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Skill Acquisition - Coggle Diagram

- - - - CATEGORY 1: Batting a ball from a tee
        
        Stationary, No change, closed skill
      - CATEGORY 2: batting a ball from a tee that changes height
        
        Stationary, Changing
      - CATEGORY 3: Batting a ball from a live pitcher
        
        In motion, change, open skill
      - CATEGORY 3: Batting the ball from a pitting machine
        
        In motion, no change
  - - - Skills that are affected by the environment
      - perceptual (what the performer sees)
      - Externally paced (influenced by factors like the movement of others)
      - Example: You're snowboarding and then an avalanche falls
      - To teach use Varied practise, use a game situation so that strategies can be drawn from long term memory.eg passing a netball with defenders
    - - Skills that aren't affected by the environment
      - Predominantly habitual (learn and repeat)
      - A set pattern that has a clear start and end
      - Example: Cycling and basketball
      - To coach, use varied practise that resembles an. actual situation stimuli must be varied, but the skill should always be the same (repetition)
  - - - Involves making decisions and the skill may have to be learnt in stages.
      - layup in basketball
      - To coach, breakdown into sub routines. practise must be varied with feedback given.
    - - involves little decision making. Very easy to learn
      - e.g running
      - To coach use repetitive and fixed practises
  - - - The performer controls the rate at which the skill is performed
      - likely to be a closed skill
      - eg throwing a javelin
      - When coaching there needs to be a fixed practise
    - - The environment controls the rate of performance
      - Usually an open skill that requires a reaction
      - e.g badminton, when a serve is returned
      - When coaching, varied practises are needed to help performers deal with changing environments
  - - - GROSS skills: large muscle movements, low levels of precision, e.g shot put
        
        when coaching practise must include the building of strength within major muscle. repetition is important to make the skill automatic
      - FINE skills: small muscle groups, high level of precision and hand eye coordination eg, darts
        
        When coaching repetition and mental reversal is needed
      - DISCRETE skills: Clear beginning and end, a single and specific skill. eg a hockey flick
        
        When coaching this must be taught as a whole (Hockey flick)
      - SERIAL skills: Elements are put together to make an integrated movement, eg triple jump
        
        When coaching these skills must be broken down into subroutines (triple jump)
      - CONTINUOUS skills: no obvious beginning or end. Skill is repeated as a set pattern eg cycling
        
        When coaching these skills must be taught as a whole so that the performer feels the true nature of the skill. (cycling)
      - CONTINUITY + THREE TYPES:
      - CONTINUITY: How well defined the beginning and end of a skill is
- - - - difficult to break down into subroutines. e.g dribbling a basketball
      - When coaching its best practised as a whole as its difficult to break down into sub routines
- - - - A previously learnt skill affects the learning of a current or future skill
      - example: a tennis player takes up badminton
      - pros: the transferring of skill occurs through similar response requirements, improving future performance
    - - When learning a new skill, a previously learnt skill is either positively or negatively affected
      - example: learning how to shoot in netball can negatively affect how to shoot in basketball
      - pros: allows the build up of experiences
    - - A skill or movement helps the learning of another
      - learning to throw a cricket ball will help when learning to throw a javelin
      - pros: is motivating and works well if the original skill is well learnt
    - - One skill or movement hinders the learning of another.
      - example: having a firm wrist in tennis may cause for a loose wrist in badminton
      - negatives: a performer can respond badly to stimuli
    - - A transfer is made from limb to limb
      - Example, having a strong pass on the right foot can help you to gain a strong pass on the left
      - pros: this is useful during game situations
- - - - Personality, Motivation, ability, situation, nature of the skill being taught
- - - - The observer must focus on important cues. observer is influenced by who the model is and their status
    - - The observer must be able to remember how the model presented the skill. this helps create imagery of the process
    - - Observers must be able to physically reproduce the skill its important to provide feedback in order to reinforce the technique
    - - high motivation levels are important to perfecting the skill. external reinforcement helps with this. this helps the observer develop the skill further
- - - - Previously learnt information (the best type of pass)
        
        Infomation from our surroundings (position of players)
        
        Our general perception (movement of your own team)