chapter 1 + a bit of 2 Flashcards
(35 cards)
Skill
- A skill is a sequence of movements with an objective learned over a period of time.
- A motor skill is the ability to voluntarily move the body to perform a task.
o Motor = movement
Fundamental motor skills
- Fundamental motor skills (FMS) are the types of body movements (skills) that formthe foundation for sport specific skills.
Types of FMS include:
- Locomotor- Walking, jogging, running, leaping, hopping, skipping, jumping, dodging.
- Object control- Bouncing, throwing, catching, striking, kicking.
- Body control/stability- Tumbling, climbing, balance.
- Aquatic- Swimming, floating, paddling.
Sport specific skills
- Sport specific skills are required to play a sport and are adapted especially for a sport.
- They involve the use of a range of fundamental motor skills in a sequence to perform a sport specific task.
Gross motor skills
- Recruitment of larger muscle groups for power with less emphasis on precision
E.g., Jumping, running, swimming.
fine motor skills
- Recruitment of smaller muscles to precisely manipulate the body to perform a task, without the need for power.
E.g. Throwing a dart, shooting a gun, archery
Type of movement:
Discrete motor skills
Have a clear beginning and end.
E.g. Kicking a football, basketball free-throw.
Type of movement:
Serial motor skills
Several discrete motor skills performed in a sequence or routine.
E.g. Gymnastics routine, triple jump.
Type of movement:
Continuous motor skills
No clear beginning or end
and can be performed
indefinitely.
E.g., running, swimming,
cycling.
Predictability of environment:
open motor skills
-Sport specific skills performed in an unstable environment.
-The athlete has little control over timing as timing is dependent upon external factors such as defenders or is externally
paced.
-The skill can be performed differently each time or has high inter-trial variability.
Predictability of environment:
closed motor skills
-Sport specific skills that are performed in a stable environment.
-The athlete has control over timing and they can choose when to start the activity or it is internally paced.
-The skill is performed the same each time or has low inter-trial variability.
The level of development of fundamental motor skills (FMS) has a big influence on the level
of sport specific skills:
- If you have a sound foundation of FMS, then you are more likely to often perform sport-specific skills. Therefore, you are more likely to participate as you’re more
likely to enjoy the activity if you’re good at it and have higher self-efficacy. - Conversely, if you lack the foundation of FMS, then you’re far less likely to
participate in sports due to less enjoyment, lower self-efficacy and potential anxiety that comes from playing the sport.
cognitive stage of learning
- The beginner stage.
- Athlete mentally tries to understand the task and its requirements.
- Unable to utilise intrinsic feedback; cannot identify or correct errors.
- Makes frequent, large errors.
- Experiences rapid improvement.
- May look stiff, uncoordinated and inconsistent.
- Will require short, simple and specific feedback and demonstrations.
- Reinforce correct movements with positive feedback so athlete gets a feel of the
task. - Direct coaching (linear) and blocked practice in a closed environment is often best.
associative stage of learning
- The practice stage
- Athlete is refining their technique.
- Can give themselves some intrinsic feedback; they have a feel for what works.
- Can detect and correct some errors.
- Can devote more attention to external elements and begin to perform better in an
open environment. - Rate of improvement decreases- diminishing returns.
- Make progressively fewer errors.
- Greater consistency.
- Focus on improving decision making and tactics.
- Practice can have increased variability (random practice) and the environment can
be more open.
autonomous stage of learning
- The automatic stage.
- Athlete requires little conscious thought to complete skill- can focus on other
variables externally such as defenders or running a play; decision making/tactics. - Can detect and correct their own errors.
- Very consistent, smooth, coordinated and look effortless.
- Still require some precise augmented feedback to improve.
- Focus on improving decision making and tactical skills under game-like conditions.
- Distributed, random practice with constraints-based coaching is preferred.
Sociocultural factors that affect skill development
SOCIAL: parents
COGNITIVE:
Parental support and
encouragement to take up a sport and attend training will allow a learner to progress through the cognitive stage.
