Heading: Stages of Skill Acquisition - Stage 6 PDHPE 2017-18erinahscpdhpe.weebly.com/uploads/5/4/8/6/5486528/core_2...Core 2 Part 4.notebook 3 November 20, 2017 Mar 19 7:45 AM Sub:

Core 2 Part 4.notebook

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Syllabus

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Critical Question 4 Big Heading: How Does Skill Acquisition Affect

Performance Heading: Stages of Skill Acquisition

The process of learning new motor skills can be categorised into three stages:

1. Cognitive stage—what to do2. Associative stage—how to do it3. Autonomous stage—doing it automatically.

www.youtube.com/watch?v=wWuXyFU5EQs

http://www.youtube.com/watch?v=wWuXyFU5EQs


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Sub: Cognitive

Also known as the “THE UNDERSTANDING STAGE”

· Most of the learners activities will be in the mind– watching, thinking, analysing, reasoning, judging and visualising

· Many mistakes are made and the learner is unsure of how to correct errors and needs to improve.

· Feedback is mainly external.Feedback is supplied predominantly with visual demonstrations and verbal information.

· Instructions should be kept short and should point out only a few skills at a time.

· Example: Learning to drive a car, learning to catch a ball (First time)

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Sub: Associative The associative stage of skill acquisition really focuses on the idea of practice.· The ability to perform the skill

improves and errors decrease.· Start to recognise and correct own

errors· The fundamentals and mechanics

have been learnt but the performance is less variable and consistent e.g someone knows the how to play Basketball and has learnt some skills but the skills are not consistent.

· Constructive feedback with more detail required.

· Most will stay at the associative stage for a long period of time. Some may not progress beyond this phase at all.


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Sub: AutonomousThe autonomous stage of skill acquisition revolves around executing a skill automatically without having to stop and think about what to do next or how to do it. · The individual can perform the skill fluently and instinctively (without thinking) and where outside influences do not affect the outcome. · It can simply be performed consistently and accurately when required.· Internal feedback increases· It may take individuals a long time to achieve this stage with many never reaching it.

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Questions

1. Select two sports and describe the quality of the movements in the cognitive stage?2. When coaching a learner in the associative stage, what can you do to help the learner?


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Suggested Response 1SOCCERDribbling· very slow pace· minimal control of the ball does not stay close to their feet; kicks it a

few metres in front of them; cannot dribble in a line or the direction of travel

· does not look up from the ball to view fellow team members or opposition· looks away from the ball when about to kick it· cannot use both sides of their foot to control the ball often toe punts

GOLF· eyes not on the ball lifts eye from ball too early· misses the ball completely or just clips top of ball· club hits the ground when taking a shot· unbalanced stance unable to line up shot correctly resulting in ball being hit in

wrong direction (goes to the left or right)· doesn't follow through and shot lacks force and distance· holds club incorrectly· too much back swing which reduces accuracy of hitting ball (tries to hit it too hard

but loses control of club and accuracy)· slices or hooks the ball dueÂ to incorrect body positioning· incorrect club choice ball is hot over or short of ideal distance

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Suggested Answer 2· Communicate clearly, correcting errors and giving individual feedback. · Progressively increase the complexity of the skill drills. · Practice situations should be varied. For example, make sure you

practice different types of passing for soccer i.e. one touch passing; passing to a stationary/running player; corner passing.

· Teach skills and basic movement skills before applying them in gamelike 'pressure' situations.

· Practise skills randomly rather than in large blocks, for example, touch football training practising a number of 3 man passing moves have the players choose one of the moves rather than all doing the same move one after the other. This allows for learners to think on the go which gives it more of a gamelike environment.

· Encourage the use of mental imagery (where players image what will happen in the situation/game).

· Use video analysis so players can see where improvements can be made or where players made correct/incorrect decisions/plays.


