U3 AOS 1: How are Movement Skills Improved? Flashcards
(52 cards)
Fundamental Movement Skills (FMS)
movement patterns that involve different body parts. They are basic learned movement patterns and form the foundation for the development of further sport-specific skills.
Sport-specific skills
use a range of fundamental movement skills in a sequence
Closed motor skills
are performed in a predictable, self-paced environment with low inter-trial variability
Open motor skills
are performed in a constantly changing, externally paced environment with high inter-trial variability
Fine motor skills
involve the cooperative use of small muscle groups to produce precise and accurate movements.
Examples include shooting in archery, darts throwing or the precise movement of the fingers in leg spin bowling.
Gross motor skills
involve a combination of large muscle actions that result in a coordinated and often powerful movement.
Examples include throwing, hitting and kicking.
Discrete motor skills
involve movements of brief duration, and they are easily defined by a distinct beginning and end; for example, a throw, kick or catch.
Serial motor skills
are a series of discrete skills strung together to create a more complicated, skilled action; for example, performing a gymnastics routine or the triple jump, which includes the run-up, followed by the hop, step and jump, in sequence.
Continuous motor skills
have no distinct beginning or end (are often repetitive); for example, swimming, running and pedalling a bicycle
Enabler
something or someone that has a positive effect on a person’s movement skills
Barrier
something or someone that has a negative effect on a person’s movement skills
Cognitive (understanding) stage of learning
the initial phase of learning of a motor skill where the emphasis is on conscious understanding of the task requirements
Associative (practice) stage of learning
the second phase in the learning of a new skill, in which movement patterns become more refined and consistent through practice
Autonomous (automatic) stage of learning
the final stage of learning in which the performer’s execution is almost automatic and requires very little of their attention
Sociocultural influences
relating to the interaction of social and cultural elements such as family, peers, community, gender, socioeconomic status, cultural beliefs and traditions
Direct approach to coaching
Explicit learning
is a coach-orientated coaching model in which leaners are given explicit instructions about skill execution and tactical awareness
–> learner is told what to do and when to do it
Explicit learning: learning that takes place as a result of direct instruction, where the performer is told what to do and when to do it
Constraint-based coaching
Implicit learning
facilitates learning through manipulating constraints (task, individual and environment) to help the learner to find a movement skills solution
Implicit learning: players learn through participating in an activity rather than be explicitly instructed on what to do and when to do it
3 fundamental constraints influencing constraint-based coaching
individual constraints- the physical, psychological and behavioural characteristics of the individual performer
eg. height, fitness, motivation
environmental constraints- the characteristics of the environment in which the performance takes place
physical characteristics:
eg. climate, playing surface, lighting
social characteristics:
eg. influence of peers and cultural norms
task constraints- relate to the defining characteristics of the activity or sport
eg. rules, size of court, equipment used
Part practice
learning smaller parts of a skill in isolation
/
breaking the skill down into smaller parts
Whole practice
refers to practicing the whole skill
/
learning all of the skill
Practice distribution
the ratio between time spent actively practicing and time spent resting
Massed practice
involves fewer practice sessions of longer duration
Distributed practice
involves spreading practice out, where the practice time is relatively short and the rest periods are reasonably long.
This applies equally to both the practice schedule and the individual practice session
Practice variability
refers to the extent to which a variety of skills are practiced, and the degree to which the same skill is practiced in different ways, in different conditions
