Download ppt - Maribyrnong College VCE Physical Education Skill, what is it?

Maribyrnong College VCE Physical Education

Skill, what is it?Skill, what is it?

Skill Acquisition

Skill acquisition depends depends on learning. Motor skill learning involves a reorganisation of basic movement patterns. The coach tries to guide their athlete from the beginner stage through to skilled performance.


Skill

An action or particular movement

How well an action or a particular movement is performed

Coursework• List 5 examples of skilled performers.• Define the word skill in your own words• Select a skilled performer in a sport you are familiar

with and describe why you would refer to them as skilled.


Skill vs ability

• Skill is a learned ability to bring about predetermined results with maximum certainty of results

• Ability is the capacity of an individual to perform a variety (many) skills or actions


Stages of Skill learning

The 3 stages of learning are:

1. COGNITIVE (understanding)

2. ASSOCIATIVE (practice)

3. AUTONOMOUS (automatic performance)


Cognitive Stage

Need to learn what is needed in order to perform a skill

Must identify the subroutines involved and their correct sequence

Exploratory stage Beginner will make many

errors This stage usually takes a

short time

The coach must; Provide demonstrations

or videos Give a few clear

instructions Provide specific feedback The learner must

experience the ‘feel’ of the correct action


Associative Stage

Practice phase Refine accuracy of

performing the skill Amount of practice

will depend on the complexity of the skill, the player’s ability, past experience and motivation

Errors will decrease Performer can

recognise errors and make adjustments

This stage usually takes a long time

Some players may never reach the autonomous stage.


Autonomous Stage

Skill becomes much easier to perform

Players level of anxiety is reduced

Sequencing and timing of subroutines becomes automatic

Less likely to be distracted

Less cognitive control required

Speed and efficiency of action is increased

Performer can devote attention to other tasks

Can use feedback precisely

Relies more on internal feedback.


Classification of skills

Motor skills can be classified into 3 types: Discrete Continuous Serial


Discrete skills

• A discrete skill has a distinct beginning and end.

Eg. A football kick

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Continuous Skills

A continuous skill has no distinct beginning or end.

Eg. Dribbling in basketball, driving a car.


Serial Skills

Serial skills string together several discrete tasks to form a continuous performance.

Eg. The steps making a up a dance routine, performing a dive off a 3 metre diving board.


Classification of skills• Fine skills: involve

intricate movements using small muscle groups, tend to be precise and generally involve high levels of hand-eye coordination. A snooker shot or playing the piano are examples fine skills.

• Gross skills: involve large muscle movements, where the major muscle groups are involved. The movements are not very precise, and include many fundamental movement patterns such as walking, running and jumping. The shot putt is an example of a primarily gross skill


Open and Closed Skills

The Open and Closed Continuum

• This continuum is concerned with the effects of the environment on skills - Barbara Knapp's open and closed skills also known as open and closed loop control.



• Open skills: sports such as Netball, Football, and Hockey usually involve open skills. This is because the environment is constantly changing and so movements have to be continually adapted. Therefore, skills are predominantly perceptual. The skill is mostly externally paced, for example a pass in football.

• Closed skills. These skills take place in a stable, predictable environment and the performer knows exactly what to do and when. Therefore, skills are not affected by the environment and tend to be habitual. Movements follow set patterns and have a clear beginning and end. The skills tend to be self-paced, for example a free throw in Basketball, and serving in Squash or Tennis.



10

Open

Batting teePitching machine

Batting thrown by a pitcher

1

Closed

5


Open SkillsOPEN SKILLS ARE; Performed in an

unpredictable environment

Externally paced Timing Depends on

factors external to the performer

Decision making process usually occurs quickly

Team sports are generally more open skills


Examples of Open skills


Examples of Closed skills

CLOSED SKILLS ARE: Performed in a highly

predictable environment Internally paced Performer controls timing

of the movements Pre-learned motor

programs are required


Examples of closed skills


3 Questions

1. Define the term "skill"

2. Using examples, discuss the difference between Fine and Gross motor skills.

3. Explain the difference between Discrete, Serial, and Continuous skills.


Learning Open and Closed Skills

Skills are rarely purely open or closed Closed skills can be learned more easily

because mastering of a specific movement pattern is required and repeated over and over in practice

Open skills not only require good technique but also flexible responses

Timing is externally paced and requires the performer to do the right thing at the right time.


Learning Open and Closed Skills

When teaching open skills it is best to close the skill down first and then gradually open up the environment once the technique has been mastered.

Sequential skill-building and varying the conditions of practice are vital for learning both open and closed skills.


Information Processing

DISPLAYAll the

Information (cues)

in the environment.

SENSESReceive

Informationthe display

including feedbackon performance.

Central Nervous System

Interprets, processesand stores

Information.Makes

decisions

Neuromuscular SystemExecutes and coordinates the

Performance of the skill

FEEDBACKInformation aboutyour performance


Receiving Information

• Information from the external environment is received through the 5 senses and proprioceptors (sense of bodily movement)

• Pieces of information received from the environment are called CUES

• Irrelevant information is called NOISE• A performers ability to filter out irrelevant

information and attend only to relevant cues is referred to SELECTIVE ATTENTION


Signal Detection

Determining whether or not a signal (that is ,a cue or stimulus is present

The ability of the sense organs to receive a signal or stimulus depends on the intensity of the signal or stimulus and the effectiveness of the sense organs

Intensity of the stimulus can be improved in the following ways:

Larger sizeBrighter ColourSlow objectdown

Background ColourDifferentLength of time objectseen

Louder signalTake away interferingNoiseMore pressure


Selective attention

The ability to filter out irrelevant cues This cuts down the amount of information

that has to be processed The ability to select only relevant cues

depends on: Experience Quality of instruction Arousal level





