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Chapter 2 - IMPROVING SKILLS (Socio cultural factors impacting on skill…
Chapter 2 - IMPROVING SKILLS
Motor skill development, participation and performance
The development of motor skills will enable a person to participate, participation will then lead to greater development of skills and therefore better performance and maybe increased participation.
Motor skills are classified into 3 groups
•OBJECT CONTROL SKILLS (e.g. catching and throwing)
•LOCOMOTOR SKILLS (e.g. running and jumping)
•STABILITY SKILLS (e.g. balancing and twisting).
Qualitative Movement Analysis Principles
The four main principles of a qualitative movement analysis are preparation, observation, evaluation and error correction
Preparation
- Coaches need to develop observation strategy, which must be based on a solid knowledge of the game and the characteristics of skill performance
Observation
- The performance can be performed live or recorded. The main limitation of observing the quality of the performance is subjectivity
Evaluation
- They must first decide what the problem is. Secondly, what is causing it and thirdly, how it can be addressed. Performance can be assessed both objectively and subjectively. The tests need to be valid and reliable
Objective performance measures
- involves impartial measurements (time, distance)
subjective performance measures
- Influences by the observers personal judgement of how a skill/game was performed, open to interpretation and opinion, often referring to the quality and style of performance
Validity
- the capacity of a test to measure what it is intended to. For example, if you are a runner you would not swim to test endurance
Reliability
- the ability of a test to reproduce similar results when conducted in identical/similar conditions, contexts and situations
Error correction
- made by coaches based on their interpretation and data observed. Weaknesses are identified and strategies to address these are then developed, using either direct or constraints based coaching or instructional approaches
Qualitative movement analysis can be used by a variety of professionals to improve human movement. Including Teachers, biomechanists and coaches
Direct and constraints based approaches to coaching and instruction
Direct coaching
- coaches make all decisions in relation to; selection and sequencing of practice tasks, how tasks and techniques will be performed, progressed and refined. The learner has a limited need to make decisions or think independently with direct coaching
advantages
keeps learners on task
provides a predictable/closed environment to assist the beginner in learning the skill
facilitates early stage learning
Constraints based coaching
- there is an interaction between the individual and environment affecting the learner’s/player’s perceptions and actions.
Constraints
are boundaries that shape a learner's self-organising movement patterns
Individual constraints
- body size, fitness levels, mental skills, perceptual and decision making skills
Environmental Constraints
- locality in which the individual was raised, noise level, weather conditions, family support networks, cultural norms
Task constraints
- rules of sport, equipment, field/court dimensions, players numbers, instructions about how to complete the task
Advantages
Practice closely replicates the game environment, facilitating the development of more applicable skills.
Practice is more varied ensuring the development of versatile skills, as well as providing the learner with a more interesting and engaging learning environment.
The learning is implicit.
Implicit learners make better problem solvers and are less likely to choke at times of stress.
It develops both technical and tactical awareness.
It engenders independent/autonomous learning.
Representative task design
Affordances
- opportunities for action, in terms of capabilities of the individual. Before a decision can be made, a player often has to determine whether or not the behaviour is possible
Requirements for coaches
- constraints based coaching requires coaches to have solid knowledge, experience and understanding of the game, unique individual constraints, strengths and weaknesses
Socio cultural factors impacting on skill development at different stages of learning
time
family
SES status
Geographic location
Access to equipment
role models
