C3 Skill Acquisition

a complex, controlled muscle movement that is learnt and practiced to complete a pre-determined task

the components that make up a motor skill

the whole plan of a motor skill, specifying timing and sequence of all subroutines

when all subroutines are performed effectively, with correct sequencing and timing

FINE - small muscle groups used - greater precision in movements - eg. darts, archery GROSS - whole body, large muscle groups - less precision - eg. soccer, high jump Fine and gross motor skills are often combined in a skill

DISCRETE - have a distinct beginning + end - brief duration - eg. javelin, tennis serve, free kick CONTINUOUS - no distinct begin/end - rhythmic, flowing movements - eg. running, swimming, rowing SERIAL - a number of discrete skills in a sequence - form a more complicated action - eg. gymnastics routine, triple jump

OPEN - variable + unpredictable environment - externally paced (outside factors) - requires adaptation of skills - eg. batting in cricket, soccer, hockey, sailing - more difficult to learn - more decisions to be made CLOSED - stable + predictable environment - internally paced (self-timed) - replication of skill - eg. hitting ball off a tee, golf driving range - better for teaching skills - less decisions to be made Most skills are not purely open or closed, but somewhere on the open-closed continuum.

• skills should be taught on a continuum moving from closed to open • eg. on cones passing, follow pass, add defender, 3v3 passing, match game

• developing initial understanding of how to do a skill Characteristics - trial + error - very inconsistent, little success - lots of self talk - high attentional demand - poor timing/sequencing of movements - frustration Coaching strategies - repetitive demonstration - clear instruction - don’t overload info - slow step-by-step - give feedback

• athlete familiar w sequence + timing • practice skill • length of this stage based on: motivation, skill complexity, coaching ability • most never progress past this stage Characteristics - self-recognition of error - refiine accuracy, consistency + efficiency - less self-talk - develop correct timing - smoother + quicker movements Coaching strategies - more specific + technical feedback - increase difficulty - more open-style practice

• skill becomes automatic, little attention needed to perform correctly Characteristics - high speed + efficiency - multitasking - repeatable, consistent success - identify + correct own error - selectively attend to relevant cues Coaching: Skill deteriorates if focus is on individual components

AGE/MATURITY - children have < capacity to process info, and lower motor control - people mature at diff rates - performance usually peaks at a specific age and deteriorates at older age (over 30) GENDER - differences in physiology - men advantaged in strength/power - women greater ability to utilise fats, increasing endurance HEREDITARY - body type/muscle fibre composition is based on genetics MOTIVATION - impacts persistence + effort QUALITY OF INSTRUCTION - professional teaching is better presented + taken in

MASSED - repetitive, continuous practice w/o breaks until skill is learned - more suited to highly skilled + motivated athletes - eg. kicking 50 penalties in a row DISTRIBUTED - short, frequent practice sessions - w regular breaks, in which feedback can be received/practice something else - generally deemed more effective - especially when learned is inexperienced, lack of motivation, skill is complex

WHOLE - learning entire skill, whole process - good for skills that are highly complex + difficult to break down PART - teaching a skill in its subroutines - progressive - builds up to make whole - good when skill has clearly defined components

FIXED - same skill practiced repetitively in same enviro conditions - good for closed skills VARIED - differing enviro conditions - good for open skills - develops schema

DRILL - traditional approach - learning through repetition - controlled practice for closed skills - eg. netball shots from set points - better for closed skills PROBLEM SOLVING - learning through discovery - application of a skill set to suit a situation - teaches creativity + game intelligence - eg. netball game with moving defence line requiring adaptation from attackers - better for open skills

• schema is the ability to apply a skill to a range of different situations. • every time a movement is conducted, information is gathered + applied to future performance of the skill • therefore, it is developed by practicing in quantity + large number of different enviro conditions • VERY important for open skills where conditions are changing + unpredictable • eg. playing on turf, muddy pitch, good quality grass = schema is developed to play in all conditions

cues obtained using the senses: - vision - hearing - proprioreception (kinaesthetic sense that gives awareness of muscular movement, through muscles, tendons, ligaments, skin) - equilibrium (the positioning + balance of the body, important to maintain control - eg. gymnastics, diving, dancing) - touch - smell

pieces of information obtained from the environment

• irrelevant info from enviro • eg. crowd noise, opposition taunts • • distraction from the important cues

• the ability to direct attention to the correct part of the environment to detect cues • eg. opponent body position, referee whistle, ball movement

• a performer’s ability to block out irrevelvant cues (noise) and respond only to the relevant • cuts down length of info processing time, making for quicker reactions/decision making • caused by correct orienting • can be aided by: making relevant cues stand out, using as few cues as possible in initial practice, directing player attention to cues

• predicting what will happen based on detection of relevant cues • developed by experience • reduces the amount of information to be processed • thus allowing for a quicker response

• using larger objects • using bright/contrasting colours • slowing down objects