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Don't Copy Learning a new skill: Speed Stacking

www.youtube.com/watch?v=ym6vB9XQcQ

www.youtube.com/watch?v=vWh_qiFTZlo

www.youtube.com/watch?v=q_1GTVrYdts

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Heading: Characteristics of the learner There are countless variables at play in skill acquisition, including:· Prior Experience.· Confidence· Heredity· Ability · Personality

· Acronym: PE CHAP

http://www.youtube.com/watch?v=ym6vB-9XQcQhttp://www.youtube.com/watch?v=vWh_qiFTZlohttp://www.youtube.com/watch?v=q_1GTVrYdts


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Sub: Prior Experience

It involves a transfer of learning. An athletewho has already sampled something similar willhave physical skills that may be transferable,and confidence that they can use their priorexperience to accelerate their learning curve. E.g. Gymnastics to diving

Can you think of some others??

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Sub: Confidence Confidence develops through prior success, and represents the belief that a person will succeed. To be confident, an athlete must strike a balance. An athlete who believes they can achievesomething difficult is far more likely to succeed than the athlete with selfdoubt.


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Sub: Heredity

Hereditary factors are characteristics inherited from parents. These factors cannot be changed and help to determine how quickly (or slowly) a new skill is learnt. Hereditary factors include:· Percentage of fast and slow twitch muscle fibres · Body shape· Gender · Height· Lim Length· IntellectHeredity factors can determine the ‘ceiling’ for performance potential.

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Sub: AbilityAbility represents the athlete’s performance. How well can the athlete take all the different skills and apply them in a competitive arena?

· An athlete with high levels of ability (often inherited) can consistently acquire the new skills faster.

· An athlete who does not possess the natural ability will need to work harder and demonstrate greater determination if they wish to succeed.


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Sub: Personality The personality traits of an athlete will determine the rate at which they acquire new skills and how well they can apply them. For example, athletes who are enthusiastic, reliable and determined will be more likely to apply themselves to training and preparation than those who are lazy and unmotivated.

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Heading: The Learning Environment

The learning environment refers to all the externalinfluences on athletes while they are learningnew skills.

Heading: Nature of the Skill

Skills can be defined and categorised. Most are classified intoone or more of the following categories:• open or closed skills• gross motor or fine motor skills• discrete, serial or continuous skills• selfpaced or externally paced skills.


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Sub: Open or Closed

Open Skills: Occur in an environment that is unpredictable and frequently changing. Athletes are required to modify their techniques to adapt to the instability of the surrounding environment. E.g Surfing

Closed Skills: Occur in an environment that is stable and predictable. This is much more conducive to learning for inexperienced individuals as there are less external distractions E.g. Ten pin bowling, free throw in basketball

Defining a skill as open or closed is difficult because most skills tend to lie on a continuum. Some are more open than closed while others progress back and forth on the continuum, depending on the environment.

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Sub: Gross and Fine Motor Skills

Gross motor skills are those that require large muscle groups to execute them – for example run, hop, skip, jump.

Fine motor skills require only small muscles to execute the skill. Fine motor skills are more delicate. Sporting examples come from more sedentary activities like chess, darts and putting.


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Sub: Discrete, Serial and Continuous

Skills can also be classified based on the process or steps it takes to complete them.

Discrete skills can be defined by having a clear starting and finishing point – e.g. catching a ball in basketball.

Serial skill is one that links together several discrete skills. A layup in basketball is an example; the athlete must dribble, jump and shoot, all as one skill.

Continuous skill is repetitive and ongoing. They have no distinct beginning or end. e.g Swimming, running, rowing etc.

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Sub: SelfPaced and Externally Paced Skills

Selfpaced Skills: Are movements for which the performer determines the timing and speed of execution. E.g. A tennis serve and kicking a football (soccer) in practice.

Externally Paced Skills: Are movements for which an external source controls the timing. E.g. Dancing, rhythmic gymnastics and returning a serve in tennis.


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Heading: The Performance Elements While athletes may demonstrate proficiency at a skill during practice, they must also be able to apply it during competition. In addition to building the skill, the coach must develop performance elements like decisionmaking, and strategic and tactical awareness.

