Skill Acquisition & Learning For Performance PT1

-Core abilities of brain demonstrated through your memory, reasoning, attention span, problem solving, thinking, reading & learning -Help you process info by sending it to correct areas of brain -Athletes need to quickly analyse situations, make informed decisions & execute them perfectly

-Brain sensory functions enables us to perform activities & make decisions, from simplest to complex -Different types of perceptual skills - visual skills represent brain’s ability to perceive & understand what eyes see -In tennis & basketball, performers must adopt their skills to changing environment

-Muscle movements we use in everyday life, e.g. brushing teeth -Motor skills = learned abilities -We acquire motor skills through practise & repetition

-Represent activities that are primarily movement-oriented -In teaching, emphasis placed on this movement component, although ultimately in practise, performance requires integration of related knowledges & values

Fine: Small, accurate movements, with small muscular contractions, e.g. darts Gross: Large muscular contractions, dynamic movements, e.g. butterfly stroke

Continuous: movement repeats over & over, e.g. cycling Discrete: definite beginning & end, e.g. hockey pen flick

Internal: controlled by performer, they decide rate at which skill is performed, e.g. triple jumper External: Controlled by other players/factors, e.g. forced into pass in football

Open: environment directly affects them, e.g. footballer choosing correct pass based of number of defenders in front of them Closed: environment doesn’t directly affect them, skill is performed same way every time, e.g. javelin

-Frequent errors -Leaner has to think about skill & how to execute it -Require lots of constant feedback -Demonstration & repetition is key to development -Most appropriate practise = whole-part-whole, giving sense of context before skill broken down

-Largest & longest stage -Begins to understand requirements of skills & more consistent -Lots of practise -As athlete progresses towards next stage errors become less frequent & smaller & can concentrate for longer -More complex info can be processed & performer can use internal feedback to improve -Appropriate practise = part practise - supports motivation & focuses on specific skills

-Few, if any errors that are minor -Athlete in this stage can think about other aspects of competition & not on skill itself -Perform skills consistently & effectively without effort -Able to concentrate on complex tasks & info & able to adapt their performance -They decide pace of skill & activity & nearly always make correct decisions -Coach can give detailed feedback & use complex video analysis to refine performance -Appropriate practise = whole part - requires high attention to skills that can’t be broken down