1. What is skill and how are skill classified? 2. How do people - - PDF document

▶
1 what is skill and how are skill classified 2 how do
SMART_READER_LITE
LIVE PREVIEW

1. What is skill and how are skill classified? 2. How do people - - PDF document

Dec 25, 2022 142 likes •268 views

Coaching I Skill Acquisition Image by minwoo Lesson Outcomes 1. What is skill and how are skill classified? 2. How do people learn skills? 3. How can coaches monitor the learning process? 1 PROPERTIES Allow user to leave interaction:

slide-1
SLIDE 1

1

Coaching I

Skill Acquisition

Image by minwoo

Lesson Outcomes

  • 1. What is skill and how are

skill classified?

  • 2. How do people learn

skills?

  • 3. How can coaches monitor

the learning process?

slide-2
SLIDE 2

2

PROPERTIES Allow user to leave interaction: Anytime Show „Next Slide‟ Button: Show upon completion Completion Button Label: Next Slide

Classification of Skills Discrete Skills Serial Skills Continuous Skills Distinct beginning and end Discrete actions linked together No distinct beginning or end Throwing a dart Hammering a nail Jogging Catching a ball Gymnastics routine Swimming Sit-to-stand transfer Triple Jump Ice Skating Schmidt & Wrisberg (2008)

slide-3
SLIDE 3

3

Classification of Skills Decision making minimised Motor control maximised Some decision making Some motor control Decision making maximised Motor control minimised High Jumping Playing quarterback Playing chess Weight lifting Driving a race car Cooking a meal Changing a flat tyre Walking in a busy airport terminal Coaching a sport Schmidt & Wrisberg (2008) Motor Skills Cognitive Skills Classification of Skills Predictable environment Semi-predictable environment Unpredictable environment Gymnastics Walking a tightrope Soccer Typing Steering a car Wrestling Cutting vegetables Crossing the street Chasing a rabbit (!) Schmidt & Wrisberg (2008) Closed Skills Open Skills

slide-4
SLIDE 4

4

Learning and Performance Learning can be defined as... “... a change in the capability of a person to perform a skill that must be inferred from a relatively permanent improvement in performance as a result of practice

  • r experience” (Magill, 2010)

Thing to consider... Is learning different from performance?

Image by y.caradec

Differences between Learning and Performance Learning

  • Inferred from performance
  • Relatively permanent
  • Due to practice
  • Not influenced by performance

variables Performance

  • Observable behaviour
  • Temporary
  • May not be due to practice
  • May be influenced by performance

variables

Image by minwoo Image by illuminaut

slide-5
SLIDE 5

5

How do people learn? Output

Image by minwoo

Adapted from Schmidt, R. & Wrisberg, C. (2008). Motor Learning and Performance: A problem based learning approach.

Input Stimulus Identification (Perception) Response Programming (Action) Response Selection (Decision)

PROPERTIES Allow user to leave interaction: Anytime Show „Next Slide‟ Button: Show upon completion Completion Button Label: Next Slide

slide-6
SLIDE 6

6

PROPERTIES Allow user to leave interaction: Anytime Show „Next Slide‟ Button: Show upon completion Completion Button Label: Next Slide

Gentile‟s (1972) Two Stage Model of Motor Skill Learning

Image by minwoo

Initial Stage of Learning 1 - Acquire a Movement Coordination Pattern 2 - Discriminate between regulatory and non-regulatory conditions Later Stages of Learning 1 - Ability to adapt the movement pattern to specific performance situation 2 - Increase consistency 3 – Perform the skill with an economy of effort

slide-7
SLIDE 7

7

Applied Considerations of Gentile‟s (1972) Two Stage Model

Image by minwoo

During the Initial Stage

  • Learner should focus on achieving the action goal
  • Use practices that help identify regulatory characteristics

