C.2.1 + C.2.2

the process of aquiring motor skills, a set of pattern of movements required for skilled action.

A skill is a specific action that has been learned through practice, they are more mesaurable, develops through training and learning

An ability is something you are born with (inate) and gives you the capacity to perform skills. They are difficult to measure/quantify, and difficult to teach; they are acquired without formal instruction.

they are awareness of the body during movement, and coordinating sensory info with movement. ex.

are the ability to use muscles in certain ways

Performance is a temporary display, it can fluctuate and be influenced depending on stress and is an immediate result. Learning is stable over time and is long term and develops gradually. The relationship between the two is that if someone is performing better, it means they are learning

motivation/desire to learn, difficulty of the task, amount of prior training, not everyone learns at the same rate, age, coaches’ teaching style,

Based on information processing model, Progression of increasing difficulty through cognitive stages, Improving proficiency means a reduction in cognitive processing (you have to think less), Movement skills should be simplified to make learning more complex skills easier, Teacher-centered

Based on the ecological dynamics model, Exploratory learning, individualized movement solutions, Learning should take place in contexts that mimic performance (learn by doing and experimenting), Teachers find ways to support the learner by changing various aspects (individual, task, environmental) to best fit the learner, Learner-centered

This model views motor learning as a process of recieving iturpruting and responding to info

• input = sensory info from the environment decision making = comparing the incoming information with long term stored memories and decides on an appropriate action. output = the execution of a movement feedback = the outcome of the movement is evaluated and the info is used to adjust future actions ex. A tennis player sees an approaching ball (input), decides to perform a forehand stroke (decision-making), executes the stroke (output), and assesses whether the shot was successful (feedback).

Emphasizes the relationship and interaction between the individual, task and there environment. It assumes that learning is exploring and adapting to constraints of a task and enviroment, movement isnt preplanned but develops according to the interaction with the indivudal task and environment, the perception of the environment directly influences motor actions. ex. A soccer player adjusts their dribbling style based on the uneven surface of the field, the position of opponents, and their current energy levels, without pre-planning every movement.

Individual - The learner’s characteristics (flexebility, strength, experience etc) task - the specific goal or activity being performed enviroment - external conditions or constraints (weather etc

Effective for breaking down complex movements into simpler components, particularly for beginners. Feedback is deliberately given to correct errors.

Emphasizes variability and real-world scenarios, helping athletes develop skills that are adaptable and robust under changing conditions.

provides info from outside the body like visual or auditory

provide information about the position of the body and limbs. chemoreceptors, baroreceptors, propreoceptors

important sensations

No limitations. Information must be rehearsed to pass from STM to LTM. Retrieval is sometimes difficult

Individual’s sensitivity to the signal or experience (d’, d-prime) Bias on detection. When arousal is low it can be missed (error of omission) or while arousal is high it can be made up made up (error of commission)

Where temporary sensory info is stored for about 0.5 secs

90% lost in 10 seconds.

there is so much information being presented, we can only deal with one thing at a time.

focusing on only important/relevant information. All sensory information enters the short term memory, but only information being focused on passes to long term memory.