Topic 5, 10 and 11

Force exerted by a surface as an object moves across it or makes an effort to move across it Value of force of friction, Ff = μR μ = coefficient of friction R = normal reaction force

dimensionless scaler quantity = force of friction/ force normal magnitude of coefficient of friction depends on the materials in contact(steel and ice is low) (rubber sole or ground has high) the greater the interaction between the molecules of the interfacing services the greater the coefficient usually max is 2 ranges from 0-1

Dynamic friction: when the force applied is sufficient to overcome static friction of the object (it moves) lower than the coefficient of static friction Static: force is applied to attempt to move a stationary object but doesnt

sports shoes: allow for more friction so the person doesn´t fall winter sports: we want less friction so we make the surface of the skies as smooth as possible

forces acting to oppose the motion of an object through a fluid medium (air, water)

clothing, equipment for cycling (helmet, bycicle) body position drag increases with speed

Traditional: simple transmission of fixed knowledge from coach to athlete -content focused -coach-led -coach has full responsability how when and what is the learning Non-linear: non-linear, unpredictable manner, coach and athlete explore a situation together -connectivity coach athlete -process oriented learning -creative processes

Motor learning: ongoing dynamic, non-linear process, influenced by constraints Types of constraints Athlete constraints -self-organization -movement patterns -cognition -decision-making environmental constraints -physical factors (gravity, altitude, light, size…) -social factors )peer pressure, cultural expectations) Task constraints -foal of the specific task -rules on actions or conditions -rules on the equipment used Ways to manipulate constraints: -modify equipment available -size of playing areas -setting relevant tasks -suggesting imagery ideas -enforcing specific rules

Athlete: minimizing the number of rules (allow forward passes in rugby) environment: limit space available to participants Task: modify equipment so that there is more chance of success

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

Cognitive- ability to understand something (planning) Perceptual-acquiring information from your senses motor-something you physically do perceptual-motor- interpret stimuli and respond with motor stimuli

gross-large muscle groups are involved (walking) fine-small muscle groups are involved (playing the piano) open-affected by environmental conditions (rebound) closed-controlled environment (archery) discrete-clear start and finish brief and well defined (forward roll) serial-linking together of skills to form a longer more complex movement (roundoff backhandspring) continuous-the end of one cycle of movement is the beggining of the next (swimming) externally paced-time and form are determined by what is happening elsewhere in the environment (sailor adjusts the sails because of the wind) Internally paced- the performer has control over the rate at which the action takes place (gymnastics floor routine) interaction continuum -individual: away from others in isolation -coactive:performed at the same time as someone else -interactive: other performers are directly involved and can involve confrontation (team sports)

general trait or capacity of the individual that is related to the performance and performance potential of a variety of skills or tasks

way in which that sports skill is performed

Skill = ability + selection of an appropriate technique

consistency- a performer can achieve the tasks successfully repeatedly accuracy-skilled players selectively tend to recognize, analyse and interpret visual information more accurately and make the correct decision control-ability to vary precisely the parameters of the motor production, such as force, speed and duration, to suit specific performance constraints learned- in order to produce a skilled performance the player must practice so underlying abilities are enhanced it requires practice and results from experience efficiency- experienced performer can fit the energy required to the demands of the task goal-directed-goal-oriented movements fluency- movements are linked with no noticeable breaks

system by which we take information from our surrounding environment, use it to make a decision and then produce a response: input-decision-making- output (input and output are assessable/observable) input — black box (decision making) — output

exteroceptors- a sense organ or part of the body, such as the eye or the ear, that reacts to information or changes from outside the body proprioceptors-a sensory receptor which receives stimuli from within the body, especially one that responds to position and movement. interoceptors-molecular sensors or receptors in neurons that directly detect various interoceptive signals and transduce them into electrical, hormonal, or other non-neural signals to be integrated and interpreted by the brain.

Selective attention - focusing on relevant information while ignoring irrelevant information Memory- the process of storing information and motor programs within the nervous system SA is important when accuracy or fast response and can be improved by learning through past experience and interaction with the LTM

rehearsal- going over the skill coding-characteristics of the incoming stimuli are compared with with those of similar stimuli which habe been learned and stored brevity-keeping cues short because STM is limited (not too many coaching points at once) clarity- Concise, clear and simple information chunking-items of information are grouped together to memorize more organization-easier to learn when structured in a meaningful manner association-a stimulus and a response are connected in the mind of the performer (link to something they already know) practice-rehearsing the skill

response time = reaction time + movement time

response time is an ability with individual and group varience (gender, age) reaction time- stimulus transmission, detection, recognition, decision to respond, nerve transmission time and initiation of action Hick´s law- the time it takes for a person to make a decision depending on the choices available. As you double the number of stimulus- response couplings, reaction time increases