PE unit 3 aos 1

skill

the ability to do something well. A voluntary, goal directed activity that we learn through practice and experience

fundamental movement skills

movement patterns that involve different body parts. They are the foundational movements for more specialised sport-specific skills. they form the basis of all movements

4 types of fundamental movement skills

• object control (kicking, catching, hitting)

• locomotive skills (running, jumping skipping, using a wheelchair)

• aquatic skills (floating, paddling)

• body control (balancing, tumbling, climbing)

sport specific skills

often use a range of fundamental movement skills in a sequence of movement.

predictability of the environment

• whether a skill is opened or closed

criteria:

• stability of the environment- stable or unstable

• pacing of the skill- internally or externally paced

• inter-trial variability/ difference of skills- low or high

closed motor skills

are performed in a relatively predictable unchanging environment (stable), where the performer determines when they perform the skills (internally paced) and the skills are relatively the same each time they are performed (low inter-trial variability).

opened motor skills

are performed in a constantly changing unpredictable environment (unstable), where defenders, teammates or other external factors influence when skills can be performed (externally paced) and the skills are different each time they are performed (high inter-trial variability).

precision of movement

fine and gross motor skills

skills can be classified according to the number and size of the muscles or muscle groups involved in the activity

fine motor skills

corporative use of small muscle groups to produce precise and accurate movements

gross motor skills

involving a combination of large muscle actions that result in coordinated and often powerful movement

types of movement

classifying movements as discrete, serial or continuous movements

discrete motor skills

movements for a brief duration and are easily defined by a distinct beginning and end

e.g. a throw, catch, kick

serial motor skills

a series or group of discrete skills strung together to create a more complicated, skilled action

e.g. gymnastics routine, triple jump

continuous motor skills

have no distinct beginning or end. these movements may continue for several minutes, often involving repetitive movements.

e.g. swimming, running and pedalling a bicycle

motor skills as an enabler

The development of motor skills enables a person to participate in sports. Participation leads to greater development of skills and better performance, which can lead to increased participation.

motor skills as a barrier

a person who has not developed their motor skills, due to lack of encouragement from peers, school or parents, may choose not to participate. When they do participate due to lack of skill they may perform poorly and quickly become discouraged and demotivated from further participation

3 stages of learning

1. cognitive (understanding stage)

2. associative (practice stage)

3. autonomous (automatic stage)

how quickly a performer moves through the 3 stages is determined by…

the skill being taught, characteristics of the learner and the type of coaching and practice environment

cognitive stage

• mentally trying to comprehend the movement requirements of a motor skill

• time and attention devoted to understanding the skill and how to perform it

• trial and error stage

coaching for the cognitive stage

• simple feedback

• repeated demonstrations

• verbal instruction should be clear and concise

• provide learner with strategies to correct faults

associative stage

• beginning to refine their technique/movement pattern

• can detect some of their errors

• more consistent

• move attention can be directed to external stimuli

coaching in associative stage

• provide regular practice opportunities

• expose to more open competition environments

• encourage ability to self correct errors

autonomous stage

• skill is mostly automatic- second nature

• performer can detect and correct their small errors

• can multitask

• greater development of strategy and tactical awareness

coaching for the autonomous stage

• provide precise feedback

• need to keep motivation high to further improve and refine skills

• match simulation to enhance performers tactical knowledge and decision making

direct approach to coaching

• traditional approach

• coach-orientated model in which learners receive explicit instructions

• skills are first learnt in isolation

• explicit learning

• emphaisis on continuous, repetitive practice of skills

• difficulty increases relative to progression of the learner

explicit learning

learning that takes place as a result of direct instruction, where the performer is told what to do and when to do it

advantages of the direct approach

• maximises practice time and keeps learners on task

• effective int the early stages of learning

• emphasis on developing good technique

• provides a predictable closed environment to assist the learner

disadvantages of the direct approach

• boring repetitive drills

• poor transfer of learning

• learners become overly dependent on their coaches instructions

• do not develop decision-making skills

• more susceptible to skill errors in the competitive environment

constraint based approach to coaching

• facilitates learning through manipulating constraints (task, individual and environment) to help the learner find a movement skill solution

• implicit learning

• the learner is supported to develop skills applicable to specific demands of the game environment

implicit learning

learning through doing. The participants learn through completing a task

three fundamental constraints

• individual constraints- physical and psychological traits

• environmental constraints- type of environment

• task constraints- defining characteristics of the game

advantages of constraint based approach

• practice sessions are more similar to game environment

• development of tactical awareness and decision making

• cultivates the independent or autonomous learner

• greater transfer between practice and game environment

disadvantages of the constraint-based approach

• the cognitive-stage learner may become overwhelmed with rules, tactics and new skills

• technical skills may lack refinement

• less structured nay not be appropriate for larger groups or younger athletes

direct-indirect continuum

direct

• coach orientated

• explicit learning

• autocratic

• prescribed learning outcome

indirect

• learner-orientated

• implicit learning

• democratic

• discovery-based learning