FITTS & POSNER, CONTINUUMS

Motor Skills can be put into different continuums based on…

1. The size of the muscle groups involved

2. The impact of the environment on the skill

3. The degree of continuity of the skill

4. The difficulty / complexity of the skill

5. The performer's control over the timing of the skill

1. Precision of the Movement Continuum - Gross Motor Skills

Involve movement of major muscle groups resulting in large body part movement. Includes fundamental movement patterns eg walking, running, balance, coordination, jumping

1. Precision of the Movement Continuum - Fine Motor Skills

Involve movement of smaller muscle groups resulting in more precise movement. Includes activities such as writing, typing on a keyboard, playing a guitar Often involves coordination between the hands and eyes. Tying shoe laces and throwing a dart are both fine motor skills

2. The Open and Closed Continuum environmental influence

This continuum is influenced by the impact of the environment on the skill.

Open Skills definition

Open skills involve performing in an environment where critical information is constantly changing and the production of the skill must adapt to these changes.

open skills characteristics

Performers use experience, perceptual skills and knowledge to analyse a given situation during the course of the performance before adapting a suitable skill in response.

Games such as rugby, soccer, netball are open skills as the performer must take into account the movement of teammates and opposition when performing a skill.

Decision making is made during the course of the performance.

Performer must produce skills in a constantly changing environment.

Decision making must take into account a constantly changing environment

Open skills require flexibility and adaptation in the execution of a skill under time pressure eg netball.

Closed Skills definition and characteristics

Take place in a stable, predictable environment where critical information does not change during the performance of the skill.

closed skills characteristics

The skill is pre – learned, rehearsed movement pattern, that the performer tries to reproduce the same way every time eg diving, floor routine in gymnastics, shot putt.

The environment has little influence on the performer.

Golf is a closed sport as the environment is stable and does not change during the performance.

Decision making is done prior to performing the skill.

Closed skills require repetition of a successful movement pattern eg golf.

3. The Discrete, Serial and Continuous Continuum influence

This continuum is influenced by how well defined the beginning and end of the performance is.

Discrete skills

Have clear beginnings and endings. a drive in golf, a dive from the tower, a shot at goal

Serial skills

Made up of a number of discrete skills which are put together in a certain order eg changing gear on a manual car involves the production, in the correct sequential order, of several discrete skills – clutch, gear shift, accelerator. A sporting example of a serial skill is a floor routine in gymnastics where the performer joins together many discrete skills to make up the routine.

Serial Skill – Changing up gears steps

1. Clutch in 2. Back off accelerator 3. Change gear stick position 4. Clutch out 5. Accelerate Must be done in order for successful outcome

Continuous skills

Do not have clear a clear beginning or ending and it is impossible to define exactly where the skill starts and where it stops . e.g. – cycling, jogging

4. The Task Complexity Continuum basis and factors

This continuum is based on how difficult the skill is to perform. The difficulty or complexity of a task is affected by:

. The number of relevant cues that require attention

. The amount information that needs to be analysed

. The number of available responses to select from

. Time available to analyse information and select response

. Task requirements - degree of speed and accuracy needed.

Simple vs Complex skills learning differences

Simple skills are quickly learned, often by imitation of the demonstration compared with Complex skills which require a longer learning and practice time. Simple skill – passing a ball to a team mate at training. Complex skill – passing a ball to a team mate in a game situation

Simple skill characteristics

No time pressure, One cue only, No opposition players, Speed not important, Accuracy important

Complex skill characteristics

Time pressure, Many cues, Many available responses, Speed important, Accuracy important

5. The Pacing Continuum basis

This continuum is based on how much control the performer has over the timing of when the skill will occur.

Internally - paced or self – paced skills

occur when the performer determines when to start the skill eg a golf shot, diving off the board. The timing of the start of the shot is determined by the player

Externally paced skills

occur when the performer produces a skill at a time determined by an external source eg a sprint start, a block in volleyball. The timing of the execution of the block by the Brazilian player is determined by the movements and actions of the spiker

Phases of motor learning syllabus dot point

Describe the phases of motor learning (Fitts and Posner model) and how they can be used to develop/improve specific physical skills

Fitts and Posner model introduction

Fitts and Posner, 1967, proposed that motor learning is done in 3 progressive stages.

First Stage of Learning: The Cognitive Phase

1. Performer learns the nature and demands of the task.

2. Performance level is inconsistent with frequent large errors – trial and error is common.

3. Athletes more concerned with what to do rather than how to do it.

4. Learner begins to develop the basic motor patterns for the task.

5. Movements consciously controlled.

6. Little, if any, cue recognition

7. Demonstration of the skill prior to performance and immediate feedback to correct errors is vital .

8. All instructions, explanations and feedback must be kept simple

2nd Stage Of Learning – The Associative Stage characteristics

• Also referred to as the practice or intermediate stage.

• Characterised by plenty of practice to develop and consolidate motor programs.

• Parts of the skill become automatically controlled. Consistency improves.

• Size and frequency of errors decreases.

• External feedback is important but learner begins to understand and use internal feedback to change performance.

• Feedback contains more specific information. Selective attention improves.

Factors dictating length of time in the Associative Stage

The length of time in this phase varies depending on

Changes that occur with practice in the Associative Stage

Accuracy increases, Number of errors decrease, Size of errors decrease, Consistency improves, Cue recognition improves, Increased understanding of internal feedback

3rd Stage of Motor Learning – The Autonomous Stage

Performer’s movements are fluent, well coordinated and seemingly effortless.

Increased speed and accuracy of response to a given situation. Attends to relevant cues only – selective attention is high. Little variability in day to day performance.

Able to detect and self – correct errors.

Skills are automated.

Little attention given to technique allows more attention to be given to decision making and the application of tactics and strategies.