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Sub: Decision Making· Decisionmaking is a skill that can only be learnt through experience. E.g. Knowing when to pass the ball or draw a player.

· Presenting athletes with scenarios that are both theoretical and practical is a good way to develop decisionmaking skills.

· Taking time out after training and competition to debrief specific decisions and their level of success can ensure continuous improvement.


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Sub: Strategic and Tactical Awareness More often than not, opponents can possess similar skills and ability: it is strategy alone that makes the difference between winning and losing.Strategic understanding refers to the way we play, where we should be at a particular time and what to do. (Game Plan)

Tactical awareness is about utilising ways of gaining an advantage over an opponent. E.g. Using a cutout pass in league.

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Heading: Practice Methods

Sub: Massed Practice

Learning a skill involves practice. The type of practice the learner needs should be tailored to the nature of the task, the time available and the learner’s motivation and level of fitness.

Massed practice is when the session is all blocked together and no break is taken. Massed practice is suitable for discrete and simple skills. This type of training is beneficial for athletes who are motivated or unable to attend a number a sessions.

Write down three examples


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Sub: Distributed Practice· When the practice is spaced over a longer period

with breaks from practice and changes to other activities. Examples include learning to swim or ski which are difficult skills to learn for most people.

· Distributed practice works best when the performer lacks interest, the task is difficult, motivation is low, the task causes fatigue and excessive work causes discomfort.

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Sub: Whole and Part Practice Method Whole practice is a method in which the whole skillis practised in its entirety. It is used for skills that are relatively easy to learn or when it is difficult for learners to conceptualise and integrate the smaller parts that need to be assembled to form a complex skill e.g. A somersault or handstand.

The part practice method is applied when a skill can be broken into smaller components and each discrete subskill (subroutine) is practices separately. This is suitable for complex skills. e.g. High Jump


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Heading: Feedback Feedback is a critical component in the successful acquisition and development of a skill, regardless of the skill level of the learner. It provides the learner with knowledge about how the task is being performed, and how to improve the performance.

Sub: Internal (Intrinsic) Internal feedback is received from signals within the body. These are sometimes referred to as proprioceptive signals. The skill is performed, and during the execution the athlete can judge the success by the way it feels.

www.youtube.com/watch?v=N_yj4pCihLQ&list=PLFhcqA3z7TY4LmI5bzoyBycTlALl0LvAD&index=5

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Sub: External External feedback is when the information comes from a source outside the body. The type of external feedback can vary from a crowd’s applause to video analysis with a coach. Scoreboards, stopwatches, teammates, parents and coaches all provide external feedback.

http://www.youtube.com/watch?v=N_yj4pCihLQ&list=PLFhcqA3z7TY4LmI5bzoyBycTlALl0LvAD&index=5


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Sub: Concurrent and Delayed Feedback

Feedback that is received at the time when the skill and or movement is performed is referred to as concurrent. This is always internal. Balancing in a handstand.

Delayed feedback occurs after the event. An example would be when a golfer hits the ball. The feedback comes in the form of where it lands on the fairway.

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Sub: Knowledge of Results · Information about the outcome of a movement. It suggests how successfully the skill was performed.

· Example: How many goals were scored from a number of attempts, or what distance was covered in a long jump.

· It is always external and comes from sources such as statistics or scores


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Sub: Knowledge of Performance

The knowledge of performance provides direct information about the quality of execution. E.g. A comment from a coach about the height of the ball toss during a tennis serve, or the angle of the elbow during the pull phase of butterfly swimming. This type of feedback may generate from internal or external sources.

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Heading: Assessment of Skill and Performance

Heading: Characteristics of Skilled PerformersThere is a marked difference between the movements of a skilled performer and those of an unskilled performer.

A skilled performer has certain observable qualities:• Kinesthetic Sense • Anticipation• Consistency • Technique.

