unit 3 area of study 1 : skill aquisition Flashcards
skill
the ability to do something well. skills can be improved through practice and experience.
gross motor skill
where you use larger muscle groups and require less precision. e.g. kicking a footy.
fine motor skill
is where you use smaller muscle groups and requiring greater precision. e.g. writing or throwing a dart.
discrete motor skill
is a movement where there is a distinct beginning and end to the movement. e.g. basketball free throw.
serial motor skill
is a group of discrete skills put together. e.g. gymnastics routine, many flips and tumbles.
continuous motor skill
is a movement where there is no distinct beginning and end to the movement and continuously occurring e.g. running or swimming.
closed motor skills
is where the conditions of the environment are often considered predictable, therefore are closed. e.g. taking a free throw as the individual has control over when they take the shot.
open motor skills
is where the skills are often unpredictable or open due to the environment constantly changing. e.g. having a running shot on goal as there are many external factors affecting it such as defenders.
fundamental movement skills
are foundation skills that provide the basis for the development of more sport-specific movement skills. they include stability skills, locomotor skills and manipulative skills.
stability skills
involving balance and control.
locomotor skills
enable us to move through space. e.g. waling + running
manipulative skills
involves being able to control an object e.g kicking a footy.
3 Stages of learning
cognitive, associative, autonomous
cognitive stage
where beginners are trying to understand what the skills require to perform it. quick stage, many errors, feedback, simple/basics.
associative stage
practice stage. consistently performs the skill with fewer mistakes. feedback to refine skills and reduce poor habits, can be longest stage, opportunities to practice with more variation.
autonomous stage
stage where learner can perform skill almost automatically. skill requires little attention, focus on tactics and strategy, high variation, not everyone reaches this stage, psychologically player can cope under pressure.
Part practice
breaking a complex skill into smaller parts and practising them individually. e.g practising ball toss only for a tennis serve.
whole practice
practising all elements of the skill in one go e.g. tennis serve
task complexity
is considering if the skill has many components, whether it may be appropriate to break task into segments.
task organisation
refers to how dependant each segment is on the previous segment. Not all tasks can be broken down into individual segments.
amount of practice
critical learning variable. during cognitive more practice will result i more improved performance. During associative and autonomous stages rate of improvemnt will reduce, hours of practice may not be appropriate for learners in cognitive.
distributed practice
involves short but more frequent sessions. more time is allocated to rest between tasks during the session. he model is adopted by full time professional athletes, but is also ideal for those in cognitive.
massed practice
involves less frequent sessions that last for longer period of time. rest intervals are also shorter. most non professional teams us this method to schedule around school and work,etc.
blocked practice
involves practising the same skill continuously without changing to a different task. e.g. 50 free throws in a row. suitable for beginners in cognitive trying to learn and understand skill, closed environment.
random practice
where you practice multiple skills in random order. e.g volleyball; spike, dig, set, etc. suitable for performers in associative and autonomous stages. helps improve the cognitive skills necessary to perform in match.
transfer of practice
practice that closely resembles the game will result in greater transfer of of skill from training to game. Address and work on multiple skills. however constant game practice will not necessarily result in a greater transfer of skill development. repetitive practice can also lead to boredom.
