u3 aos1 part 1 Flashcards
(49 cards)
Fundamental movement skills (fms)
Movement patterns that involve different body parts. They are the foundational movements to more specialised sport-specific skills
Sport-specific skills
utilise a range of fundamental movement skills in a sequence
Closed motor skills
motor skills that are performed in a predictable, self-paced environment
Open motor skills
motor skills that are performed in an environment that is constantly changing and is externally paced
Fine motor skills
delicate, precise movements that engage the use of small muscle groups
Gross motor skills
movements involving the use of large muscle groups that result in a coordinated action
Discrete motor skills
involve movements of brief duration that are easily defined by a distinct beginning and end
Serial motor skills
a series or group of discrete skills strung together to create a more complicated, skilled action
Continuous motor skills
have no distinct beginning or end
Movement constraints
factors related to the individual, task, and environment that influence movement
Individual constraints
those that are internal to the performer including body structure, fitness, psychological factors, and genetics
Structural constraints (individual)
relate to the body structure of the individual eg individual growth patterns, body size, flexibility, physiological capacity and body composition
Functional constraints (individual)
relate to behaviours eg skill learning, attention, anxiety, perceptual ability, and information-processing skills
Task-related constraints
include the rules of the game, equipment used, and the speed and accuracy required
Environmental constraints
are those that are external to the individual such as the weather, sociocultural restraints and gravity
Qualitative analysis
the systematic observation of the quality of human movement for the purpose of providing the most appropriate intervention to improve performance
Four tasks of qualitative analysis
preparation: gather relevant knowledge eg critical features of skill, information about the performer
observation: skill is recorded/measured
evaluation: identify errors and positive aspects of the performer’s technique
error correction: improve player’s performance
Direct approach
coach-orientated instruction model in which learners are given explicit instructions about skill execution and tactical awareness. Learner is told what to do and when to do it
Constraints-based approach
seeks to develop effective movement skills within a game context, places learner in a game context as soon as it is practical to do so, learning through doing
Constraints in constraints-based approach
individual: the physical and psychological traits of the performer
environmental: the type of environment in which the performance takes place
task: the defining characteristics of the sport/game
Cognitive stage of learning
the initial phase of learning of a motor skill where the emphasis is on conscious understanding of the task requirements
Associative stage of learning
the second phase of learning a new skill, in which movement patterns become more refined and consistent through practice
Principle of diminishing returns
states that as a performer becomes more competent in their skill performance and progresses to the latter stages of learning, there is a gradual reduction in the rate of improvement in skill performance in response to practice
Practice distribution
refers to the ratio between time spent actively practising and time spent resting during a practice session
