Chapter 14 Specialized Movement Skills Flashcards Preview

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Flashcards in Chapter 14 Specialized Movement Skills Deck (18):
1

definition of specialized skills

fundamental motor skills that have been further refined & combined

2

develomental reality

often lag behind

3

why does developmental reality often lag behind

insufficient practice opportunities
lack of motivation
inappropriate instructors
ecological context of environment

4

developmental sequence of specialized movements

Transition Stage
Application Stage
Lifelong Utilization Stage

5

Transition Stage

first attempts to combine and refine FMS
interest is high to do a lot of sports, ability is low
skill focus shifts from process to product

6

Individuals in Transition Stage

8-12 years
do not feel limited by physiological, anatomical or environmental factors
attracted to different sports

7

Application Stage

regular attempts to apply specialized skills
practice period
more complex skills refined

8

individuals in Application Stage

aware of physical limitations
focus on certain types of sports

9

Lifelong utilization Stage

self-selection for participation and activites
fine tuning stage
regular participation in daily living, recreational or competetive setting

10

what depends lifetime activity on

interest, ability, availlibility, time

11

developmental sequence for individuals

many do not develop and refine specialized movement skills
children are often encouraged (angespornt) in practicing their skills

12

cues of teaching

identify type of skill
establish appropriate practice environment

13

types of skill

open or closed skill
fine, loco, OC or body management skill

14

open skill

externally paced
require responses to sudden unpredictable cues
basketball (except freethrow)

15

closed skill

internally paced
in practice drive for greater constancy
archery

16

practice cues for beginning skill learners

promote cognitive awareness with visual demonstration
introduce major aspects of skill
tryout skill
provide opportunities of exploration and self-discovery
positive feedback
focus on process
compare new skill to alredy familiar skills

17

teaching cues for intermediate skill learner

provide opportunities for practice and skill refinement
provide short, fast-paced practice (frequent breaks)
hrlp to self-analyze
provide contructive feedback
attention on whole skill
practice on same intensity as real life, recreational or competetive situation

18

teaching cues for advanced skill learners

structure practice sessions -> intensity & enthusiasm
provide encouragement, motivation & positive support
tips on strategies
game-like situation
feedback - specific aspects of the skill