ASSOCIATIVE:
A learner will need to
spend many hours
practicing requiring
parental transport to
games and training to
progress through this
stage.
AUTONOMOUS:
Parents may pay for
elite coaching and
talent ID programs to
further develop and
improve skill.
Sociocultural factors that affect skill development
CULTURAL: access to facilities
COGNITIVE:
A person’s access to
facilities and resources
significantly influences
the sports they
participate in. E.g.,
someone living in a hot
climate is unlikely to
participate in snow sports
as its too expensive for
parents to travel often.
ASSOCIATIVE:
The distance between
training venue and
where someone lives
can influence the
difficulty of getting to
training and amount
of time spent training
and improving skills.
AUTONOMOUS:
Access to elite
training facilities and
competitions is
important for developing skills. A professional athlete may have to move to a better location to
improve.
Sociocultural factors: 4P’s
- Parents - Parents must support and pay for children to participate in junior sport.
- Positive Role Models - Growing up playing backyard cricket pretending to be your
hero builds a love for sport and will motivate children to increase participation. - Peers – Most children play sport and continue to train because they enjoy being with friends.
- Price (socioeconomic status) - Inability to afford fees to participate in sport could explain a lack of skill development in some individuals.
Part practice
- Part practice involves breaking down a skill into its subroutines. E.g. When learning to serve in tennis, the ball toss can be practiced, then the swing, then the timing.
- Whole practice involves practicing a skill in its entirety. E.g. Practicing a full golf swing.
- By practicing segments of a skill individually (part practice), a cognitive stage learner can quickly improve. This is highly motivating for the learner.
whole practice
- some skills cannot be broken down because some parts are dependent on others. E.g. a volleyball spike requires the stretch reflex to jump, so part practice is impractical.
- It may also make sense to break down a long gymnastics routine into parts for convenience.
- Complexity- It makes sense to break down a complex skill such as a tennis serve.
- Organisation- If segments of the skill are independent, it makes sense to break it down.
Distribution:
massed
- Less frequent training sessions in a week that are of a greater duration.
- Mass practice within a training session would refer to shorter rest between tasks and
longer periods of activity.
o More realistic for discrete skills (tennis serve) and non-elite athletes that
must train around other commitments such as work or school.
o Higher fatigue.
o Not ideal for continuous skills due to fatigue.
o Suits busy people (non-elite) with tight schedules.
- E.g. Massed practice could be used for a young lacrosse player who has to fit their training in around school and other commitments. Mass practice could also be used
within a session with a golfer practicing a golf swing repeatedly with little rest.
Distribution:
distributed
- More frequent training sessions of shorter duration with less rest
between sessions. - Distributed practice can also refer to more frequent rest between tasks in a session.
o Is appropriate for more complex serial skills and full-time professional
athletes as it is better for learning and suits their schedule.
o Lower fatigue.
o More opportunity to receive and reflect on feedback.
o Suits professional athletes.
- Practice distribution can be in reference to the distribution of training sessions in a training schedule or the distribution of skills within training session. Make sure to read the question carefully!
variability:
blocked
- Low variability involves practising the same skill without changing to a
different task in a period of time called a block. - It is appropriate for beginners (cognitive) as it allows them to understand and reproduce movements more consistently and improve confidence.
- However, a more advanced athlete may get bored of the skill that is too easy for them.
- It often doesn’t replicate a game situation
- More suited to cognitive learners or autonomous learners looking to refine
a particular technique - E.g. Practicing a volleyball dig repeatedly for 15 minutes.
variability:
random
- High variability and unpredictability involves varied sequencing of different motor skills.
- Good for developing open skills as it replicates demands of a game and can improve decision making.
- More suited for associative and autonomous learners
- E.g. Practicing dig, set, spike in a random order for 15 minutes.
Feedback
Feedback serves the purpose of:
- Identifying and fixing errors through knowledge of results/performance.
- Improving an athlete’s motivation through feedback showing progress.
- Reinforcement through positive feedback.
Feedback should be clear, concise, and only focus on few things.
