Chapter 5 - Skill

skill is the consistent production of goal-oriented movements, which are learned and specific to the task ex. throwing a ball (learned part) as far as possible (goal oriented part)

• cognitive: thinking, strategy, tactics ex: knowing how to attack when the other team is playing a offensive trap • perceptual (more environment): using senses to analyse scenario before acting ex: (golf) reading surface and deciding what shot technique to use • perceptual motor skill (how you react to the environment): interpreting environmental stimuli and reacting to them through a motor response ex: when dribbling, knowing where to go, how to attack well

• discrete - clear start to finish ex. jumping • serial - multiple discrete skills linked ex: lay up, receiving a pass -> run,stop,dribble • continuous - continuous flow of the skill - no stop to finish ex. running

• open - externally paced with changing environmental conditions ex. everything in footy - dribbling, corner, shooting • closed - internally paced (only you decide when to do the skill) with predictable environmental conditions ex. no examples for team sports , archery (more environmental stability from 1 to 2)

• individual - isolation from others ex. gymnastics, darts • coactive - with others but no direct interference ex. swimming, racing, horse • interactive - with others and direct interference ex. any team sport more interaction from 1 to 3

• fine motor - smaller muscle groups and fine movements ex. catching a ball • gross motor - large muscle groups ex. running

• the traits that we are born with • perceptual and motor attributes, inherited from our parents that enables us to perform skills • abilities give us the capacity to perform skill ex. heigh, flexibility

way in which that sport skill is performed ex. using a specific grip to spin the ball when pitching/bowling

skill = ability + selection of an appropriate technique

novice: someone new to the sport skilled performer: someone more developed and experienced in the sport

• consistency • accuracy • control • learned • efficiency • fluency • goal-directed

input -> decision making -> output shows: the more you practice something you learn how to respond appropriately. overtime strengthening the memory trace and make the output better based on the stimulus presented

• exteroceptors: - detect info from outside body - sight, hearing –> sport - sense organs • introreceptors: - detect info from within the body - touch + pressure = pain - blood O2%, glucose , blood pressure • proprioreceptors: - detect and inform central nervous system for body position and limb movements - location of the body in space - balance - internal sensors ex. kick a ball -> where leg is in relation to space to know when to kick a ball

• input ex. seeing the ball being passed to you • decision making: ex. moving, changing stance, getting the ball • output ex. moving body, stopping ball

Definition: making sense of stimuli by the brain from sense organs 1. detection: - brain getting the stimuli - enviromental - mostly sight/hearing - extroceptor mostly 2. comparison: - take stimuli and compare to examples in long term memory to understand stimuli 3. recognition process - matching the stimuli to a long term memory experience

can improve or impact signal detection process: 1. background noise: more competing inputs make it harder for the brain to focus and identify relevant signals 2. intensity of stimulus : easier to detect signal the more intense the stimuli is ex. if someone is whispering vs someone yelling when calling for the ball 3. efficiency of the sense organ: how trained your organs are to sensitivity ex. if you have bad eye sight you cant detect as well - wear glasses

have to be in a state of appropriate alertness, experience, selective attention -> realizing what the important signals are, not getting sitracted easily

ability to filter relevant info from noise - limits what moves from short term sensory store to short term memory - improves with experience/ training

3 levels 1. short term sensory store (0.5 seconds) 2. short term memory (10-12 seconds) 3. long term memory - no limit - retrieval challenges

• rehersal: processing mentally • coding : labelling set of info • brevity : gradual release • association : match with previous memory • clarity: avoiding co-teaching similar topics • chunking: easier to remember • organisation: organise for meaning • practicE: establishes neutral pathway–> “muscle memory”

response time = reaction time + movement time

reaction: - stimulus transmission - detection - recognition - decision to respond movement: - nerve transmission time - initiation of action

response time increases with stimuli options

• concept of deception in sport • response time increases if second stimuli is given while participation is still responding to the first stimulus • response to 1st stimulus must be complete before response to 2nd stimulus • single channel hypothesis is that the brain can only process one related stimulus at a time