Chapter 4 classification of motor skills and abilities

Question 1

skill

Answer 1

the learnt ability to bring about predetermined results with maximum certainty often with the minimum outlay of time or energy or both

Question 2

Gross

Answer 2

involves large muscle movements where is little concern for precision. for example hammer throwing is a gross skill

Question 3

Fine

Answer 3

involves intricate movements where there is concern for precision.example the wrist and finger action of a spin bowler.

Question 4

Open skill

Answer 4

movements that are affected by: the environment; team mates; opponents; playing surface. lots of decisions t be made. they are usually externally paced. for example, shooting a basketball

Question 5

Closed skill

Answer 5

is not affected by the environment, they are habitual. follows a technical model. they are usually self-paced. for example a gymnastic vault

Question 6

Continuity skills are split into 3 groups what are they?

Answer 6

Discrete
serial
continuous

Question 7

Discret skill

Answer 7

have a clear beginning and end. to be repeated this single skill must be started again. for example a gymnastic through vault

Question 8

Serial

Answer 8

skills that have a number of discrete elements put together in a definite order to make a movement or sequence. example triple jump

Question 9

Continuous

Answer 9

have definite beginning or end. the end of the one cycle of the movement is the start of the next. examples, cycling and breaststroke

Question 10

self paced skills

Answer 10

the performer is in control and determines when the movement starts and the rate at which it proceeds. for example a javelin throw.

Question 11

Externally paced

Answer 11

the control of the movement is not determined by the performer but by the environment (often the opponent). example, for example, receiving a pass in football or hockey or receiving a serve in tennis or badminton

Question 12

Simple skill

Answer 12

little information to process and few decisions to make. a small number of subroutines involved where speed and timing are not critical. the use of feedback is not significant. example sprinting

Question 13

Complex

Answer 13

have a high perceptual load leading to many decisions having to be made. the skill will have many subroutines where speed and timing are critical, together with the significant use of feedback. example a tennis serve

Question 14

Low organisation

Answer 14

made up of subroutines that are easily separated and practised by themselves for example swimming strokes

Question 15

High organisation

Answer 15

Movement skills where the subroutines are very closely linked together and are very difficult to separate without disrupting the skill. example the golf swing

Question 16

Why do we classify skills

Answer 16

To tell us:
how to teach skills
how we can improve skills
how we can practice skills

Question 17

what are the conditions in which skill are learned and practised

Answer 17

1 be the same as those in which it is normally performed
2 determined by the nature of the skill
3 ensure that positive transfer will occur

Question 18

Positive transfer

Answer 18

one skill helps the learning and performance of another

Question 19

what practice should you use for the different skills

Answer 19

1 continuous = whole practice
2 discrete = whole/part dependent on the skill
3 serial= part methode / progressive
4 low in organisation = part methode / progressive part method
5 high in organisation = whole method
6 low in complexity = whole method
7 high in complexity = part practice and simplification method

Question 20

Part practice

Answer 20

working on perfecting isolated subroutines; once the subroutines are perfect they are put back together

Question 21

Advantages of Part practice

Answer 21

1 reduces the information to be processed and therefore reduces the possibility of overload
2 reduces the complexity and if the skill is dangerous reduces the risk and fear
3 success in the parts of the skill motivates the learner and gives confidence
4good for learning serial skills and skills low in organisation

Question 22

Disadvantages of Part practice

Answer 22

1 takes longer than other methods
2 transferring the parts back into the whole can sometimes be difficult
3 learners can lose kinaesthetic sense and flow of the skill

Question 23

Whole practice

Answer 23

the skill is learned in its complete from without being broken down into subroutines or parts

Question 24

Advantages of Whole practice

Answer 24

1 good for skills hi in organisation or continuous; good for skills low in complexity
2 allows the learner to get the flow and timing (kinaesthesis) of the skill
3 helps the learner understand the movement
4 also can be quicker than other methods
5 good for ballistic skills

Question 25

Disadvantages of Whole practice

Answer 25

1 not suitable for complex or dangerous skills

Question 26

Progressive practice

Answer 26

``` parts o f a complex skill are practised in isolation; they are then linked together to form larger and larger parts before finally becoming the whole skill: learn part 1 -perform part one learn part 2 -perform part 1&2 ```

Question 27

Advantages of Progressive practice

Answer 27

1 good for complex skills as it reduces the information load 2 good for skills low in organisation 3 good for serial skills 4 helps the flow of the skill and can als help the transfer of subroutines into the whole skill

Question 28

Disadvantages of Progressive practice

Answer 28

1 not suitable for skills high in organisation

Question 29

Whole/part whole

Answer 29

1 learner tries the whole skill first to get the fell of the performance 2 teacher identifies the weak parts of the skill and these are practised in isolation 3 once the weak parts are perfected the whole skill is tried again

Question 30

Advantages of Whole/part whole

Answer 30

1 learner gets the feel for the skill and the flow; this method can be quicker than the part method as only the parts which the learner has difficulty with are practised

Question 31

Disadvantages of Whole/part whole

Answer 31

not suitable for highly organised skills

Question 32

What are the characteristics of abillity

Answer 32

1 innate/genetically determined; we are born with abilities which are determined by the genes we inherit from our parents 2 stable and enduring; abilities tended to remain unchanged but can be affected by our experiences and are developed by maturation 3 support, underlie or underpin; each skill usually needs several supporting, underlying or underpinning abilities if we are going to be able to learn the skill effectively

Question 33

what are the two types of abilities?

Answer 33

1 gross motor abilities | 2 psychomotor abilities

Question 34

Gross motor abilities

Answer 34

also know as physical proficiency abilities. they usually involve movement and are related to physical fitness. example explosive strength

Question 35

psychomotor abilities

Answer 35

usually involve the processing of information, making decisions and putting these decisions into action. these actions are usually movement. example quick reaction time

Question 36

How are abilities developed?

Answer 36

are developed during early childhood if children: 1 are given a wide range of experiences 2 are given the opportunity to practice 3 receive expert teaching and coaching 4 have access to facilities and equipment 5 have support of their friends and families who may also be suitable role models