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P.e U3 > U3 AOS 1 movement skills > Flashcards

U3 AOS 1 movement skills Flashcards

1
Q

Fundamental motor skills def

A
  • basics/ foundations of all movements in a sport
  • learned and mastered at a young age (4-8)
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2
Q

3 elements of fundamental motor skills

A
  • object control/manipulative skills
  • locomotive
  • body control
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3
Q

Object control/manipulative skills

A
  • kicking
  • punting
  • throwing
  • catching
  • hitting ( single or two handed strike)
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4
Q

Locomotive

A

Allows us to move through space

  • running
  • jumping
  • hopping
  • skipping
  • swimming
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5
Q

Body control

A
  • balancing
  • tumbling
  • climbing
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6
Q

Sport specific skills

A

uses combination of fundemanetal motor skills in a sequence to perform a movment

( basketball e.g. - bending, jumping, reaching, catching the ball, landing)

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7
Q

Open motor skills

A
  • Performed in a constantly changing and externally paced environment (opponents, changing speed)
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8
Q

closed motor skills

A
  • performed in predictable and self paced environments with no interruptions to the environment or changed surroundings
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9
Q

Fine motor skills

A

use of small muscle groups and senses touch and sight.
- must balance the amount of force and control of ball when free throwing, imparting back spin on free throw flicking wrists
- hand writing
- typing on keyboard

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10
Q

Gross motor skills

A

use of multiple large muscle groups and actions to produce coordinated movement

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11
Q

Discrete motor skills

A
  • brief duration
  • easily defined with distinct beginning and ending
  • throwing, kicking, catching
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12
Q

Serial motor skills

A
  • series or group of discrete skills strung together
  • creates more complex motor skills
  • catching a netball and passing it
  • gymnastics floor routine
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13
Q

continuous motor skills

A
  • NO clear beginning and ending
  • last several minutes with repetive actions
    -swimming and running
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14
Q

3 influences on movement

A
  • individual constraints
  • task constraints
  • environmental constraints
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15
Q

individual constraints - 4 elements

A
  • body structure
  • fitness levels
  • psychological factors
  • genetics
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16
Q

individual constraints - functional constraints

A
  • skills learning, information, processing skills attention, anxiety and perpetual ability
17
Q

individual constraints- individual growth patterns

A
  • early developers vs late developers ( body size, flexibility, physiological capacity and body composition ( structural constraints )
18
Q

task related constraints - 3 elements

A
  • rules of the game
  • equipment used
  • size and area of the playing surface
19
Q

task related constraints - ( 2 points)

A
  • lighter and smaller equipment for juniors increasing chance of success
  • leads to better development of technique
20
Q

environmental constraints - 5 elements

A
  • external to the individual
  • crowd noise
    -weather
    -sociocultural
    -gravity
21
Q

Environmental constrints ( 2 dot points)

A
  • muddy field impacts intensity and performance
  • does it impact technique
22
Q

Link between motor skill development and partcipation and performance

A
  • directly interrelated
  • more developed a person’s motor skills, the more likely to participated in the activity thus improving their performance in those activities
  • as motor skills develop, so does performance levels
    • People are more likely to enjoy/motivated an activity and perform well if they have the skills required for it a person lacking the skills may lack the confidence to participate.
23
Q

Qualatative analysis on movment 4 areas

A
  • preparation
  • observation
  • evaluation
  • error correction
24
Q

Preparation

A

the analyst or the coach should gather knowledge or information about
= critical features of the skill
= details about the performer
= details about the observation stage
what constitutes affective instructions

25
Q

observation

A
  • occurs by watching the performer or recording using technology and then repeatedly observing the critical features
  • details of what is being observed should be planned in the preparation stage
26
Q

evaluating

A

evaluating the features of the skill that were established during the preparation and observed during observation

27
Q

error correction

A

coaches need to provide:
- verbal feedback
-physical conditioning
- modified part practice
- provide the athlete with a visual model
- mechanical guide
the type of error connection and the feedback needs to be appropriate to the level of the althetes performance

P.e U3 (8 decks)

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