Movement Skills: Acquisition, Development and Improvement (Year 11 PDHPE)

Vocabulary flashcards covering key terms related to movement skill acquisition, stages, motor skill types, practice methods, feedback, and related determinants.

Cognitive stage of skill acquisition

The initial stage of learning where the learner gains an understanding of the task; demonstrations and guidance help; errors and disorientation may occur; progress varies with task difficulty.

Associative stage of skill acquisition

The second stage with less coach input and more practice; skills become more fluent; errors decrease; kinaesthetic sense improves; learner can begin to self-correct.

Autonomous stage of skill acquisition

The final stage where the skill is executed automatically and fluently; performers can attend to other cues and integrate skills into game situations.

Gross motor skills

Skills involving large muscle groups (e.g., walking, running, jumping, kicking); typically prominent in most sports.

Fine motor skills

Skills involving small muscles and precise control (e.g., darts, archery, putting in golf) requiring high hand–eye coordination.

Continuous skills

Skills with no definite beginning or end; repeated cycles (e.g., running, cycling); the end of one pattern begins the next.

Discrete skills

Skills with a definite beginning and end (e.g., a baseball pitch, tennis serve, basketball free-throw).

Serial skills

A sequence of discrete skills performed in a specific order (e.g., a lay-up, javelin run-up and throw).

Open skills

Skills performed in an environment that is constantly changing and unpredictable (e.g., surfing, returning a tennis serve).

Closed skills

Skills performed in a predictable environment (e.g., basketball free-throw, archery).

Self-paced skills

Skills where timing is controlled by the performer (e.g., bowling a cricket ball, long jump).

Externally paced skills

Skills where timing is controlled by external factors (e.g., returning a tennis serve, defending in rugby).

Massed practice

Practising a single skill with little or no rest; effective for motivated, highly skilled learners but can cause fatigue and boredom.

Distributed practice

Practice broken into parts with rest; beneficial for complex skills and injury risk management; reduces fatigue and maintains concentration.

Whole practice

Practising a skill in its entirety to develop kinaesthetic sense and overall fluency.

Part practice

Breaking a skill into sub-skills and practicing each part before combining them (useful for serial skills).

Blocked practice

Repeating the same skill in a fixed order before moving to another skill.

Random practice

Practising a variety of skills in a random order to promote transfer, adaptability and long-term retention.

Task-intrinsic feedback

Feedback arising from within the performer via proprioception and kinaesthesis during the movement.

Augmented feedback

External feedback from an outside source (e.g., coach, video) that supplements intrinsic feedback.

Concurrent feedback

Feedback provided during the execution of a movement.

Delayed feedback

Feedback provided after a skill has been performed, often separated from the execution.

Knowledge of results (KR)

External feedback about the outcome or result of a performance (e.g., number of goals).

Knowledge of performance (KP)

Feedback about the quality or technique of the movement, not just the outcome.

Kinesthetic sense (kinaesthesis)

The internal sense of movement and position of the body used to refine motor control.

Proprioception

The body's ability to sense movement, action, and location, enabling coordination and balance.

Prior experience (transfer of learning)

Earlier learning that can transfer and accelerate learning of a new but related skill.

Somatotypes

Genetically influenced body types (ectomorph, endomorph, mesomorph) affecting sport suitability and performance.

Heredity

Genetic factors such as height, limb length and body composition that influence performance potential.

Confidence

Belief in one’s ability to succeed; a key determinant in the rate of skill acquisition.

Personality

Consistent patterns of behavior and attitude that influence motivation and learning pace.

Ability

Innate capacity or talent that affects how quickly skills are learned.

Experience

Practical contact with and observation of skills; includes prior practice and exposure.

CHEAP (Characteristics of the learner)

Acronym for Confidence, Heredity, Experience, Ability, Personality; factors that influence skill acquisition rate.

Subroutines

Discrete components that combine to form a larger serial skill; mastering sub-skills aids overall performance.

Game-centred approach

Training that uses game-like scenarios to develop decision-making, strategy, and tactics alongside technical skills.

Decision-making (performance element)

The ability to make informed choices quickly to maximize effective skill execution during performance.

Strategic and tactical development

Higher-level planning and in-game adjustments to improve team performance.

Perfect practice makes perfect performance

Idea that practice should be deliberate and accurate to transfer into improved performance.

Dart thrower (example of skill type)

A closed, self-paced skill where timing and environment are stable and controlled.

Somatotypes

Genetically influenced body types (ectomorph, endomorph, mesomorph) affecting sport suitability and performance.

Ectomorph

A somatotype characterized by a lean, delicate build with small bone structure and long limbs; typically agile and suited for endurance or aerial sports.

Endomorph

A somatotype characterized by a larger, rounder build with higher body fat and wider bone structure; often suited for strength-based activities like sumo wrestling.

A somatotype characterized by a muscular, athletic build with well-developed muscles