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CORE 2: How does the acquisition of skill affect performance? - Coggle…
CORE 2: How does the acquisition of skill affect performance?
Stages of skill acquisition
Associative
Practice phase. More fluid and smooth movements, less frequent error.
Autonomous
Developing kinaesthetic sense. Good anticipation, consistency of performance.
Cognitive
Learning phase. Robotic & jerky movements, large frequent error.
Characteristics of the learner
Confidence
Refers to a firm belief in ability of one's capabilities.
Prior experience
As to the transfer of skills in order to help master another.
Lateral transfer (very similar) eg. squash backhand to tennis backhand
Vertical transfer (more difficult) eg. kickboard dolphin kick to butterfly stroke
Heredity
Refers to genetic factors of the learner including muscle fibre type, gender, height, conceptual ability and somatotype (endomorph, ectomorph, mesomorph)
Ability
Refers to the way an individual learns, processes and implements new skills.
Personality
Traits of the learner, including pools of consistency, reliability, ability to express feelings, motivation, determination/dedication, willingness to learn, cooperativeness.
The learning environment
Performance elements
Strategic development
The overall method used to achieve goals/win. must be practised for smooth execution. eg. "zone" in basketball, sprinting at the start of a 3km to get a head start, passing the ball to a winger in touch, to score.
Tactical development
Gaining an advantage over the opposing players/must be practiced for smooth execution. eg. "sneaking" home in softball, marking a particular player, dummy pass in rugby league.
Decision making
The decisions made by an athlete during performance. Improves with repetition. eg. where to hit ball, who to pass to, where to stand defensively.
Practice methods
Distributed Practice
is a broken up practice session with the rest intervals being longer than the practice intervals
Whole Practice
involves learning the skill as one element, and is often used for discrete and continuous skills. eg. shooting for hoops
Massed Practice
is a continuous practice session, with the rest intervals being shorter than the practice intervals.
Part Practice
involves the skill being broken down to its smaller parts, and each part is practised separately before being joined together. eg. practicing catching, dribbling, stepping, driving and then shooting in basketball.
Nature of the skill
Fine motor skills
(require the use of smaller muscle groups and finesse) eg. darts
Gross motor skills
(require the use of large muscle groups) eg. swimming
Discrete skills
(have a distinctive start and end to the skill) eg. gymnastics "present" at start and end of skills.
Serial skills
(involve the sequencing of smaller movements) eg. juggling
Closed skills
(environment is predictable and stable) eg. bowling
Continuous skills
(have no distinct start or end) eg. jogging
Open skills
(environment is unpredictable and frequently changing) eg. surfing
Self paced skills
(have total control over timing of skill/execution) eg. tennis serve
Externally paced skills
(timing and speed determined by external factors such as music or opposing players. harder to learn) eg. rhythmic gymnastics routine
Feedback
Concurrent feedback
Is feedback during the skill, (external or through proprioceptive mechanisms, ie. balance.) eg. external: coach tells 800m runner to speed up in the last 100m, or internal: brain sends messages to maintain balance during a handstand.)
Delayed feedback
Comes some time after skill is performed. eg. feedback (successful or unsuccessful) for a basketball throw cannot be known until after the skill occurs.
Extrinsic feedback
Comes from sources other than the performer. eg. suggestions from coach, video replays, judge scores or race results.
Knowledge of results
Information about the outcome of movement. eg. How many goals scored from a number of attempts. Always external ---> coach/other athlete.
Intrinsic feedback
Comes from performer themselves, develops proprioception and kinaesthetic sense eg. seeing the ball, hearing the sound of it hitting the bat, feeling the bat vibrations.
Knowledge of performance
Information about pattern of movement during execution. eg. coach giving technical advice on a tennis serve: drop shoulder later.
assessment of skill and performance
Characteristics of skilled performers
Technique
Refers to the technical aspects of skill execution: efficient and consistent movement. Skilled performers with good technique save energy, are consistent under pressure, and have less injury risk. Correct technique is particularly vital for long distance events to generate more power and save energy. Eg. Swimmers use the correct technique and finish faster than those who do not use correct technique
Consistency
Refers to the skilled performer's ability to perform and replicate good performance. Comes from athlete practising. Eg. Simone Biles lands her layouts consistently perfect every time.
Anticipation
The skilled performer's ability to read the play/opponent and respond accordingly. Comes from learning to read an opponent's body positioning/familiarising with their preference of shot. Particularly important for externally paced skills to predict opponent's next move. eg. Tennis player anticipates a backhand down the line through opponent's body positioning.
Kinaesthetic sense
The skilled performer's proprioception. Involves feeling movement and even correcting mid performance. Kinaesthesia develops as a result of practice- muscle memory. Eg. Basketballer adjusting their shot after an off throw.
Objective and subjective performance measures
Objective
Measurement is done using something other than the person observing, ie. stopwatch, measuring tape, goal records. Is used in sports such as long jump and javelin.
Subjective
Measurement is dependent on observer and based on opinion, feelings and general impressions. eg. gymnastics, dance.
Validity and reliability of tests
Validity
The test's ability to measure what it's supposed to measure. Can be used to predict future performance. eg. VO2 max test to test cardiovascular endurance.
Reliability
The test's consistency- scorer produces same result for same performance. The use of similar equipment, checklists and procedures improves reliability. Eg. A scale is reliable if it reads 65kg when a 65kg athlete stands on it.
Personal vs. prescribed judging criteria
Personal
Personal is subjective to the judge's preference, expectations and preconceived ideas about the performance.
Prescribed
Prescribed is established criteria used to appraise performance. Can be checklist or rating system.