All of classification of skills

Enviornmental continuum

Open to closed skill

Pacing continuum

Self-paced to externally paced

Muscular involvement

Gross to fine

Continuity continuum

Continuous, serial and discrete

Difficulty continuum

Complex to simple

Organisation continuum

High to low organisation

Self-placed skill definition + example

Control over the rate of movement is determined by the performer. E.g. Basketball free throw

Externally paced skill definition + example

Where the rate of movement is controlled by environmental factors. E.g. Sprint start

Simple skill definition + example

A skill with limited decisions to make. Usually with little information processing and subroutines. E.g. Running

Complex skill definition + example

Skill with a lot of information to process/a high perceptual load. E.g. Tennis serve

Fine skill definition + example

Skill that requires small, intricate movements/uses small muscle groups. E.g. Dart throw

Gross skill definition + example

Requires large movements/large muscle groups. E.g. Deadlift

Open skill definition + example

Performed in what is constantly a changing environment E.g. Forehand return in tennis

Closed skill definition + example

Not affected by the environment/usually self-paced. E.g. Discus throw

Low organisation skill definition + example

A skill made up of subroutines which can be easily split and rehearsed in isolation. E.g. Butterfly stroke in swimming

High organisation skill definition + example

Made up of subroutines that cannot be easily split or practiced in isolation. E.g. Cartwheel

Continuous skill definition + example

Skills that have no clear beginning or end. E.g. Marathon

Serial skill definition + example

A skill made up of a number of elements/subroutines. E.g. Floor routine in gymnastics

Discrete skill definition + example

A skill which has a clear beginning and end. E.g. 100m sprint

Transfer

the influence of one skill on another. This can be an influence from a previously learnt skill on a new skill or vice versa, and can be a help or a hinderance to performance.

Negative transfer

one skill hinders another.

Positive transfer

one skill helps another.

Proactive transfer

a previously learnt skill has an impact on a newly learnt skill.

Retroactive transfer

a newly learnt skill has an impact of a previously learnt skill.

Bilateral transfer

being able to do the skill with both sides of the body.

Zero transfer

there are no transferable elements between previously learned skills and the new one about to be learned.

Reasons for negative transfer

The performer is confused or misunderstood how to perform the skill

The practice conditions are not the same as the game situation so performing the skill in the game situation is not as successful

How to limit negative transfer

Make the practices game related and realistic

Explain or point out similarities between skills or tactics

Teach similar skills together

Use positive reinforcement and praise when positive transfer occurs

Build the subroutines of a skill progressively; give clear demonstrations

Teach fundamental skills first and ensure they are well learned

Whole

• Provides performer with experience of carrying out the skill as a whole 

• Helps player execute skill fluently  

• Useful for rapid/fast paced skills 

• Suitable for elite athletes  

Part

• Suitable for beginners  

• Performer can gain confidence  

• Performer will have better knowledge of technique  

• Useful when teaching serial skills 

• Useful to isolate an aspect of a skill that performer is struggling with  

Whole-part-whole

• Suited to serial skills / low organisation skills 

• Highlights strengths and weaknesses and allows for targeted training  

• Enables performers to see how a change in technique improves a skill  

• Is useful for elite athletes  

Progressive part

• Useful for beginners 

• Helps performer develop understanding of technique and the relationship of various components of a skill 

• Helps develop a kinaesthetic feel 

Fixed

• Suitable for closed skills 

• Enables habitual movements which can then be applied in varied situations 

• Improves consistency  

• Useful for discrete skills 

Varied

• Mimics game situation  

• Helps performer build a catalogue of experiences that can be stored in their long term memory and then recalled as needed  

• Performer learns how to adapt skills to real life situation  

Massed

• Suitable for elite performers 

• Can be completed in a limited time frame 

• Best for highly motivated performers 

• Can be used to train closed, simple, discrete or fine skills  

• Helps make closed skills more habitual so athletes can perform under pressure  

Distributed 

• More suitable for beginners  

• Performers does not get as fatigued so can focus more on technique 

• Allows for mental rehearsal of skills  

Whole

The skill is practised without any breakdown of the subroutines. The skill is carried out in its entirety. e.g. cartwheel

Part

The skill is broken down into subroutines and a particular part of the skill is practised. e.g. javelin throw

Whole-part-whole

The skill is practiced without any breaks, a subroutine is selected and practiced in isolation to improve and then the skill is practiced without any break again. e.g. layup in basketball

Progressive part

Also known as chaining as each subroutine is seen as the links in the chain. The first link is practiced, then the second link is practiced. These are then practiced together before the third link is added. e.g. triple jump

Fixed

Practice which is done in a stable and predictable environment. This is good as it allows the performer to focus entirely on the technique of the skill. e.g. basketball free throw

Varied

Practice which is done in a more unpredictable and changing environment. This helps a performer to improve decision making and gain more experience performing the skill in various situations. e.g. netball pass

Massed

This is a continuous practice session. It is a good for some gross skills to build strength and delay fatigue. It can be good for experience athletes who can self-motivate well. e.g. marathon runner

Distributed

This is a practice session that involves rest intervals which could be used for feedback or tasks that are unrelated to the session. It also allows for mental rehearsal of skills and can be good for a beginner. e.g. sprint training

Whole

• Does not allow for practice on individual sub-skills

• May lead to errors in technique

• Difficult to teach complex skills

• Can be demotivating for a beginner

Part

• Is not useful when practicing a high organisation skill

• Elite performers can struggle to break up movements so deeply engrained in muscle memory

Whole-part-whole

• Time consuming

• Not suitable for high organisation skills

• Ineffective transfer of practiced part back to whole skill

• Potential to lose fluidity in movement

Progressive part

• Time-consuming

• Requires in depth knowledge of the components of the skill

• Can result in loss of fluidity

Fixed

• Can cause tedium for elite athletes

• Risk of developing poor habits

• Not suitable for open skills

• Does not replicate sporting / game environment

Varied

• Potentially overwhelming for beginners

• Can cause demotivation if not performed well

Massed

• Not suited to dangerous activities such as snowboarding

• May cause tedium in beginners

• High motivation

Distributed

• Requires a longer period of time

• Can cause demotivation