success or failure in regard to the intended goal of the movement
Precision of feedback: qualitative feedback VS quantitative feedback
Qualitative feedback provides general, less technical feedback about movement skill performance
(beginners/young learners)
Quantitative feedback is a precise form of feedback that often refers to specific numeric values
(for high-level learners)
Feedback frequency
how often an external source (eg. coach) provides feedback to the skill learner
Summary feedback
is for the coach to only provide feedback after they watch a series of skill attempts
Performer-regulated feedback
is feedback provided at the athlete’s request.
This kind of self-regulated feedback is more suited to experienced performers
Coach regulated feedback
coach regulates the type and frequency of feedback given to facilitate effective skill learning.
For less experienced or novice performers
Confidence
Confidence is the belief an athlete has in their ability to execute a specific task or goal successfully
Strategies to help athletes build confidence
working hard at practice, both physically and mentally
using positive self-talk and avoiding negative self- talk
using visualisation
setting smaller, more achievable goals rather than outcome goals
gaining confidence from a supportive environment.
Motivation
Motivation can be defined as ‘the causes of the initiation, maintenance and intensity of behaviour’.
Goal setting (SMARTER → strategy)
Specific → goals should be as specific and detailed as possible
Measurable → Goals should be measurable and assessed against a standard or previous performance
Accepted → All of the parties involved in the setting of the goals (e.g. the athlete, coach, manager, family members) should accept them
Realistic → Goals need to be challenging, but also achievable. Goals should focused primarily on improvement
Time Framed → Short-term and long-term goals should be set and there should be a specific date for when they will be achieved
Exciting → The goals set should challenge, excite and inspire the athlete
Recorded → The agreed goals should be recorded by the coach and the athlete to provide a constant reminder and to act as a source of motivation
Outcome goals
Related to the overall results of a competition
Performance goals
Related to the athlete’s own personal level of performance, irrespective of others.
Process goals
Related to performance goals, but the athlete focuses on the physical movement or game strategy aspects.
Intrinsic motivation
Intrinsic motivation comes from within and involves factors such as enjoyment, satisfaction, improvement and enhanced feelings of self-worth as the primary motivators for performance.
Extrinsic motivation
Extrinsic motivation comes from an external source and usually involves some form of material benefit, such as a financial reward (prize money), awards and trophies, or glory and recognition.
Arousal
Arousal in sport can be defined as the degree of activation (both physiological and psychological) that an individual experiences when faced with a sporting situation or task
The inverted-U hypothesis
The inverted-U hypothesis predicts that the relationship between arousal and performance approximates in an inverted-U shape
Optimum arousal theory
Each athlete will perform at their best if their level of arousal or competitive anxiety falls within their optimum functioning zone.
Techniques to decrease arousal levels (5)
Progressive muscle relaxation
Controlled breathing
Meditation
Biofeedback
Stress inoculation training (SIT)
Techniques to increase arousal levels (6)
Elevated breathing rate
Act energetic
Positive self talk
Energising imagery
Use of music
Pre-competition workout (warm up)
Concentration
Concentration (or attention) is the mental ability to focus on the task at hand while ignoring distractions
Techniques to improve concentration and attention
Controlled breathing
Mental imagery
Visualisation
Cue words
Positive self-talk
Pre-performance routines
