Topic 5

• Cognitive/intellectual: Careful, thoughtful approach to a task, little movement (game Intelligence, Spatial awareness, pattern recognition) • Perseptual: Process by which you sense things and interpret them (decision making environment/opponent) • Motor: A voluntary body movement with a predetermined end result, little thinking, (runing, swimming, catching)-> gross movements • perceptual motor skills: Interpret environment, followed by a movement response (triggered by position of opponent/teammate)

skill is the consistent production of goal-oriented movements, which are learned and specific to the task

Gross-large movements using large muscles or involving whole muscle groups Ex: rolling over, Kicking, flipping Fine-Small and intricate movements, using small muscles often at the extremities Ex: fingers, foes, wrists, tongue open-a skill performed in an unstable environment, where the environmental stimuli determines the initiation of the movement closed -performed in a stationary environment, and it highly controlled by an Individual, who dictates the initiation. Often easier Discrete-brief and defined actions that have a definitive start and end to their movement. Single, specific actions. Ex i penalty kick Serial -I sequence of discrete skills joined together to create a greater movement EX: triple jump continuous -has no obvious beginning or end, actions are repeated in a cyclical form EX: running Externally paced -The environment (including opponents)control the pace at which the skill is executed, these factors will affect the performance and must be taken Into account by the performer. Typically open skills. Internally paced-performer dictates the rate of speed that the skills are performed, often comprise of closed skills (dart throw individual-skills performed In Isolation EX: high Jump Coactive -skills that may be performed in unison with other competitors, but do not involve direct confrontation or contact Ex: Swimming Interactive -Skills performed where others are directly involved, such as game sports EX: football

Ability refers to a general train or capacity of the individual that is related to the performance potential of a variety of skills or tasks

Physical (gross motor) abilities - health - Dynamic strength - Static strength - Extent flexibility - Explosive strength Perceptual (psychomotor) abilities · control precision multi-limb coordination Reaction time · response orientation speed of arm movement ↳ controlling a percise movements

· The way in which that sports skill is performed

Skill = ability + selection of an appropriate technique

Feature skilled Novice Consistency · high · low Accuracy · high · low Learned nature · good/autonomous · poor/cognitive Control · high · low efficiency · high · low Certainty · high · low fluency Smooth · errantic goal direction · good · poor

Input Decision making output Feedback

Sense organs receiving stimulis from outside the body Perception Short term store Descision making —— Long term store Effector control Effectors

fully aware (consious) 1. Exteroceptors: receive extrinsic information from outside the body (from the display) visual. Audition. Torch· Smell. Taste -> sensory nerve end receptors/sense organs that are located in the skin/oral carity/eyes/ears/nose 2. Proprioreceptors: to do with coordination -nerve receptors slightly aware (consious) -Info gathered from Inside the body’(muscle, joints, inner ear) -register Stimuli such as stretch/tension/awareness of body position in space ↳ ex: doing a backflip 3. interoceptors not aware (subconscious) Info gathered from Inside the body main interoceptors are sensory nerve end receptors and respond to potentially damaging stimuli/pain · Pass info from within the body internal organs (heart to longs vie nervous system) ↳ regulate various functions of the body Kinzesthetic information/proprioception (body awareness)-the Inner sense within the muscles, tendons and joints, which glves automatic internal information about the position of joints and the tension in the muscles.

Perception -process by which brain Interprets and makes sense of the information it is receiving from the sensory organs 1. Detection-Identification of the stimulus 2. Comparison-gathered Stimuli compared to memory stores 3. Recognition -the stimuli is matched to one stored memory

short-term memory: Ability to remember and modify what we learnt, pass out the appropriate Information via the body’s effector system ↳ recieve relevent information, interpet it, use it to make decisions Three aspects of memory; short-term sensory store, short-term memory, long-term memory sis-all incoming information is held briefly here. Info is lost within 0. 5 seconds If not attended to (processed mentally/physically) If the info is processed or rehearsed; it is passed to the STM

selective attention: type of memory where you can only focus on one thing (no multitasking) ↳ both play a role In competitive play in sports, where performers must recall and retrieve knowledge from the LTS of their memory, but utilize the skill of selective attention In order to only reall the memories Vital for the skill/performance being done. football -you may rub all of the training done, but /selective attention, you recall and only think about where you have to go Filtering -a mechanism which separates relevant info from Irrelevant information. This means performer can focus on the one cue/stimulus which is important and Ignore other (cves). SA/filtering is especially important for accuracy and/or fast responses

