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Skill Acquisition (Skill characteristics (Fluent (skill is smooth and not…

- - - - Performer controls start and speed
    - - No control over start and speed
  - - - Several discrete skills
    - - No clear beginning and end
    - - clear start and end
  - - - Large muscle groups used
    - - Small, more intricate muscle groups
  - - - Easily broken down into discrete phases, learned in isolation
    - - Not as easily broken down into discrete phases
  - - - Unstable enviroment
    - - Stable enviroment
  - - - Requires few decisions
    - - Requires lots of decisions
- - - - Feedback from an outside source such as a coach
      - Gives the performer information on what to improve
    - - Feedback from within the performer
      - Performer develops a "feel" for the skill using kinesthesis
    - - Information about what went wrong in the performance
      - Used to correct errors and eliminate weaknesses
    - - Information about the initial outcome of the skill
      - Was the skill successful or not?
    - - Acknowledgement of a correct/successful action
      - Can be used as a form of praise to motivate performers
    - - Information about how well the movement was performed
      - Information can be used to improve technique
  - - - Characteristics
        
        Performer is more accomplished
        
        Still some trial and error used
        
        Performance smoother and more complicated
        
        Motor programmes are forming
      - Feedback
        
        Some intrinsic
        
        Extrinsic
        
        Knowledge of performance
    - - Characteristic
        
        Skills performed sub-consciously
        
        Motor programmes
        
        Decisions can be made quickly
        
        Performance is fluent and efficient
      - Feedback
        
        Intrinsic
        
        Extrinsic- technical detailed advice given
        
        Negative feedback
        
        Knowledge of performance
    - - Characteristics
        
        Trial and error is used to explore skill
        
        Movements are uncoordinated
        
        Needs lots of instructions
        
        Starting to form mental images
      - Feedback
        
        Extrinsic
        
        Positive
        
        Knowledge of results
- - - - Can be used by a more experienced player with detailed technical advice is given
      - Explanations need to brief, relevant and meaningful to performer
      - Nearly always used in conjunction with visual guidance
    - - Used to explain tactical skills
      - Can be used with visual guidance to build mental images in memory
      - Can be given during performance
      - Can be used to motivate as a form of praise
    - - Too much info can cause confusion especially for beginners
      - If info is not brief, then performer may loose concentration
      - Language used understandable and consider stage of learning
      - Incorrect may lead to bad habits
  - - - Builds confidence
      - Develops feel of movement
      - Helps eliminate danger and reduce fear and anxiety
    - - Too much reliance on guidance can cause bad habits
      - To much dependence on physical support may lead to loss in confidence
      - Can be detrimental on performance if overused
  - - - Tries to show the performer what the skill should look like
      - Creates mental image of skill
      - Can highlight specific weaknesses
      - Used in conjunction with verbal guidance
    - - Demonstration must be accurate to avoid incorrect copying
      - Performer may not have the ability to perform the demonstration
      - Too much information may confuse performer
    - - Peer demonstrations should be given to someone of similar ability
      - Demonstration should be repeated and mental rehearsal should be encouraged
      - Demonstration shown should be within performers capability
      - Demonstrations should be shown from different angles
      - Intention is to create a mental image of the performance especially for beginners
      - Key points from the skill should be highlighted and reinforcement used
  - - - Helps build confidence
      - Helps develop the feel of the movement
      - Helps eliminate danger and reduces fear and anxiety
      - Can be used with disabled athletes or those recovering from injury
    - - Can be detrimental on performance if overused
      - Too much reliance on the guidance can cause habits to develop
      - Too much dependence on physical support may lead to loss in confifdence
- - - - Suggests rewards will encourage learning
      - Will increase likelihood of desired response
      - Reinforced actions are strengthened and incorrect can be weakened
      - Characterised by 3 features
        
        Based on trial and error
        
        Coach manipulates enviroment
        
        Reinforcement "shapes" behaviour
    - - Strengthening link between the stimulus and response
      - E.g if a shuttlecock is served high in badminton the best response is to smash
    - - Negative reinforcement
        
        An unpleasant stimulus is taken away after a correct response is given
        
        E.g a coach criticises a performer for a poor pass but says nothing when a good pass is made. Performer knows that they have made correct pass as coach gives no criticism
      - Punishment
        
        When coach gives unpleasant stimulus to prevent incorrect actions from being repeated
        
        E.g giving a player a red card for a bad foul in football
      - Positive reinforcement
        