After having taught skills, assessment needs to be made of the effectiveness of methods used in terms of improvement in performance.

www.youtube.com/watch?v=useACW_XFN0&index=4&list=PLFhcqA3z7TY4LmI5bzoyBycTlALl0LvAD

http://www.youtube.com/watch?v=useACW_XFN0&index=4&list=PLFhcqA3z7TY4LmI5bzoyBycTlALl0LvAD


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Sub: Kinesthetic Sense

• Refers to the system of sensitivity that exists in the muscles and their attachments.• Skilled performer’s kinaesthetic sense allows them to ‘feel’ the movement as they perform it. They are able to identify and correct mistakes whilst moving.• Inexperienced performers make mistakes because their ‘muscle memory’ is not fully developed.

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Sub: Anticipation

• Is the ability to predict the movement or direction of an object and respond appropriately with timing.• Skilled athletes can quickly and easily predict the movement of an object. This skill allows them added time in which to respond. • Unskilled performers have a lack of ability to predict the movement or direction of an object and this can be identified through delayed reactions to stimuli and an inability to execute a required skill within the given time frame.

www.youtube.com/watch?v=U7rPIg7ZNQ8

www.youtube.com/watch?v=7AlcxrLMJ7s

http://www.youtube.com/watch?v=U7rPIg7ZNQ8http://www.youtube.com/watch?v=7AlcxrLMJ7s


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Sub: Consistency• Is the ability to execute a skill repeatedly with a high degree of success.• A skilled performer is able to perform the desired movement repeatedly. • An unskilled performer will exhibit errors during the execution of a skill.

www.youtube.com/watch?v=Sc3m3BwfylA

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Sub: TechniqueIs a procedure or practical method applied to a particular skill or task.

A skilled performer with good technique:• Demonstrates movement that is economical, requiring less energy.• Demonstrates skilful movement, using only essential muscles.• Displays movement that is aesthetically pleasing.• Has an action that has a better chance of being successful.• Has an action that has a better chance of holding up under pressure.

http://www.youtube.com/watch?v=Sc3m3BwfylA


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Heading: Objective and Subjective Performance Measures• Objective measurement is when the result is unanimous based on the fact that they cannot be changed. E.g. electronic staring and finishing in swimming, measuring tape, electronic timer.

• Subjective measurement is when the results are influenced by the opinion of judges. E.g., gymnastics, diving, boxing

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Cont.. Strategies that are in place to make subjective measurement more even and fair are:• Prescribed judging criteria. Using people with the required expertise.• Ensure that everybody concerned with the competition is aware of the criteria.• Use a panel of judges.• Using judges that have no personal affiliation with any of the athletes.• When a number of scores is presented, the highest and lowest score are disregarded then the remaining scores are averaged out.• Using established measurement such as checklists and rating scales.


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Heading: Validity and Reliability of Tests

Validity is defined by its ability to measure what it intends to. For example, a sitandreach test is a valid test of hamstring flexibility.

Reliability refers to the degree of consistency of a test – that is, the ability of the test and tester to produce the same results on successive occasions. E.g. If the sit and reach test is repeated are similar results achieved.

In the case of sporting tests, the variables may include weather, opponents, equipment, surface etc. If the test is to be regarded as reliable, it is important that these variables are controlled.

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Heading: Personal vs Prescribed Judging Criteria

A personal criterion is judgment that is based on opinions, feeling and emotions about the performance.This is a subjective form of appraisal.

A more complex and objective way to make a judgment is to apply a prescribed criterion e.g. Diving or Gymnastics. The criterion helps to validate the judge’s opinion and improves the objectivity. The administrative body that oversees the sport will develop a set of criteria to identify specific elements the performance must include to achieve a certain score.


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Heading: Stages of Skill Acquisition - Stage 6 PDHPE 2017-18erinahscpdhpe.weebly.com/uploads/5/4/8/6/5486528/core_2...Core 2 Part 4.notebook 3 November 20, 2017 Mar 19 7:45 AM Sub: