skill aquistion

• Fundamental motor skills the the building blocks that will enable us to develop more sport-specific skills.

  Eg. Jumping, catching, throwing, running etc.
• Sport-specific skills are using in only one or very few sports.
• Open skills are performed in an unpredictable environment where there are many variables and they are generally externally paced.
• Closed skills are performed in a predicable environment where there are few variables and they are often self-paced.
• Fine skills are delicate and precise movements, often involves smaller muscle groups.
• Gross skills are movements that require most or all of the body to be involved and often uses larger muscle groups.
• Discrete skills have a distinct beginning and end.

  Eg. Basketball shot, tennis serve
• Serial skills are several discrete skills performed in a sequence that creates constant performance.

  Eg. Gymnastics routine
• Continuous skills have no distinct beginning or end.

  Eg. running, swimming, rowing
• Socio-cultural factors are things that affect how quicky or how well individuals will learn motor skills.

  Eg. Peers, role models, access to coaches, SES
• The cognitive stage of learning is where the athlete is trying to comprehend the movement, asks lots of questions, performs inconsistently but shows quick improvement.

  LOTS of questions, LOTS of errors and LOTS of improvement.
• The associative stage of learning is when an athlete begins to refine technique, becomes more consistent, identifies causes of errors, improvement becomes more gradual and begins to use it in game situations.
• The autonomous stage of learning is where the skill becomes automatic and the athlete develops anticipation skills and focuses on tactics.
• Direct coaching is a coaching style where learners are told what to do and how to do it. The coach provides frequent feedback.
• Constraints based coaching is a coaching style involving altering a constraint which encourages the learner to develop a certain behaviour.
• Individual constraints are age, gender, fitness, SES and level of experience.
• Task constraints are the difficulty of the skill, field size, rules, number of opponents and modified equiptment.
• Environmental constraints consist of proximity to facilities, weather, safety of area and noise/distraction.
• Massed practice is practice that involves LESS frequent training sessions, however they last for a longer period of time.
• Distributed practice is practice that involves MORE frequent training sessions but they last for shorter periods of time.
• Blocked practice is practicing the same skill continually without changing to a different task.
• Random practice is the varied sequencing of different skills in the same training session.

  Eg. spike, dig, dig, set, dig, set, dig
• Intrinsic feedback if feedback that an athlete can obtain for themselves.

  Eg. Visual, Auditory, Proprioception, touch
• Augmented feedback is external feedback from a coach/teacher and can be either knowledge of results or knowledge of performance.
• Knowledge of results is information about the OUTCOME OF A MOVEMENT.

  Eg. How much spin a ball had or whether it went through a goal
• Knowledge of performance is information about how a skill was performed.

  Eg. The position of their hands on a ball or how high your knee was.
• The first step of a qualitative movement analysis is PREPARATION. This involves learning about skills and the athletes.
• The second step of qualitative movement analysis is OBSERVATION. This involves viewing the skill and recording it.
• The third step of qualitative movement analysis is EVALUATION. This involves analysing it and finding the strengths and weaknesses.
• The final stage of qualitative movement analysis is ERROR CORRECTION. This involves altering the athletes skill and giving feedback.