pe term 4 y10

complex skills

skills that require more thought, conscious control and decision making than others

simple skills

require very little conscious thought or decision making and only basic movement patterns

gross motor skills

involves large large muscle groups or the movement of the whole body - e.g. walking, swimming

fine motor skills

involves small muscle groups - e.g. writing, holding a ball

discrete motor skills

distinct beginning and end - e.g. jumping and kicking a ball

serial motor skills

a number of discrete skills linked together to form an apparent continuous skill - e.g. triple jump

continuous motor skills

no distinct beginning  and end 

open motor skills

• occurs in environments that are highly unpredictable

• performance affected by the external environment

• variation of skills often required

• e.g. block in volleyball

closed motor skills

• occurs in highly predictable environments

• performer is in full control of the timing of the movement

• not affected by the environment

• e.g. volleyball serve

ability

• underpin skill development

• abilities are task specific, and different skills need different abilities

• abilities are innate, enduring qualities or capacities the individual has

• e.g. you have the ability to jump high

skill

• skills are a learned behavior

• skills can be used to indicate quality of performance

• skills have pre-determined objectives to acheive

• e.g. the ability to be able to jump high can contribute to the skilled performance of the volleyball strike

stages of motor learning

• the cognitive system approach is where learning is belieived to occur through a process input and information output

• conginitive, associative autonomous

• processing information occurs by the brain ( deciding what movement is required and selection of a motor program)

input

• occurs from environment(ascerting what is happening)

output

• executing the movement

• representative of 3 phases - cognitive, associative, autonomous

cognitive

• thought to be the “understanding’ stage

• the learning is trying to understand the skill and figure out exactly what needs to be done in order to perform it

• Length of time in this phase is generally short. Learners proficiency will improve quickly

characteristics of a cognitive learner

• difficulty in deciding what to pay attention to (selective attention)

• difficulty in processing information ( overload of information)

• gross errors are made (often uncoordinated movements)

associative

• the practice phase of learning

• lLearners have grasped the fundamentals and mechanics of the skill and their performance becomes more consistent 

• This is usually the longest phase of learning and some learners stay in this phase and never make it to the next 

• It can be a time when confidence and experience builds 

characteristics of an associative learner

• errors become smaller and less frequent 

• Learner is able to identify and correct them as they occur due to internal, kinesthetic feedback 

• The skills are practiced and refined under a wide variety of conditions 

• More detailed feedback can be given and used 

autonomous

• This stage can be thought of as the "automatic" stage 

• The learner can perform skills consistently and fluently in different environments without conscious effort 

• Learners focus little attention on the skill basics and pay more attention to identifying relevant environmental cues to enhance decision making 

• Generally, learners will fluctuate between the associative stage and the autonomous stage throughout their career 

distributed practice

Short intervals focused on a specific skill with frequent intervals between 

massed practice

Continual repetition of a specific skill with no or limited intervals between & in a closed environment 

whole practice

• A specific skill is practiced as a whole ( in its entirety 

• e.g. completing a golf shot 

part practice

• As kill is broken down into sections and practiced in its separate parts 

• e.g. ball toss in tennis serve/ volleyball arm swing 

blocked practice

• This involves chunked periods of time practicing a single skill of a multitask activity 

• e.g. setting for 10 mins followed by digging for 10 minutes 

• Learning environment should be kept as stable (closed) as possible, reducing the impact of environmental factors such as wind, opposition, etc. 

• Suitable for performers in the cognitive stage 

random practice

• Varied sequencing of different motor skills in the same training session 

• Once basic skills are established, allows for a high degree of variability to be practiced, improving decision making and cognitive processing 

• e.g. in volleyball, random practice would be returning a serve, with a dig, followed by a set 

• Suitable for performers in the autonomous stage 

 

constant practice

• Repetition of a specific skill without variation ( I.e. under the same conditions) 

• e.g. passing a ball over 10m for 2 minutes 

varied practice

• Repetition of a skill with minor variations 

• e.g. passing a ball over 10m, 15m and 10m 

intrinsic feedback

• This is proprioceptive feedback that comes from the senses inside the body,  

• The movement is felt 

• Visual, auditory, tactile, propriacaptive 

extrinsic

• Feedback provided by external sources, during or after a performance. This can come from teachers, coaches teammates and includes what the performer can hear or see. Feedback is based on two areas of knowledge 

• Knowledge of results 

• Knowledge of performance