Topic 5 - skill in sport

• define skill


  The consistent production of goal-orientated movements, which are learned and specific to a task
• perceptual skill


  how we select, organise and recognise information from our senses, built on perceptual abilities and developed via maturation and practice

  ex) hearing a coach call over the noise of a crowd
• cognitive skill


  choosing an action and when to use it, improved VIA experience, requires thinking, having habitual technique is easier to give attention to cognition

  ex)knowing an opponents strengths/weaknesses, watching footage of previous games
• motor skills


  emphasises movement, not much thinking, just act and dont think

  ex) weightlifting, wrestling, racing
• perceptual-motor skills


  physical movements that are controlled by the brain, pre determined towards an object or outcome based on perceptual information, cognitive decisions and motor movements

  ex) trying to beat a defender in a sport
• process of perceptual motor skills


  recognising the information displayer(perceptual) --> choosing an appropriate course of action(cognitive) --> performing the appropriate course of action(perceptual motor)
• gross vs fine approach

  large or small muscle groups being used when performing an action(gross = large, fine = small)
• open vs closed approach

  environment stability(open= unstable and changing, closed=stable and unchanging)
• externally vs internally paced approach


  control of the pace or rate at which the skill is performed(externally=controlled by external factors, internal= controlled by performer)
• discrete, serial, continuous approach


  whether or not there is a clear beginning and end to a skill(discrete= single, specific movement, serial= number of discrete skills chained, continuous= movement is ongoing)
• individual, coactive, interactive approach


  whether or not the skill is performed alone or with others(individual= isolation from others, coactive= with someone but not directly, interactive= others get involved)
• outline ability


  a general trait or capacity of the individual that is related to the performance and performance potential of a variety of skills or tasks
• Fleishman's Physical Proficiency Abilities


  physical movement determines an individual's potential skill development; static strength, dynamic strength, explosive strength, trunk strength, extent flexibility, dynamic flexibility, gross body coordination, gross body equilibrium, stamina
• Fleishman's perceptual motor abilities


  how we make sense of our environment and how we act; multilimb coordination, control precision, response orientation, reaction time, speed of arm movement, rate control, manual dexterity, finger dexterity, arm-hand steadiness, wrist/finger speed, aiming
• define technique


  the way in which a sports skill is performed, a way of doing
• the relationship between ability, skill and technique


  skill = ability + using the appropriate technique
• skilled performer


  consistently successful

  accurate

  efficient and minimise time/energy used

  fluent/flowing/aesthetically pleasing

  goal-directed when practising/playing

  learned so actions happen automatically

  controlled and coordinated with no unnecessary movements
• novice performer


  opposite of a skilled performer
• learning


  relatively permanent change in performance brought about by experience
• performance


  temporary occurrence, fluctuating over time
• relationship between learning and performance


  A change in performance over time is often used to infer learning.
• cognitive stage of learning


  the first stage of learning, "novice performer", watch demonstrations, uncoordinated movements, trial and error, the coach may use manual or mechanical guidance
• associative stage of learning


  the second stage of learning long periods of practice, beginning to connect movement with the mental image of skill, use of kinaesthetics, given feedback, parts of the skill are coded into subroutines and ultimately a motor programme
• autonomous skill


  last stage of learning, "skilled performer", motor programmes are firmly stored in LTM, reaction times are faster, movements appear automatic, maximum efficiency, internal feedback
• simple model of information processign

  input --> decision making --> output
• Welford's model of information processing

  Sensory input/internal sensors --> perception --> shotr-term store --> decision making --> long term store --> effector control --> effectors

  
• components associated with sensory input


  exteroceptors, proprioceptors, introceptors
• exteroceptors


  provide information about the external environment(sound, touch, pressure)
• interoceptors


  info about the inside of the body (blood pH, hunger, glucose)
• proprioceptors


  monitor the position and movement of skeletal muscles and joints(position/posture, vestibular apparatus)
• signal-detection-process


  detection-comparison-recognition process (DCR)

  brain detects stimulus + processes it

  AKA perception
• factors influence DCR


  background noise, intensity of stimulus, efficiency of the sense organs, early signal detection, and improving signal detection
• background noise


  aspects of stimuli that are not directly relevant to the task at hand
• short term sensory store


  filters out relevant information, 0.1-1 seconds, very very large, if not rehearsed it is lost forever
• short term memory


  "working memory", holds onto info before it is stored or forgotten, 1-30s, 7+/2 items, uses info to initiate movement then info is passed to LTM
• long term memory


  storage of important moto programmes, unlimited capacity and duration, brings out info anytime we need it though its difficult
• relationship between selective attention and memory


  SA is a filter separating info from background noise, operates in STSS and insures overload doesn't happen and prevents confusion
• SA in sport


  filtering mechanism separating relevant info from background noise, athletes can then focus on a cue/stimulus, SA is important for accuracy and fast responses and can be improved by past experience and interaction with LTM
• types of learning curves

  1 - positive acceleration, still low level

  2 - linear, proportionally better

  3 - negative acceleration, less noticeable improvement at a higher level

  4 - plateau

  
• factors that contribute to different rates of learning

  motivation(intrinsic vs extrinsic), physical fitness(fatigue, specific factors), physical maturity(focus, info processing), age(within the year group, mental maturity), difficulty of task(impacts motivation), teaching environment(limited distractions, small groups), individual differences of coaches(relationship)