Skills

Use of skill Continuams

  • Gross skill - Skill that involves large movements, e.g. A golf swing.

  • Fine skill - Skill that involves small and precise movement, e.g. snooker.

  • Open skill - Performed in a changing environment, e.g. football pass.

  • Closed skill - When the environment doesn’t change, e.g. golf.

  • Externally-Paced skill - When something dictates the start of a skill, e.g. 100m sprint start.

  • Self-paced skill - When the player decides to start the skill, e.g. golf.

  • High in organisation - Can’t be broken down into subroutines, e.g. running action.

  • Low in organisation - Can be broken down into subroutines, e.g. triple jump.

  • Simple skill - Low decision making required, e.g. foward roll.

  • Complex skill - High decision making required, e.g. dribbling in football.

  • Discrete skill - A short skill with a clear beginning and ending.

  • Serial skill - A series of discrete skills put together.

  • Continuous skill - Skill has no exact beginning or end.


Transfer of learning

  • Positive transfer - A skill from one sport has a positive affect to a skill on another sport, e.g. a pass in netball and a pass in football.

  • Negative transfer - A skill from one sport that has a negative affet on a skill in another sport, e.g. shooting in basketball and shooting in netball.

  • Zero transfer - A skill from one sport has no affect on a skill in another sport, e.g. passing in football and passing in basketball.

  • Bilateral transfer - A skill that can transfer from your right to your left, e.g. Passing with your right and passing with your left.


Stages of learning

  • Cognitive - New to the skill, cannot correct own miskates, needs a coach.

  • Associative - Getting used to the skill, starting to correct own mistakes, still needs a coach.

  • Autonomous - Professional at the skill, can correct own mistakes, no longer needs a coach, can process other information whilst performing the skill.


Methods of presenting a practise

  • Whole - Performing the skill in whole, usually requires high amount of fittness, performer needs to be able to complete the skill in whole, usually not for cognitive learners.

  • Whole part whole - Performing the skill in stages, can be for a dangerous skill, good for cognitive performers who cant do the skill in whole.

  • Progressive part - Perfecting the skill in stages (focusing on the start of the skill until perfection then moving on to the second part of the skill), perfect for cognitive learners.


Types of practise

  • Massed - Continuous practise without breaks, improves fittness, becomes muscle memory, causes fatigue, performer may not be able to perform the skill in whole yet.

  • Distributes - Practise with rest periods included, more effective than massed, allows time for recovery, time consuming, can. cause negative transfer.

  • Vairable - Practising skills and drills in a constantly changing environemnt, get performer used to in game situations, increases motivation, time consuming, can cause fatigue.

  • Mental - Going over the skill in your mind, produces a clear mental image, imoroves reaction time, difficult for cognitive performers, mental image must be accurate (if its not then it can decrease motivation).


The Use of of Guidance and Feedback

  • Visual - Improving performance by matching/seeing.

  • Verbal - Spoken instructions.

  • Manual - Physical support by another person.

  • Mechanical - Physical support by use of equiptment.


Feedback

  • Intrinsic - Feedback that comes from within the performer, from their propiroceptor about how the movement feels.

  • Extrinsic - Feedback from an external source such as a coach, seeing the outcome of the skill.

  • Positive - Feedback that is positive saying what went well.

  • Negative - Feedback that is critising the performance of the athlete.

  • Knowledge of results - Feedback on the outcome of a performance, normally numerical.

  • Knowledge of performance - Feedback focusing on the quality of the techniue, information on how the result came about.


Feedback and the stages of learning

  • Cognitive feedback:
    - Relies on extrinsic feedback.
    - General and simple.
    - Positive.
    - Knowledge of results.

  • Associative feedback:
    - Relies on extrinsic.
    - Starting to develop intrinsic feedback.

  • Autonomous feedback:
    - Able to detect and correct own mistakes.
    - Feedback is specific.
    - Negagive feedback.
    - Knowledge of performance.


Operant conditioning - Theories of learning

  • Positive reinforcement - Strengthens the S-R bond, praising the performer for doing a skill well.

  • Negative reinforcement - Strengthens the S-R bond, taking away the punishment when the performer does something will.

  • Punishment - Weakens the ~S-R bond, punishing the performer for doning a skill bad.


Advantages of operant conditioning:

  • Allows a performer to develop a deserired response to a stimuli.

  • Motivation.

Disadvantages of operant conditioning:

  • Performer hasn’t necessarily developed an understanding.

  • Therefore less likely to be able to adapt to different situations.


Social development theory

  • MKO = more knowledgeable other.

  • Inter psychological learning = Learning through our social interactions with others.

  • Intra psychological learning = Learning which is where we internalise (think about it ourselves) what we have learned from others.

  • Zone of proximal development = This is the difference between the performers ability to perform a task under a coach’s guidance, and their ability to solve the problem independantly.

  • The 3 stages of ZOPD:
    1) What can I do alone?
    2) What can I do with help?
    3) What can I not do yet?

  • Scaffolding = Basically mechanical guidance. For example, using a pool noodle whilst learning to swim.


Theories of Learning Sumary tasks

  • Observational learning:
    - Bandura explained that we learn by watching and replicating actions.

  • Insight learning:
    - When we learn more about why wer’re doing the skill.