u3 aos1 part 1 Flashcards
Fundamental movement skills (fms)
Movement patterns that involve different body parts. They are the foundational movements to more specialised sport-specific skills
Sport-specific skills
utilise a range of fundamental movement skills in a sequence
Closed motor skills
motor skills that are performed in a predictable, self-paced environment
Open motor skills
motor skills that are performed in an environment that is constantly changing and is externally paced
Fine motor skills
delicate, precise movements that engage the use of small muscle groups
Gross motor skills
movements involving the use of large muscle groups that result in a coordinated action
Discrete motor skills
involve movements of brief duration that are easily defined by a distinct beginning and end
Serial motor skills
a series or group of discrete skills strung together to create a more complicated, skilled action
Continuous motor skills
have no distinct beginning or end
Movement constraints
factors related to the individual, task, and environment that influence movement
Individual constraints
those that are internal to the performer including body structure, fitness, psychological factors, and genetics
Structural constraints (individual)
relate to the body structure of the individual eg individual growth patterns, body size, flexibility, physiological capacity and body composition
Functional constraints (individual)
relate to behaviours eg skill learning, attention, anxiety, perceptual ability, and information-processing skills
Task-related constraints
include the rules of the game, equipment used, and the speed and accuracy required
Environmental constraints
are those that are external to the individual such as the weather, sociocultural restraints and gravity
Qualitative analysis
the systematic observation of the quality of human movement for the purpose of providing the most appropriate intervention to improve performance
Four tasks of qualitative analysis
preparation: gather relevant knowledge eg critical features of skill, information about the performer
observation: skill is recorded/measured
evaluation: identify errors and positive aspects of the performer’s technique
error correction: improve player’s performance
Direct approach
coach-orientated instruction model in which learners are given explicit instructions about skill execution and tactical awareness. Learner is told what to do and when to do it
Constraints-based approach
seeks to develop effective movement skills within a game context, places learner in a game context as soon as it is practical to do so, learning through doing
Constraints in constraints-based approach
individual: the physical and psychological traits of the performer
environmental: the type of environment in which the performance takes place
task: the defining characteristics of the sport/game
Cognitive stage of learning
the initial phase of learning of a motor skill where the emphasis is on conscious understanding of the task requirements
Associative stage of learning
the second phase of learning a new skill, in which movement patterns become more refined and consistent through practice
Principle of diminishing returns
states that as a performer becomes more competent in their skill performance and progresses to the latter stages of learning, there is a gradual reduction in the rate of improvement in skill performance in response to practice
Practice distribution
refers to the ratio between time spent actively practising and time spent resting during a practice session
Massed practice
a form of practice in which there is little or no rest between repeat performances of a skill
Distributed practice
a form of practice in which smaller practice time intervals are interspersed with rest periods
Variability
the amount of change and uncertainty in an environment or in the performance of a skill
Blocked practice
a type of practice in which each skill component is practised repetitively as an independent block
Serial practice
a form of practice that involves rehearsing different skills but in a fixed and relatively predictable sequence
Random practice
a form of practice that involves rehearsing a number of different skills in an unpredictable sequence
Deliberate practice
any activity that is undertaken with the specific purpose of increasing performance, requires cognitive and/or physical effort and is relevant to promoting positive skill development in a particular sport
Intrinsic feedback
sensory information the learner receives directly from skill execution
Augmented feedback
information about a skill performance that comes from an external source
Knowledge of performance
feedback regarding how a skill is performed; assessing performance on the basis of process and skill technique
Knowledge of results
information about the outcome of a skill performance; information regarding the relative success or failure in regard to the intended goal of the movement skill
Qualitative feedback
provides general feedback about movement skill performance
Quantitative feedback
more precise feedback that uses numeric values
Prescriptive feedback
feedback that sets out recommendations about how to correct skill errors and how to improve future performance
Descriptive feedback
provides a detailed account of the process of skill performance
Incorrect feedback
focuses on the learner’s skill errors
Correct feedback
focuses on what a learner is doing well
Feedback frequency
how often an external source provides feedback to the skill learner
Summary feedback
only provide feedback after they watch a series of skill attempts
Concurrent feedback
information that is given during a skill performance
Bandwidth feedback
The coach and athlete agree on an acceptable bandwidth of performance or margin of error
Performer-regulated feedback
feedback provided at the athlete’s request
Faded feedback
feedback frequency is high at the beginning of a practice session but is progressively reduced the longer the session goes on
Terminal feedback
information that is given at the completion of a skill performance