it can occur in any sensory modality verbal -> repeating information over and over either aloud or silently motor -> drawing or writing info or performing a sequence of actions repeatedly Visual looking at Info over and over Auditory -listening to the info -The more sensory modalities used In the repition of info, the move likely that info will be remembered chunking different pieces of info can be grouped (or chucked)together then remembered as one piece of Info Ex: Instead of trying to remember each separate move made by each player In a line-out in rugby or a penalty corner In hockey, 2 player might remember the whole drill as a single number coding-naming t labelling sets of info that can help us learn Brevity-making it consice, dont over explain clarity -the quality of being clear and concise, avoid learning 2 similar things at once as it can dispropt the clarity organisation -arraging and structuring info in a logical way, grouping them accordingly meaning fully (often use imagery Association -your memory increased when familiar to you (context) Practice -no skill is learned without practice. Practice moves the Image of the skill between STM and LTM and by doing this it helps create a memory trace/pathway

-> doing a response to stimuli (catching ruler response time = reaction time + movement time ↳ seeing the stimulus (droping roler) response time Is defined as the time from the introduction of the stimulus to the completion of that action required to deal with the problem eresponse time is an ability, having individual and group variance (for example gendre + age)

reaction time -‘The time between the onset of a signal to respond (stimulus)and the Initiation of that response movement time -the time from the initiation of the first movement to the completion of that movement Gendre-males generally have quicker reactions than females but the reaction times of females deteriorate less quickly than males Age -your reaction time gets quicker up to an optimum age and then deteriorates

The PRP explains the 4 In reaction Time. The delay is caused by an ↑ in the time of Information processing, when the Initial stimulus is followed closely by a second. The reaction time Is slowed down because of the first stimulus having to be cleared before the second’s processing. This is explained by the single channel hypothesis -> The brain only being able to deal w)I piece of stimuli at the time. When recieved Too much Info a ‘bottleneck’is formed, slowing down the decision making. Sporting Example: When performer I fakes a movement, the opponent will be unable to clear the stimuli. causing a player advantage -> complete move w)no pressure

A set of movements stored as a whole In the memory regardless of whether feedback is available or not. ↳ contain subroutines, which breakdown the actions required in a sport ex: rouch doing an A-Drive 1. taking a touch 2. Placing a ball 3. Stepping over the ball 4. Picking ball up · as the skill level of the performer 4, the proficiency of the athlete does as well, the routthes then become subroutines, as they begin to make up more complex skills within the sport ex: 2 A-Drive being Incorporated into a 42, where a backdoor component is added · a whole plan (executive program/motor program) · subroutine · Coordination of subroutines · Relegating executive programmes to subroutines

open loop theory · Decisions are made in the brain · Information for one movement is sent in a single message · The muscles recleve the messages, where they preform the movement · feedback may or may not be available but it does not control the action -> fast continous movements (eg: golf Swing)-> Does not work well for slower movements closed loop theory · Slow movement· Decisions are made in the brain · Information is sent to at different times · Information is recieved by the muscles to Initiate the movement · feedback is always available and is necessary for correction of movement patterns and to adjust to changing needs. -> skill is done in enough time, so their muscle memory of the skill can be stored in the memory trace. When performer detects an error, they use the perceptual trace, which is an immediate detection of the movement stored In STM, and compare it to their memory trace. The differences between the two are the augmented and the perceptual trace Is changed to match the memory trace and improve performance.

Intrinsi (self-given)extrinsic (given by others eg: coach) · knowledge of results (was there a goal)and knowledge of performance (correct technique, Improper technique) · positive (encouragement)and negative (on-constructive) · concurrent (during the task itself)and terminal (after task completion)

reinforcement of learning motivation adaption of performance punishment

· Learning-change In preformance due to experience · Performance = Temporary occurrences, fluctuating over time

Early Phase: Cognitive/verbal phase (beginner)= mental picture Intermediate phase: Associative = practise and get feel of skill final phase: Autonomous (highly skilled)perform automatically