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5.1 Skills, 5.2 Information Processing, 5.3 Principles of skill learning
what is a skill
specific action or level of performance of an individual
welfords model
input, decision-making, and output, with feedback loops that refine future actions.
Exteroceptors
provide information about external environment
Introceptors
Pass information from body’s internal organs
Signal-detection process
How the brain interprets and makes sense of the information it is receiving from the sensory organs
signal detection process components
detection, comparison, recognition
detection
Identification of stimulus
comparison
Gather stimuli and compared memory stores
recognition
Stimuli matched to one stored in memory
chunking
combining up information so it is easily remembered
motor programme sub sections
whole plan, coordination of subroutines, relegating executive programmes to subroutines
Open loop Perspective
Decisions made in brain information for one movement sent in single message, feedback may not be available
Closed loop perspective
Decisions made in brain and Information sent at different times, feedback is always available
Transfer
When skill can be applied to another sport
fixed practice
movement is repeated over and over
massed practice
little to no gaps in practice, lots of reps, no rest intervals
mental practice
when performers think about specific components of the movement without actually performing
teaching styles
command, reciprocal, problem-solving
reciprocal
class organised in pair or threes, observer makes decisions, feedback is given if necessary
problem solving
Program developed by learner based on physical and cognitive abilities , highly individual, teacher observes and guides
command
teacher makes all decision, orderly, massed practice
progressive part method
Skill is broken into subroutines, which are then practiced in isolation and well learnt
part method
the subroutines of the skill are demonstrated and practiced in isolation
whole-part method
The whole action is demonstrated and practiced in parts
whole method
the action is demonstrated and then practiced as a whole by the pupils
variable practice
allows repetition of skill but from different positions and situations
distributed practice
when practice is interspaced with rest or different activity
principles of skills transfer
from theories to actual performance
stage to stage transfer
cognitive, to the associative to the autonomous stage
bilateral transfer
the skills from one side to another
ability to skill transfer
natural abilities inform acquisition of skill
practice to performance transfer
training to in-game situation
skill to skill transfer
from one skill to the next
negative transfer
When a practice of one task has a bad effect on the leaning or performance of another
positive transfer
when the practice of one task has a good effect on the learning or performance of another
Memory trace
Select and intiiates an appropriate response
Motor Programme
a set of movements stored as a whole in the memory regardless of whether feedback is available or not
Single Channel Hypothesis
you can only deal with one stimulus at the time, so the first stimulus needs to be attended before you respond to the second stimulus
methods of memory improvement
rehearsal, coding, clarity, chunking, organisation, brevity
brevity
Information kept brief so it can be processed easily.
organization
If information is clear and in a logical format it is easier to recall
clarity
Learning information that is clear and simple will make it easier to remember
coding
information form images to be recalled with those associations
rehearsal
Repeating a certain skill over and over until it is memorized
Proprioceptors
Provide information about position and posture of body in space (detect movements)
Physical Proficiency Abilities
Relates to the physical/structural aspects of the body, more health-related
characteristics of skills
goal oriented, meet the performance with max certainty and minimum outlay of energy, learned through practice
motor skills
function which involves the precise movement of muscles with intent to perform a specific act
motor skills do not improve naturally they must be
practiced
fundamental movement skill (FMS)
the building blocks for movement
FMS can be categorised as
locomotor, object-control and stability skills
characteristics of skilled performers
achieve desired results, physiologically economical, movements highly coordinated, react quickly, high levels of consistency and accuracy
cognitive skills
the core skills your brain uses to think, read, learn, remember, reason and pay attention
cognitive skills are used on the field/court to
aid in decision-making
perceptual skill
senses include: vision, vestibular senses that help with balance, haptic touch
perceptual-motor skils
involves the interpretation of environmental stimuli and the motor responses to this sensory information
perceptual motor skills are very important in activities where the performer must
adapt to the environment
three main types of skills needed to make a skilled performance
motor skills, cognitive skills, perceptual skills
fine and gross motor skills classification is based on
the level of muscle recruitment in the movement pattern
gross motor skills
skills that recruit large muscle groups in order to produce large body movements
fine motor skills
skills that recruit small muscle groups to produce precision movements
some skills require a combination of both fine and
gross motor skills
open and closed motor skills classification based on
the extent to which a performer needs to adjust to the environment in which the skills are performed
closed motor skills
skills performed in predictable environments where the performance of the skill is totally internally paced
closed motor skills summary
spatial control, highly predictable, fixed environment, self-paced
open motor skills
skills performed in unpredictable environments where the performance of the skill is totally reactionary
open motor skills summary
changing environment, spatial and temporal control, externally-paced
discrete, continuous and serial motor skills classification is based on
the length of time the motor pattern can continue
discrete motor skills
skills that are performed for a specific period as they have a distinct beginning and end
continuous motor skills
skills where the movement pattern has no specific start and end
serial motor skills
skills that string together a number of other skills to produce a seemingly continuous performance
locomotor, non-locomotor and manipulative movement skills classification based on
the amount of movement in the muscle pattern
locomotor motor skills
skills that require the whole body to move about a space
non-locomotor skills
skills that are performed on the spot around an axis and expressive movements
manipulative skills
skills that incorporate an object or piece of equipment that must be controlled as part of the movement pattern
external and internal paced skills
relate to when the movement is started or rate which its performed
internally paced skills
self-paced, usually a criterion of closed skills
externally paced
timing not determined by the performer, criterion of open skills
the interaction continuum
different skills in different activities vary in the way and context in which they are performed
individual skills
performed in isolation from other, only one performer is involved at a time
coactive skills
skills performed with someone else, no direct confronation
interactive skills
performers are directly involved, usually attack and defence
indirect interactive
teams are separated but still interact
skills are defined by
purpose, goal and objective
abilities
traits people are born with
motor attributes
physical assets that enable an individual to perform a movement pattern
fleishman’s taxonomy of human
the premise that there is a finite set of women abilities
selective attention
ability to concentrative on task at hand without being distracted
time sharing
ability to shift back and forth between 2 or more sources
spatial orientation
ability to tell and switch position to location of an object and individual
three stages of learning
cognitive stage, associative , autonomous stage of learning
technique
a way in which a particular sports skill is performed
cognitive stage
very short, a person learns what is needed to perform the skill through explanation or watching a video
cognitive stage performer characteristics
know the skill to be practiced, requires great deal of feedback, makes frequent errors
associate stage
takes a long time, the learner must practice to become familiar with the sequencing of the subroutines and timing of a particular skill
associative stage performer characteristics
refines accuracy, recognises why error is made, frequent coaching
autonomous stage
the player can organise the correct sequence and timing of the movement without thinking
autonomous stage performer characteristics
can focus on finer details, uses internal feedback, likelihood of distraction from the environment is reduced
sensory information store
shortest-term element of memory, ability to retain impressions of sensory information after the original stimuli have ended
most information is lost within
0.5 seconds
Note
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