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Skill acquisition PE - Coggle Diagram
Skill acquisition PE
Classification of skill
Open skills - In changing environments, perceptual, need information processing, external paced
Closed skills - In unchanging environments, habitual, limited information processing, externally paced
Gross skills - Large muscle groups, does not require precision, ballistic
Fine skills - small muscle groups, need precision/accuracy, intricate
Externally paced skills - environmental factors determine when the skill is performed
Self-paced skills - Perfomer decides when to perform the skill/start the movement
Complex skills - Perceptual, requires decision making, needs information processing
Simple skills - habitual, need minimal decision making, limited information processing
High organisations skills - Difficult to break down into sub-routines Low organisation skills - Easy to break down into sub-routines
Discrete skills - a clear beginning and end
Serial skills - sereral discrete skills joined together
Continuous skills - an unclear beginning and an unclear ending
Transfer of skills
Posiitve transfer - where one skills or situation helps the learning and performance of another skills
Effects --> Transfers the S-R bond of one skill to another and helps to develop the correct motor programme
eg. the arm action of thawing a ball helps the action of the racket arm when serving in tennis
Negative transfer - where one skills or situation hiders the learning and performance of another skill
Effects --> performer can respond incorrectly to similar stimuli and differences in kinaesthetic feedback can cause confusion
eg. the flexed arm in throwing hinders the straight arm required for cricket bowling
where a previously learned skill affects the current learning or performance of another kills
Effects --> can be positive/negative/proactive transfer can help or hinder he learning or performance of a new skill
eg. the previously learned throwing action can affect a new skills that looks similar, such as a serve in volleyball
Retroactive transfer - where the current learning of a new skills effects the performance of a previous learned skills
Effects --> can be positive or negative/retrocatcive transfer can help or hinder performance of a new skill
eg. the current learning of a serve in tennis can affect the previously learned throwing action
Bilateral transfer - transfer from limb to limb (one side of the body to the other)
Effects --> can be positive or negative. When positive, bilateral transfer helps an attacker to deceive a defender eg. using non-dominant foot
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Whole practice - Not broken down into subroutines. Skill learned in its complete form. Movement attempted holistically
Advantages - God for high organisation, continuous and simple skills, saves time, good for higher ability learners, creates mental picture, encourages fluency
Disadvantages - Unsuitable for complex skills, difficult for those at cognitive stage, too fast for some learners, can be demotivating if failure experienced
Progressive part practice - parts/subroutines of all skill practiced separately then... combined gradually into larger parts until whole skill achieved
Advantages - Good for low organisation, serial and complex skills, quicker than part with similar uses, kinaesthesia developed more effectively than with part practice, gives a chance for recap
Disadvantages - Unsuitable for high organisation skills, limited awareness of whole skills, limited kinaesthesia developmennt, transfer to whole skill may remain difficult, can be demotivating for higher abilities, takes time
Whole part-whole practice - Skill practise in its entirety then... sub-routines practised separately then ... complete skill practiced again
Advanatages - Good for low organisation and serial skills, also for complex, open and closed skills, flexible method for all abilities, entire skills can be practiced early, allows focus on weak sub-routines
Disadvantages - Unsuitable for high organisation skills, can be difficult for learners with low ability/motivation, lost of information processing, potential for overload, can be demotivating to return back to sub-routines
Massed practice - Pratice is repetitive and continuous, no rest intervals
Advantages - ideal for discrete skills, good for simple/short duration skills, good at autonomous phases, good for more experiences/motivated performers, helps to groove/overlearn skills, helps to form SR bonds, develop kinaesthesia and schema
Disadvantages - Can be exhausting/boring, could cause drive reduction or mental fatigue, errors could increase due to the repetitive nature of practice, can lead to chronic/overuse injuries
Distributed practice - Practice in short bursts, regular rest intervals
Advantages - Ideal for high energy continuous skills, good for complex and dangerous skills, good at cognitive stage/less fit performers, time for rest, mental rehearsal, reinforcement and feedback
Disadvantages - Rest intervals may disjoint the practice, causing learning to be hindered, can be hard to regain intensity of practice or concentration after a break, long or frequent breaks can be demotivating
Varied practice - Changes regularly, takes place in different environments or situations, different activities are performed in different ways
Advantages - good when skill has already been learned via fixed practice, stimulates interest and motivation, helps transfer of skills, helps to form S-R bonds and to develop kinasthesis and schema, good at autonomous stage
Disadvantages - Basic skill must be learned first i fixed practice, too may stimuli may cause overload, can be confusing especially for cognitive kekarners, not effective in helping to groove/overlearn skills, effective motor programme may not be developed
Fixed practice - Stays the same, the environment/situation does not change, practice repeated in the same environment
Advantages - Ideal for closed skills, good at cognitive stage, developed motor programmes and competition is replicated, can perfect the skills, helps to groove/overlearn skills
Disadvantages - Not suitable for open skills, may become boring, does not prepare for game situation, can cause drive reduction, can lead to chronic or overuse injuries
Ways of optimising positive transfer
- Practice and learning situations should include positive transfer
- Build on similar skills to promote transfer eg. handball throw similar to volleyball spike
- Make learner aware of transferable elements or subroutines eg. foot position during a throw is same as during a tennis serve
- Ensure a clear demonstration of where transfer can take place
- Original skill must be well grooved or over learned eg. the correct throwing actions must be well learned before it is transferred to a tennis serve
- Give learner praise/positive reinforcement when transfer is successful
- The closer the practice is to the real situation, the greater the chance of positive transfer
- Diverse experiences enhance the probability of positive transfer eg. a throwing movement will transfer positively to all skills that require a throwing action
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