        Pleasant stimulus is given to increase likelihood of correct response occurring again
        
        e.g coach giving praise for a correct pass
  - - - Suggests behaviour can be learned by watching and copying others
    - - Retention-retain the information
        
        The learner must remember the demonstration and be able to recall from memory
      - Motor production-does performer have ability to do task
        
        Task should be fully understood by performer
        
        Performer should be given time to practise skill and allowed to progress
        
        Ability or skills needed to complete task
      - Attention-how attractive is demo
        
        All must be paying attention
        
        Learner attempts to create mental image
        
        All learners must be able to see demonstration
      - Motivation-does performer have drive to copy demo
        
        Reinforcement should be used to motivate
        
        Performer must want to learn skill
    - - Make sure all can see
      - Make sure all are paying attention
      - Highlight specific cues
      - Repeat demo from different angles
      - Accurate and clear
      - Use different formats-pictures and videos
      - Limit time between demo and practice
  - - - In sport skills can be learned from "more knowledgeable others"(MKO's)
      - During development, skills are learned by a process, called inter-psychological learning.
      - Learner uses MKO's to get advice feedback and tactical advice
      - Once external advice has been given, learning can take place within the learner who can then think about and construct actions
      - This learning from within is called intra-psychological learning.
    - - Vygotsky suggested that performers build learning in 3 stages
        
        What can I do with help? E.g I can swing the club and make contact with help from the coach
        
        What can I not do yet? E.g I cannot hit the golf ball accurately towards the whole
        
        What can I do alone? E.g I can hold a golf club correctly
      - In sport the learner will therefore build up through each stage known as the zone of proximal learning
  - - - Develops greater understanding and independence
      - Increases motivation and confidence
      - Develops thinking and creativity
      - Better than being told what to do by coach
      - Gives performer a specific role
    - - Involves performer thinking and understanding about why they need to do things
      - Performer has to use work out solutions to problems using cognitive skills
      - Theory suggest performer uses experience to solve problems
      - Performers can use past experiences and adapt to new situations without the need for feedback from the coach
      - Coach may question performer about why they are performing in a particular way
      - Learning in this way the performer learns to develop their own strategies
      - Aims to develop learning by concentrating on whole rather than parts of skill
- - - - Use when: Skill is simple, high organisation, discrete
      - When the performer is autonomous, motivated and fit.
      - When environment is safe, limited time
    - - more fluent perfromance
      - helps create mental image of skill
      - Gives feel for skill
      - Realistic to game
    - - Possible fatigue for performer
      - Maybe too much information to process
      - Maybe demotivate if lack of success
  - - - When skill is: complex, high organisation.
      - When performer is cognitive, motivated and fit
      - When environment is safe and limited time
    - - Gives motivation when success is achieved
      - Fluency of sub-routines combined
      - Weaknesses highlighted
    - - May produce negative transfer if not integrated correctly
      - More time consuming
  - - - When skill is complex, low organisation and serial
      - When performer is cognitive, less motivated and unfit
      - When environment is dangerous and lots of time
    - - Gives motivation when success is achieved.
      - Can focus on one aspect at once to correct weaknesses
      - Fatigue reduced
    - - Fluency lost
      - Danger of negative transfer between sub-routine
      - Time consuming
- - - - There is rapid acceleration in the rate of learning
      - As performer has begun to master task and gain some success, providing reinforcement and motivation
    - - There is no improvement in the rate of learning-learning "plateau".
      - Performance maintains at same level
    - - As performer is new to task and is in cognitive stage of learning
      - Performer is using trial and error learning
      - Rate of learning is slow and performance level is poor
    - - There is a drop in improvement rate/performance gets worse
      - Drive reduction occurs as the performer has lost initial drive to succeed and the challenge has been overcome
      - Towards end of task the performance may deteriorate
      - A new challenge is needed
- - - - Make stimulus meaningful or unique
      - Slow down stimulus
      - Motivate performer
      - Increase intensity of stimulus e.g brighter ball
      - Mental rehearsal
      - Highlight cues
      - Practice with distractions
    - - Correct decision making
      - Faster decision making
      - Can improve reaction time
      - Prevents memory overload
    - - Non relevant info is blocked out by performer
      - Occurs between short term sensory store and short term memory
      - As performer receives lots of info they need to be able to focus on important aspects as not all info can be processed
      - E.g badminton player would focus on flight of shuttle and ignore crowd and players on other courts