5.3 - Principle of Skil Learning

• Learning


  A relative permanent change in performance brought about by experience
• Performance


  A temporary occurrence, fluctuating over time
• Cognitive


  early stage of learning, when attempting the skill the performer must concentrate thoroughly on the basic fundamentals
• Associative


  intermediate stage of learning, the performer understands how to perform the skill and must focus on practice to eliminate mistakes and to strengthen the memory tract between STM and LTM
• Autonomous


  the final stage of learning, the performer has embedded the motor programme within their memory and can perform the skill with little to no though of technique and mastery of the skill
• Linear


  Practice is successful, motivation and focus is consistently high, positive coach interaction

  
• Positive Acceleration Curve


  Task complexity increases throughout the session/unit of sessions, slowly grasping the skill initially, motivation grew

  
• Negatively Accelerated Curve


  Initial high level of improvement, levelled out due to motivation decrease, physical fatigue or lack of coach input

  
• Plataeu


  Level out in learning due to lack of practice, injury, decline interest, skill not learned correctly, coach is unable to progress performer, skill progression is too complex

  
• Positive Transfer


  learning of one skill assists with the learning of another
• Negative Transfer


  learning of one skills hinders the learning of another
• Skill to skill


  learning one skill and being able to transfer that skill into a different skill
• Practice to Performance


  Transferring skills learnt in practice into a competitive situation
• Abilities to Skill


  A performer uses their won abilities to perform a skill
• Bilateral


  when the learning of a skill is transferred from now limb to another
• Stage to Stage


  skills that are learned within the cognitive phase will be further developed in the associative phase
• Principle to Skills


  concepts from sports can be transferred into other games
• Distributed


  Outline: intervals are planned within this method of practice to allow for rest and mental rehearsal

  beneficial for: beginner, youth, demotivated
• Massed


  Outline: practice on ‘mass’, as in time in mass, continuous practice with no rest

  Beneficial for: experienced motivated, fit
• Fixed


  Outline: drills, repeated practising a particular skill, usually in a closed environment to allow for skill development

  Befeficial for: discrete, closed skills, development subroutines
• Variable


  Outlined: the environment is variable, ever changing

  Beneficial for: open, interactive skills
• Mental


  Outline: preparation for a skill without actually carrying the skill out

  Beneficial for: all skills can be benefited by mental rehearsal, its how the rehearsal is done which differs
• Whole-part-whole


  the whole skill is introduced to the performer. they attempt the skill, coach highlights any issues, breaks down the skill to delop the issues, before returning to the whole skill
• Whole


  the whole skill is performed and the deployment takes place within the whole skill/game
• Part


  the skill is broken down into parts and learned in isolation, forming subroutines that can later be pieced together
• Progressive part


  the skill is broken down into parts. The parts are learned and graduallly progressed to form different/more complex parts
• Command teaching style


  full control to the teacher/coach, the performer doesn’t develop any independent thinking skills
• Reciprocal teaching style


  although the skill development is still determined by the teacher/coach, they will share objectives so the overview is apparent
• Problem Solving teaching style


  this approach can be effective when you have time to explore a skill