During the Later Stages Closed Skills

  • Requires fixation
  • Must refine movement

learnt in initial stage

  • Make practices similar as

possible to real life Open Skills

  • Requires diversification
  • Must learn to adapt

movements to open play

  • Vary the controllable

regulatory conditions Magill, 2010 Observable Indicators of Improved Skill Process Measures

  • Relates to the quality of the

actions executed

  • Skilled coaches will observe

movements against the target behaviour

  • Allows more detailed feedback

Outcome Measures

  • Relates to a measurable result

from the individuals performance

  • Measures of time, distance,

frequency, accuracy and consistency

Image by gordon2208 Image by zoonabar

slide-8
SLIDE 8

8

Observable Products of Learning Knowledge of Concepts

  • Learner‟s improve understanding
  • f the rules, strategies and finer

points of the activity

  • Performers assess task

demands, determine appropriate actions and effectively analyse. Control and Co-ordination

  • Changes in control/coordination

make movements look less stiff

  • Skilled performers demonstrate

more efficient control of movement

  • Southard & Higgins (1987)

Muscles Used

  • Changes in patterns of muscle

activity

  • Contraction occurs at more

appropriate times.(Moore & Marteniuk, 1986).

Image by Capt Kodak

Observable Products of Learning Attention

  • Attentional proficiency is an

important attribute (Abernathy, 1993)

  • More efficient and effective

search strategies Movement Efficiency

  • Energy costs diminish (Sparrow

& Irizarry-Lopez, 1987)

  • Coordination, control and

patterns of muscle activity improve

  • Less fatigued

Error Detection and Correction

  • More adapt in recognising and

correcting errors (Lui & Wrisberg, 1997)

  • Pay more attention to relevant

feedback information

Image by rofanator

slide-9
SLIDE 9

9

PROPERTIES Allow user to leave interaction: Anytime Show „Next Slide‟ Button: Show upon completion Completion Button Label: Next Slide

Evaluation

  • Skills can be classified in a number of different ways based on the

key characteristics of the skill.

  • Understanding the ways in which humans process information is key

to achieving an understanding of how skills are learnt.

  • Models of learning can help the sports coach identify ways in which

to modify practice sessions so to promote effective learning.

  • Learning is not the same thing as performance. We cannot see
  • learning. We can however see performance and infer learning from

this.

  • There are a number of key observable signs of skill learning.

Coaches should be aware of these to assess the rate at which a skill is being learnt.

slide-10
SLIDE 10

10

PROPERTIES On passing, 'Finish' button: Goes to Next Slide On failing, 'Finish' button: Goes to Next Slide Allow user to leave quiz: At any time User may view slides after quiz: At any time User may attempt quiz: Unlimited times

References

Abernethy, B. (1993). Attention. In R.N. Singer, M. Murphy, & L.K. Tennent (Eds.), Handbook of research on sport psychology (pp. 127-170). New York: Macmillan. Fitts, P.M. & Posner, M.I. (1967). Human Performance. Belmont, CA: Brooks/Cole. Gentile, A.M. (1972). A working model of skill acquisition with application to teaching. Quest Monograph XVII, 3-23. Lui, J. & Wrisberg, C.A. (1997). The effect of knowledge of results delay and the subjective estimation of movement form the acquisition of retention of a motor skill. Research Quarterly for Exercise and Sport, 68, 145-155. Magill, R.A. (2010.) Motor Learning and Control: Concepts and applications (9th Ed). McGraw-Hill: New York, NY. Schmidt, R.A. & Wrisberg, C.A. (2008). Motor Learning and Performance: A problem- based approach (4th Ed). Human Kinetics: Champaign, IL. Southguard, D. & Higgins, (1987). Changing movement patterns: Effects of demonstration and practice. Research Quarterly for Exercise and Sport, 58, 77-80. Sparrow, W.A. & Irizarry-Lopez, V.M. (1987). Mechanical efficiency and metabolic cost as measures of learning a novel gross motor task. Journal of Motor Behavior, 19, 240-264.