motor learning & coaching

what is classification of motor skills?

used to group skills according to particular characteristics that need to be taken into account in their performance

what are the five (5) classifications of skills?

• complexity

• muscle involvement

• continuity

• environmental impact

• pacing

what is simple complexity?

requires one or two of the middle elements

e.g. running

what are the elements of complexity?

• number of cues

• amount of information

• number of decisions

what is complex complexity?

requires high levels of all or most of the middle elements

e.g. volleyball spike

what is fine muscle involvement?

• small amount of force exerted by the muscles

• use of smaller muscle groups

• precise movement

e.g. throwing a dart

what is gross muscle involvement?

• large amount of force exerted by the muscles

• use of larger muscle groups

• whole body movements

e.g. bowling in cricket

what is discrete continuity?

• have a clear beginning and end

• skill can be repeated

• single, specific skill

e.g. soccer penalty kick

what is serial continuity?

• made up of several discrete movements

• more complex movements

e.g. gymnastics routine

what is continuous continuity?

• no obvious beginning or end

• can be continued as long as they wish

• same movement over and over

e.g. swimming

what is closed environmental impact?

• performed in a stable, predictable environment

• no uncertainty in conditions

e.g. free throw in basketball

what is open environmental impact?

• where the performer is required to adapt

• to a changing environment or time pressure

e.g. surfing

what is self-paced pacing?

the timing and execution are determined by the performer

e.g. volleyball serve

what is externally-paced pacing?

the timing and execution are determined by uncontrollable factors

e.g. sailing

stage 1 - perceiving (information processing model)

• data is received by the brain from cues/senses (sight, hearing, touch)

e.g. when learning how to kick a soccer: watch the coach, hear the coach, hold a ball

stage 2 - deciding (information processing model)

• the brain processes the data it has received

• it then formulates an appropriate movement response

• three (3) mechanisms are involved

perceptual mechanism

organises and interprets the sensory information

decision-making mechanism

based on the information, decisions are made for the most appropriate physical response

effector mechanism

organises, initiates, and controls the selected movement response

stage 3 - acting (information processing model)

• once the brain has processed and decided a movement

• it signals the neuromuscular system to respond,

• in order to perform the necessary movements

stage 4 - evaluating (information processing model)

• after the movement → performer receives feedback on their performance (if they were successful)

• adjustments are made in following attempts

three (3) phases of learning - fitts & posner

• cognitive

• associative

• autonomous

cognitive phase of learning

• understanding

• movements

• guidance

• focus

• the learner is new to the skill

• slow, inconsistent errors

• lots of guidance/demonstrations (coach)

• focus trying to understand what to do

associative phase of learning

• understanding

• movements

• guidance

• focus

• has a basic understanding; improving accuracy

• smoother, consistent movements

• correcting their own mistakes

• what to do → how to do it better

autonomous phase of learning

• understanding

• movements

• guidance

• focus

• skill becomes automatic (little thought)

• smooth, efficient movements

• less guidance from coaches

• focus on strategy, reading the game

four (4) stages of teaching a skill

• introduce

• demonstrate

• practice

• feedback

process of teaching a skill - introduction

• introduce the skill with enthusiasm; speak clearly/simply to create a positive learning environment

e.g arranging athletes away from the sun, getting their attention

process of teaching a skill - demonstration/explanation

• visual understanding of what is required

e.g. showing/explaining the skill, relating to past skills, check for understanding

process of teaching a skill - practice

• athletes begin practicing the skill ASAP after

e.g. maximise participation, fair complexity of skill, experience some success

process of teaching a skill - feedback

• for training to be effective, collect two types of feedback:

  • how to change an incorrect performance

  • how the completed performance compares with the desired performance

learning error

new to learning the skill and messing up (doesn’t know the skill)

performance error

really good at the skill but keeps messing up (does know the skill)

seven (7) components of a training session

1. introduction

2. warm up

3. fitness training

4. skill development

5. culmination

6. cool down

7. evaluation

leadership style - autocratic

• leader makes decisions quickly with no group input

• clear expectations and strict control over tasks/behaviour

• works well in high-pressure or time-sensitive situations

leadership style - democratic

• leader involves the group in decision-making & values input

• encourages teamwork, communication, shared responsibility

• increases motivation and commitment from team members

leadership style - laissez faire

• leader provides minimal guidance & allows group to self-manage

• works best with highly skilled, independent individuals

• leads to creativity, but can cause confusion without structure

internal feedback

• information regarding how the movement is kinaesthetically felt

• relayed from the muscles, tendons, joints of the body

external feedback

• information that assists in performance

• can be seen, felt or heard by sensory organs in the body

types of extrinsic feedback

• terminal: given after the performance

• concurrent: given during the performance

• verbal: given through speech / instructions

• non-verbal: given through body language / gestures